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  • [Solved] Discussion 6

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

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    – ## ScholarlyPaperUPLOADHERE.docx **## ScholarlyPaperUPLOADHERE.docx** Scholarly Paper UPLOAD HERE **SCHOLARLY PAPER INSTRUCTIONS** **DUE DATE: WEEK 4 Saturday at 2359** **Assignment Overview** **Due Date:** · **Week 4, Saturday at 11:59 PM** Submissions must be received by the deadline. Late assig…

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    – ## ScholarlyPaperUPLOADHERE.docx

    **## ScholarlyPaperUPLOADHERE.docx**

    Scholarly Paper UPLOAD HERE

    **SCHOLARLY PAPER INSTRUCTIONS**

    **DUE DATE: WEEK 4 Saturday at 2359**

    **Assignment Overview**

    **Due Date:**

    ·
    **Week 4, Saturday at 11:59 PM** Submissions must be received by the deadline. Late assignments will not be accepted.

    **Paper Topic:**

    · Select and analyze a nursing theory of your choice.

    **Paper Length and Formatting Requirements:**

    · Your formal paper should be
    **5-6 pages in length**, not including the title page and reference pages.

    · Use the following formatting settings:

    ·
    **Double-spaced text**

    ·
    **12-point font** (preferably Times New Roman)

    ·
    **1-inch margins** on all sides

    · Follow APA 7th Edition guidelines for:

    · Title (cover) page

    · Headers and pagination

    · In-text citations and reference list
    **References 5**

    **Content and Structure**

    Your paper must be organized into the following sections. Each section should be clearly labeled and addressed in your final submission.

    **Introduction**

    ·
    **Purpose:** Begin your paper by introducing the nursing theory you have chosen.

    ·
    **Content Requirements:**

    · Provide a brief background of the theorist—include information about their education, career, and any contributions that are relevant to the development of the theory.

    · Explain why the theorist is significant in the world of nursing.

    ·
    **Tips:** Keep this section concise, yet informative enough for the reader to understand the origin of the theory.

    **Basic Concept Analysis**

    ·
    **Purpose:** Clearly outline the core components of the nursing theory.

    ·
    **Content Requirements:**

    · Identify and briefly explain the major concepts that form the basis of the theory.

    · Discuss how these core concepts work together to define the theory.

    · Use clear definitions and simple examples if appropriate to illustrate each concept.

    ·
    **Tips:** Focus on the essential ideas that make the theory unique and applicable to nursing practice.

    **Relevance**

    ·
    **Purpose:** Demonstrate how the nursing theory is connected to broader healthcare practices and current research.

    ·
    **Content Requirements:**

    · Explain how the theorist’s work connects to the theory, and in turn, how the theory influences healthcare practices.

    · Discuss the application of the theory in today’s clinical settings.

    · Reference current research or clinical practice studies that apply the theory.

    ·
    **Scholarly Sources:**

    · Incorporate at least
    **two peer-reviewed or research articles** that detail how the theory is being utilized in clinical practice or research.

    · Summarize the key findings of each article including the results of the study and the implications they have for future practice.

    ·
    **Tips:** Be analytical and use evidence-based practice (EBP) to support your relevance discussion.

    **Summary**

    ·
    **Purpose:** Your summary should provide a critical reflection on the theory.

    ·
    **Content Requirements:**

    · Summarize the strengths and limitations of the nursing theory.

    · Reflect on how well the theory bridges theoretical frameworks with practical application.

    ·
    **Tips:** Offer a balanced perspective that recognizes both the benefits and potential shortcomings of the theory in advancing nursing practice.

    **Additional Guidelines**

    ·
    **APA Formatting:**

    · Ensure that your cover sheet, headers, pagination, and reference pages adhere to APA 7th Edition standards.

    · All in-text citations must match your reference list.

    ·
    **Assignment Quality:**

    · The writing should be formal, well-organized, and clearly written at a graduate level.

    · Each section should logically flow into the next, maintaining coherence throughout your paper.

    ·
    **Review the Rubric:**

    · Refer to the grading rubric provided (if available) to ensure that you have met all the criteria required for a high-quality submission.

    ·
    **Proofread Your Paper:**

    · Before submission, check for grammatical errors and clarity. Make sure your arguments are well-supported by evidence from your scholarly sources.

    **Final Submission Reminder**

    ·
    **Deadline:** Submit your final paper by
    **Week 4 Saturday at 11:59 PM**.

    ·
    **Submission Process:** Upload your paper in the designated submission portal. Ensure that your attachment is correctly named with your name and assignment title.

    By following these expanded instructions, you are well equipped to produce a comprehensive, well-structured, and evidence-based paper on your selected nursing theory. Taking the time to address each section thoroughly will enhance your chance for success and contribute thoughtfully to your field of study. Happy writing!

    Please refer to the grading rubric in the assignment drop box.

    **Rubric Details**

    ·
    **Content Depth and Relevance**

    40% of total result

    **Exemplary Work**

    The paper presents a thorough and insightful analysis of the chosen nursing theory. All key concepts are clearly articulated, relevant to the theory, and expertly linked to contemporary nursing practices. Evidence from multiple scholarly sources enhances the discussion.

    **Organization and Structure**

    30% of total result

    **Exemplary Work**

    The paper is exceptionally well-organized with clear section headings and a logical flow of ideas. Each section seamlessly transitions to the next.

    **## ScholarlyPaperUPLOADHERE.docx**

    Scholarly Paper UPLOAD HERE

    **SCHOLARLY PAPER INSTRUCTIONS**

    **DUE DATE: WEEK 4 Saturday at 2359**

    **Assignment Overview**

    **Due Date:**

    ·
    **Week 4, Saturday at 11:59 PM** Submissions must be received by the deadline. Late assignments will not be accepted.

    **Paper Topic:**

    · Select and analyze a nursing theory of your choice.

    **Paper Length and Formatting Requirements:**

    · Your formal paper should be
    **5-6 pages in length**, not including the title page and reference pages.

    · Use the following formatting settings:

    ·
    **Double-spaced text**

    ·
    **12-point font** (preferably Times New Roman)

    ·
    **1-inch margins** on all sides

    · Follow APA 7th Edition guidelines for:

    · Title (cover) page

    · Headers and pagination

    · In-text citations and reference list
    **References 5**

    **Content and Structure**

    Your paper must be organized into the following sections. Each section should be clearly labeled and addressed in your final submission.

    **Introduction**

    ·
    **Purpose:** Begin your paper by introducing the nursing theory you have chosen.

    ·
    **Content Requirements:**

    · Provide a brief background of the theorist—include information about their education, career, and any contributions that are relevant to the development of the theory.

    · Explain why the theorist is significant in the world of nursing.

    ·
    **Tips:** Keep this section concise, yet informative enough for the reader to understand the origin of the theory.

    **Basic Concept Analysis**

    ·
    **Purpose:** Clearly outline the core components of the nursing theory.

    ·
    **Content Requirements:**

    · Identify and briefly explain the major concepts that form the basis of the theory.

    · Discuss how these core concepts work together to define the theory.

    · Use clear definitions and simple examples if appropriate to illustrate each concept.

    ·
    **Tips:** Focus on the essential ideas that make the theory unique and applicable to nursing practice.

    **Relevance**

    ·
    **Purpose:** Demonstrate how the nursing theory is connected to broader healthcare practices and current research.

    ·
    **Content Requirements:**

    · Explain how the theorist’s work connects to the theory, and in turn, how the theory influences healthcare practices.

    · Discuss the application of the theory in today’s clinical settings.

    · Reference current research or clinical practice studies that apply the theory.

    ·
    **Scholarly Sources:**

    · Incorporate at least
    **two peer-reviewed or research articles** that detail how the theory is being utilized in clinical practice or research.

    · Summarize the key findings of each article including the results of the study and the implications they have for future practice.

    ·
    **Tips:** Be analytical and use evidence-based practice (EBP) to support your relevance discussion.

    **Summary**

    ·
    **Purpose:** Your summary should provide a critical reflection on the theory.

    ·
    **Content Requirements:**

    · Summarize the strengths and limitations of the nursing theory.

    · Reflect on how well the theory bridges theoretical frameworks with practical application.

    ·
    **Tips:** Offer a balanced perspective that recognizes both the benefits and potential shortcomings of the theory in advancing nursing practice.

    **Additional Guidelines**

    ·
    **APA Formatting:**

    · Ensure that your cover sheet, headers, pagination, and reference pages adhere to APA 7th Edition standards.

    · All in-text citations must match your reference list.

    ·
    **Assignment Quality:**

    · The writing should be formal, well-organized, and clearly written at a graduate level.

    · Each section should logically flow into the next, maintaining coherence throughout your paper.

    ·
    **Review the Rubric:**

    · Refer to the grading rubric provided (if available) to ensure that you have met all the criteria required for a high-quality submission.

    ·
    **Proofread Your Paper:**

    · Before submission, check for grammatical errors and clarity. Make sure your arguments are well-supported by evidence from your scholarly sources.

    **Final Submission Reminder**

    ·
    **Deadline:** Submit your final paper by
    **Week 4 Saturday at 11:59 PM**.

    ·
    **Submission Process:** Upload your paper in the designated submission portal. Ensure that your attachment is correctly named with your name and assignment title.

    By following these expanded instructions, you are well equipped to produce a comprehensive, well-structured, and evidence-based paper on your selected nursing theory. Taking the time to address each section thoroughly will enhance your chance for success and contribute thoughtfully to your field of study. Happy writing!

    Please refer to the grading rubric in the assignment drop box.

    **Rubric Details**

    ·
    **Content Depth and Relevance**

    40% of total result

    **Exemplary Work**

    The paper presents a thorough and insightful analysis of the chosen nursing theory. All key concepts are clearly articulated, relevant to the theory, and expertly linked to contemporary nursing practices. Evidence from multiple scholarly sources enhances the discussion.

    **Organization and Structure**

    30% of total result

    **Exemplary Work**

    The paper is exceptionally well-organized with clear section headings and a logical flow of ideas. Each section seamlessly transitions to the next.

  • [Solved] investigation

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    Assignment Prompt & Instructions

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

  • [Solved] journal

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    ## Heads Up! Faith-Based Individual Journal **Faith-Based Individual Assignment** Crisis Management is designed to equip students with the necessary knowledge and skills to effectively manage and mitigate crises in various organizational contexts. This assignment focuses on integrating faith-based l…

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    ## Heads Up! Faith-Based Individual Journal
    **Faith-Based Individual Assignment**
    Crisis Management is designed to equip students with the necessary knowledge and skills to effectively manage and mitigate crises in various organizational contexts. This assignment focuses on integrating faith-based learning into the crisis management framework, allowing students to explore the role of values, ethics, and spiritual principles in guiding decision-making during times of crisis.
    **Assignment Objective:**
    The objective of this assignment is to encourage students to reflect on the integration of faith-based principles into crisis management practices. Students will create a weekly journal, apply ethical frameworks to our readings and discussions, and demonstrate an understanding of how faith and spirituality can influence crisis management strategies.
    Below are broad guidelines for your journal reflections. You have the freedom to vary from the suggestions by omitting or adding topics.
    **Analyze weekly readings and discussions:**
    – Identify the ethical dilemmas and challenges faced by decision-makers in each case.
    – Evaluate the crisis management strategies employed by the organizations involved, considering their effectiveness and any ethical considerations.
    **Integrate faith-based learning:**
    – Reflect on the core values, principles, and ethical frameworks derived from your faith or belief system.
    – Analyze how these values and principles can guide decision-making in crisis management scenarios.
    – Identify specific examples from the week’s coverage where faith-based principles could have influenced decision-making and crisis management strategies.
    **Comparative analysis:**
    Compare and contrast the crisis management strategies employed in the situations we cover, highlighting the differences that might arise from incorporating faith-based principles.
    **Recommendations:**
    – Provide recommendations on how organizations and crisis management practitioners can integrate faith-based principles into their decision-making processes.
    – Discuss potential benefits and challenges of incorporating faith-based perspectives into crisis management practices.
    **Conclusion:**
    Summarize the key insights gained from the analysis and reflection, emphasizing the significance of faith-based learning in crisis management.
    **Deliverables:**
    – Journal submissions are due at the end of Week 4 and the end of Week 7.
    – Individual students will choose at least one organization for reflection each week. If you choose to make comparisons, limit your analysis to two organizations.
    – Use your academic voice and writing style, and include proper citations and references.
    – Submit the assignment in a Word document.
    – Each week’s journal entry should be approximately one double-spaced page.

  • [Solved] Nursing

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  • [Solved] Provide a reply as a DNP student use at least one scholarly reference (different from post) NO AI use and No plangiarism

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    Javier A confidence interval (CI) represents a range of values that likely contains the true population parameter, such as a mean or proportion. It measures how uncertain a sample estimate is and assists in the definition of the degree to which the estimate is precise. Take an example where a clinic…

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    Javier
    A confidence interval (CI) represents a range of values that likely contains the true population parameter, such as a mean or proportion. It measures how uncertain a sample estimate is and assists in the definition of the degree to which the estimate is precise. Take an example where a clinical trial has concluded that a new therapy is beneficial to 65 per cent of patients with a 95 per cent confidence interval of 58 per cent to 72 per cent. In that case, this means we can be 95% confident that the true rate of improvement lies within that interval (Julious, 2023). The width of this range is critical. Lower CI suggests greater accuracy of the data, usually based on a bigger sample size or a smaller difference in the data. Conversely, when CI is broader, it would mean that there is more uncertainty, and probably additional information is required.
    Confidence intervals provide context that a simple point estimate cannot. Suppose that two independent studies test the same intervention. Study A gives a 40 percent decrease in the pain of patients with a 35 percent to 45 percent interval, whereas Study B has the same 40 percent decrease in pain in the patients, but its confidence interval is 20 percent to 60 percent. The precision is definitely not the same, despite the point estimates being the same. Study A's results are more trustworthy due to their narrow interval, whereas Study B’s wide interval highlights the inconsistency of the results (Zhang, 2022). For Doctor of Nursing Practice (DNP) professionals who rely on accurate evidence to make informed decisions, understanding this difference is essential. Inaccurate data can result in the wrong intervention or a poor intervention.
    In addition, confidence intervals assist in removing the gap existing between the statistical significance and clinical significance. A result may achieve statistical significance (e.g., p < 0.05), but that does not guarantee it is meaningful in practice. Consider a blood pressure drug that reduces systolic pressure to an average of 5 mmHg, with a CI of 2 to 8 mmHg. The lower limit of 2 mmHg may not be of clinical significance, particularly where definite standards interpret a five mmHg change in the measure to represent positive change. But in case of CI ranges between 8 and 15 mmHg, the minimal change would make a considerable clinical improvement, which would affect not only the course of treatment, but also the advice given to patients.
    The confidence intervals also play an essential role where findings in various research studies are to be compared, such as during meta-analysis. When the intervals overlap, it usually implies that there is consistency in the outcomes of the study, and when the intervals do not overlap, there may be a significant difference. For example, three studies assessing medication adherence report adherence rates of 70% (CI: 65–75%), 68% (CI: 60–76%), and 85% (CI: 80–90%) (Hemming & Taljaard, 2021). The fact that the first two studies resulted in overlapping intervals indicates that there will be more or less adherence patterns, but the third study with the non-overlapping interval could indicate a different population or the effectiveness of the intervention, which must be examined further.
    In quality improvement (QI) efforts, CIs provide critical insight into the reliability of measured outcomes. When the hand hygiene compliance rate is given as 80 percent with a 60 to 95 percent confidence interval, it may imply the use of sampling errors or poor observation. When the CI95 is narrow in the measure of quality, the DNP leaders are reassured that there is no chance of making sweeping changes, and on the other hand, broad intervals indicate that caution and additional information are necessary before scaling the interventions.
    The knowledge of those concepts directly contributes to DNP Essential II: Organizational and Systems Leadership. Advanced nursing practice involves the nurses being able to judge the quality and accuracy of the evidence shown to them. As a result, confidence intervals can help DNP to evaluate the reliability of research and even estimate the effectiveness of interventions. In addition, they can be used to draw data-based organizational decisions on the appropriate consideration of uncertainty and risk.
    **References**
    Hemming, K., & Taljaard, M. (2021). Why is a proper understanding of confidence intervals and statistical significance important? _Medical Journal of Australia_, _214_(3), 116-118.
    Zhang, W. (2022). Confidence intervals: Concepts, fallacies, criticisms, solutions, and beyond. _Network Biology_, _12_(3), 97.
    Julious, S. A. (2023). _Sample sizes for clinical trials_. Chapman and Hall/CRC.

  • [Solved] Provide a reply to the post as a DNP student use at least 1 scholarly reference (different from post) f=from the last 5 years, NO AI use and No plagiarism

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    Dinorah A confidence interval (CI) is a range of values, derived from sample data, that is likely to contain the true population parameter, and it plays a critical role in helping Doctor of Nursing Practice (DNP) leaders interpret study results with greater clarity and precision. P-value or statisti…

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    Dinorah
    A confidence interval (CI) is a range of values, derived from sample data, that is likely to contain the true population parameter, and it plays a critical role in helping Doctor of Nursing Practice (DNP) leaders interpret study results with greater clarity and precision. P-value or statistical significance is not the only way in which evidence-based practice, and in DNP role in particular, can interpret data; interpretation of results and how those results can be applied in practice are the most important ones. This is achieved through a margin of error and the certainty level of point estimates (mean, proportion or odds ratio) which is that: confidence intervals can lead to a more informed clinical decision.
    A confidence interval gives more information than a single number confidence statistic or a p-value. For example, if a study finds that a nurse-led intervention reduces hospital readmissions by an average of 8%, a 95% CI of 4% to 12% suggests that the true effect of the intervention is very likely within this range (Hayat et al., 2021). This will result in giving the DNP leader more actionable information than mere appreciation of the fact that the result is of statistical significance. A small CI implies good precision of the estimate, whereas, a large CI means increased variability in data, or uncertainty and therefore should be interpreted with caution. Therefore, DNPs can use CIs to judge the reliability and clinical relevance of research findings before implementing new interventions or protocols in patient care settings (Bradley et al., 2023).
    Furthermore, in undergoing quality improvement efforts or assessing the clinical interventions, DNP should not only establish whether an intervention is effective, but rather how minimally or maximally it is effective and under which conditions it can be operationalized. The application of confidence intervals aligns closely with DNP Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice, which emphasizes the use of analytical methods to critically appraise existing literature and apply evidence to improve practice outcomes (Waldrop et al., 2023). This degree of scrutiny becomes possible through the use of confidence intervals. Suppose that two distinct programs of wound care are compared, and it is found that the first one demonstrates the healing rate of 85% with the 95% CI of 82%-88%, whereas the second one exhibits the 80% value of healing with the 95% CI of 70%-90%. In this case, the former protocol will provide better specificity and reliability of the results. Such a greater understanding gives the DNP the authority to recommend the more credible form of intervention when coming up with the clinical guidelines or the standard operating procedures.
    Moreover, when confidence interval is taken together with variability, sample size, and confidence levels, it is based on biostatistics and the science of measurement. Based on this, the utilization of confidence intervals in a study supports DNP Essential I: Scientific Underpinnings for Practice, as it calls for advanced practice nurses to integrate scientific knowledge into practice (Waldrop et al., 2023). Through a proper understanding of CIs, DNPs can differentiate between statistically but not clinically significant findings and clinically and statistically essential findings. For example, if a study on a new antihypertensive drug shows a systolic blood pressure reduction of 2 mmHg with a 95% CI of 0.5 to 3.5 mmHg, a DNP might question the clinical value of such a modest reduction, even if the result is statistically significant (Bradley et al., 2023). Such discernment is necessary to avoid the adoption of interventions that offer little real-world benefit or are not worth the effort in terms of cost, burden, or risk.
    **References**
    Bradley, C., Boykin, A., & Kilmer, M. (2023). Enhancing DNP project success: a statistical collaboration approach. _Nurse Educator_, _48_(1), 37-42. https://doi.org/10.1097/NNE.0000000000001264
    Hayat, M. J., Kim, M., Schwartz, T. A., & Jiroutek, M. R. (2021). A study of statistics knowledge among nurse faculty in schools with research doctorate programs. _Nursing Outlook_, _69_(2), 228-233.
    Waldrop, J., Reynolds, S. S., McMillian-Bohler, J. M., Graton, M., & Ledbetter, L. (2023). Evaluation of DNP program essentials of doctoral nursing education: A scoping review. _Journal of Professional Nursing_, _46_, 7-12. https://doi.org/10.1016/j.profnurs.2022.11.009

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

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    – ## CapstonePartII.docx – ## CapstonePart1.1.docx **## CapstonePartII.docx** **Capstone Part II: Review of Literature** **CAPSTONE: PART II** 1. Review of Literature – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary …

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    – ## CapstonePartII.docx

    – ## CapstonePart1.1.docx

    **## CapstonePartII.docx**

    **Capstone Part II: Review of Literature**

    **CAPSTONE: PART II**

    1. Review of Literature

    – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study by study review. Address the similarities, differences, and controversies in the body of evidence.

    2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.

    3. Provide precise body of evidence for your Practice Change

    4. Discuss objectives for your practice change

    5. Discuss where the problem exists, why it exists, what is the preposition for change

    6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem

    NOTE:
    _It should not reflect your opinion,_ but rather Evidence Based Practice should be applied

    -After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found.

    -Use appropriate APA 7th Ed. format along with Syllabus outline

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

    -This section should be 4-6 pages long (not including the title and reference page).

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

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

    **Outstanding (Maximum Score) Rubric – Total: 100 Points**

    1.
    **Integration of Knowledge – 25 Points**
    Thoroughly selects and presents an appropriate Evidence-Based Practice (EBP) for the identified health problem and proposed change. The practice is highly relevant, supported by recent scholarly evidence, and clearly connected to the problem being addressed.

    2.
    **Topic Focus – 25 Points**
    The health problem is focused narrowly enough for the scope of this assignment. A clear topic statement provides strong direction for the paper. The topic is consistently well-developed, offers deep insight, and is supported with current cited evidence.

    3.
    **Depth of Discussion and Cohesiveness – 25 Points**
    Provides in-depth analysis and elaboration across all sections of the paper. Effectively integrates information from all sources. The paper flows smoothly and logically from one idea to the next without requiring headings. The writing demonstrates a comprehensive understanding of relationships among the material presented.

    4.
    **Spelling and Grammar – 10 Points**
    Fewer than five grammatical, spelling, capitalization, or punctuation errors. The required word count is fully met or exceeded. Writing is polished and professional.

    5.
    **Sources – 10 Points**
    Includes more than five current (within the last five years) scholarly sources, with at least three peer-reviewed journal articles or academic books. Sources represent both general background and specialized literature. All websites cited are authoritative.

    6.
    **Citations – 5 Points**
    Fewer than five citation or APA 7th edition formatting errors. All sources are cited correctly both in-text and on the reference page.

    **## CapstonePart1.1.docx**

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Student Name

    Course

    Institution

    Date

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Type 2 diabetes (T2D) is a chronic and progressive metabolic disease that still impacts millions of Americans. Semaglutide (Ozempic), one of the newer pharmacological agents designed to improve glycemic control and help reduce weight, was recently licensed to manage T2D. While Ozempic has clinically proven to work, many patients are unaware of proper use, adverse effects, and how to incorporate the new drug therapy into their overall diabetes self-management plan. Such ignorance develops a massive issue within the treatment regimen for T2D. According to the Centers for Disease Control and Prevention (CDC, 202), diabetes currently impacts more than 38 million Americans, and an estimated 90-95% live with type 2 diabetes. Successful education regarding new drug therapy, such as Ozempic, serves a crucial role to improve self-management and outcomes among patients.

    The objective behind this proposed program is to enact a Diabetes Self-Management Education (DSME) intervention specifically designed to increase adult patient knowledge on Ozempic use and lifestyle self-management. The intervention will utilize pre- and post-program surveys to track self-reported change in knowledge. Educating without changing medical care or private medical information, the program does not entail Institutional Review Board (IRB) and HIPAA breaches while focusing on improved patient empowerment. The proposed end result is measurable and attainable by focusing on improved self-reported knowledge within an eight-week timeframe.

    **PICOT Question**

    In adult patients with type 2 diabetes (P), how does participation in a Diabetes Self-Management Education (DSME) program focused on Ozempic (semaglutide) use (I), compared to no DSME intervention (C), affect self-reported knowledge of medication use and lifestyle management (O) over an eight-week period (T)?

    **Population (P):** Adult patients diagnosed with type 2 diabetes, aged 18 and above, capable of participating in an educational intervention.

    **Intervention (I):** A structured DSME program focused on educating patients about Ozempic usage, mechanisms, side effects, administration, and integration with lifestyle modifications.

    **Comparison (C):** A group of patients with T2D who receive standard care without participation in the DSME program.

    **Outcome (O):** Improvement in self-reported knowledge and confidence regarding Ozempic and general diabetes management, measured using pre- and post-intervention surveys.

    **Time (T):** Eight weeks, allowing for sufficient exposure to educational materials and measurable changes in knowledge.

    **Vulnerable Population**

    The targeted population includes type 2 diabetes adult populations, which are highly prone to negative health outcomes due to poor health literacy, comorbidities, socioeconomic problems, and problems managing chronic diseases. Many T2D sufferers experience problems following medications, embracing lifestyle changes, and regular care, especially among underserved populations. Social determinants of health (SDOH), such as income, education, food security, and care accessibility, have significant impacts on diabetes outcomes. According to the American Diabetes Association (2023), diabetes victims with poor health literacy possess increased risks of diabetes complications, including cardiovascular disease, limb loss, and kidney failure.

    The impacted are disproportionately members of ethnic and racial minorities, foremost among them African Americans and Hispanics, and cultural and linguistic disparities intensify communication barriers between patients and care providers. The evidence abounds that DSME programs are up to the task, by providing targeted education and support, to diminish these barriers (Coningsby et al., 2022). Thematic focus on knowledge development empowers this most vulnerable group to manage their condition proactively.

    **Literature Review**

    Interventions incorporating Diabetes Self-Management Education (DSME) have consistently demonstrated to improve patient outcomes effectively among type 2 diabetes (T2D) adult patients. Ernawati et al. (2021) confirmed that DSME significantly enhances self-care and lifestyle behaviors among T2D sufferers, thereby leading to clinical improvement. Osonuga et al. (2024) also found that DSME enhanced Nigerian patients' quality of life, self-management competence, and glycometabolic control, especially in poor-resource settings. Chowdhury et al. (2024) conducted a meta-analysis on 21 low-income and middle-income countries and revealed DSME interventions reduced the level of HbA1c and improved psycho-social well-being and cardiometabolic risk. Longwitz and Palokas (2022), additionally, revealed that DSME incorporating telehealth was very effective, recording an exceptional increase in best practice and personal care adherence. Individually, these studies justify the implementation of DSME programs by embracing a structured approach, while highlighting accessibility, education, and person-centered support, especially to improve diabetes control.

    **Proposal**

    This capstone project proposes the implementation of an eight-week, systematic DSME program to improve knowledge among adult T2D patients on Ozempic and its pairing with lifestyle management. The program will comprise one 1-hour session every week, which will involve use of visual aids, culturally appropriated tools, demonstrations, and Q&A time. The participants will undergo a self-administered knowledge survey pre-program and post-program.

    Additional resources required are a certified diabetes educator (CDE), education materials both printed and electronic, and a quiet room to facilitate group learning. Nurses in advanced roles can facilitate the sessions and track participation. Community clinics, faith-based organizations, or virtual platforms can host the sessions, improving accessibility.

    A timeline would include:

    · Week 1: Pre-survey and orientation

    · Weeks 2–7: Weekly educational sessions

    · Week 8: Post-survey and evaluation

    The intervention is low-cost, scalable, and aligns with current standards of diabetes education. It avoids IRB and HIPAA concerns by not accessing patient records or managing treatment directly.

    **Theoretical Framework**

    The Health Belief Model (HBM) is the guiding theoretical framework for this project. HBM posits that individuals are more likely to adopt health behaviors if they perceive a personal risk, believe in the efficacy of the behavior, and feel empowered to act. This aligns perfectly with DSME, which addresses perceived severity (complications of T2D), benefits (proper use of Ozempic), and self-efficacy (managing lifestyle changes). By using HBM, the DSME sessions will emphasize personal relevance, reinforce benefits of proper medication use, and reduce perceived barriers through demonstration and discussion. The theory supports structured educational interventions that engage, motivate, and empower patients to change their health behaviors. This initiative addresses a significant healthcare challenge. Poor medication literacy leads to complications, hospitalizations, and increased healthcare costs. Empowering patients with knowledge can reduce readmissions, improve quality of life, and foster independence in managing chronic conditions like T2D, even without directly modifying their medical care.

    **Conclusion**

    This capstone presentation describes an evidence-based, culturally sensitive DSME intervention designed to improve the knowledge and self-management of adults with type 2 diabetes treated with Ozempic. Grounded in the Health Belbelief Model, the eight-week intervention aims to enhance patients' understanding and belief in semaglutide through educationally framed sessions, real-world demonstrations, and peer support. Filling knowledge gaps without compromising patient confidentiality, the project offers a cost-effective, scalable, and ethical solution. Ultimately, the education-based intervention can achieve improved long-term health outcomes, improved adherence to medications, empowerment of vulnerable populations, and reduction of complications of diabetes, thereby enhancing patient autonomy in managing chronic disease.

    **References**

    American Diabetes Association. (2023).
    _Annual Report on American Diabetes Association_. https://diabetes.org/sites/default/files/2024-06/ADA_2023_AnnualReport.pdf

    Chowdhury, H. A., Harrison, C. L., Siddiquea, B. N., Tissera, S., Afroz, A., Ali, L., Joham, A. E., & Billah, B. (2024). The effectiveness of diabetes self-management education intervention on glycaemic control and cardiometabolic risk in adults with type 2 diabetes in low- and middle-income countries: A systematic review and meta-analysis.
    _PLoS ONE_,
    _18_(2), 1–25. https://doi.org/10.1371/journal.pone.0297328

    Coningsby, I., Ainsworth, B., & Dack, C. (2022). A Qualitative Study Exploring the Barriers to Attending Structured Education Programmes among Adults with Type 2 Diabetes.
    _BMC Health Services Research_,
    _22_(1). https://doi.org/10.1186/s12913-022-07980-w

    Ernawati, U., Wihastuti, T. A., & Utami, Y. W. (2021). Effectiveness of Diabetes self-management Education (DSME) in Type 2 Diabetes Mellitus (T2DM) patients: Systematic Literature Review.
    _Journal of Public Health Research_,
    _10_(2), 198–202. https://doi.org/10.4081/jphr.2021.2240

    Longwitz, A., & Palokas, M. (2022). Diabetes self-management education for adults with type 2 diabetes via telehealth in conjunction with remote patient monitoring: a best practice implementation project.
    _JBI Evidence Implementation_,
    _21_(2). https://doi.org/10.1097/xeb.0000000000000360

    Osonuga, A., Olufemi, K., Osonuga, O., Osonuga, A., Okoye, G., & Osonuga, A. (2024). The Impact of Diabetes Self-Management Education (DSME) on the Quality of Life of patients living with type-2 Diabetes Mellitus in Nigeria.
    _West African Journal of Medicine_,
    _41_(8), 868–873. https://pubmed.ncbi.nlm.nih.gov/39736162/

    **## CapstonePart1.1.docx**

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Student Name

    Course

    Institution

    Date

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Type 2 diabetes (T2D) is a chronic and progressive metabolic disease that still impacts millions of Americans. Semaglutide (Ozempic), one of the newer pharmacological agents designed to improve glycemic control and help reduce weight, was recently licensed to manage T2D. While Ozempic has clinically proven to work, many patients are unaware of proper use, adverse effects, and how to incorporate the new drug therapy into their overall diabetes self-management plan. Such ignorance develops a massive issue within the treatment regimen for T2D. According to the Centers for Disease Control and Prevention (CDC, 202), diabetes currently impacts more than 38 million Americans, and an estimated 90-95% live with type 2 diabetes. Successful education regarding new drug therapy, such as Ozempic, serves a crucial role to improve self-management and outcomes among patients.

    The objective behind this proposed program is to enact a Diabetes Self-Management Education (DSME) intervention specifically designed to increase adult patient knowledge on Ozempic use and lifestyle self-management. The intervention will utilize pre- and post-program surveys to track self-reported change in knowledge. Educating without changing medical care or private medical information, the program does not entail Institutional Review Board (IRB) and HIPAA breaches while focusing on improved patient empowerment. The proposed end result is measurable and attainable by focusing on improved self-reported knowledge within an eight-week timeframe.

    **PICOT Question**

    In adult patients with type 2 diabetes (P), how does participation in a Diabetes Self-Management Education (DSME) program focused on Ozempic (semaglutide) use (I), compared to no DSME intervention (C), affect self-reported knowledge of medication use and lifestyle management (O) over an eight-week period (T)?

    **Population (P):** Adult patients diagnosed with type 2 diabetes, aged 18 and above, capable of participating in an educational intervention.

    **Intervention (I):** A structured DSME program focused on educating patients about Ozempic usage, mechanisms, side effects, administration, and integration with lifestyle modifications.

    **Comparison (C):** A group of patients with T2D who receive standard care without participation in the DSME program.

    **Outcome (O):** Improvement in self-reported knowledge and confidence regarding Ozempic and general diabetes management, measured using pre- and post-intervention surveys.

    **Time (T):** Eight weeks, allowing for sufficient exposure to educational materials and measurable changes in knowledge.

    **Vulnerable Population**

    The targeted population includes type 2 diabetes adult populations, which are highly prone to negative health outcomes due to poor health literacy, comorbidities, socioeconomic problems, and problems managing chronic diseases. Many T2D sufferers experience problems following medications, embracing lifestyle changes, and regular care, especially among underserved populations. Social determinants of health (SDOH), such as income, education, food security, and care accessibility, have significant impacts on diabetes outcomes. According to the American Diabetes Association (2023), diabetes victims with poor health literacy possess increased risks of diabetes complications, including cardiovascular disease, limb loss, and kidney failure.

    The impacted are disproportionately members of ethnic and racial minorities, foremost among them African Americans and Hispanics, and cultural and linguistic disparities intensify communication barriers between patients and care providers. The evidence abounds that DSME programs are up to the task, by providing targeted education and support, to diminish these barriers (Coningsby et al., 2022). Thematic focus on knowledge development empowers this most vulnerable group to manage their condition proactively.

    **Literature Review**

    Interventions incorporating Diabetes Self-Management Education (DSME) have consistently demonstrated to improve patient outcomes effectively among type 2 diabetes (T2D) adult patients. Ernawati et al. (2021) confirmed that DSME significantly enhances self-care and lifestyle behaviors among T2D sufferers, thereby leading to clinical improvement. Osonuga et al. (2024) also found that DSME enhanced Nigerian patients' quality of life, self-management competence, and glycometabolic control, especially in poor-resource settings. Chowdhury et al. (2024) conducted a meta-analysis on 21 low-income and middle-income countries and revealed DSME interventions reduced the level of HbA1c and improved psycho-social well-being and cardiometabolic risk. Longwitz and Palokas (2022), additionally, revealed that DSME incorporating telehealth was very effective, recording an exceptional increase in best practice and personal care adherence. Individually, these studies justify the implementation of DSME programs by embracing a structured approach, while highlighting accessibility, education, and person-centered support, especially to improve diabetes control.

    **Proposal**

    This capstone project proposes the implementation of an eight-week, systematic DSME program to improve knowledge among adult T2D patients on Ozempic and its pairing with lifestyle management. The program will comprise one 1-hour session every week, which will involve use of visual aids, culturally appropriated tools, demonstrations, and Q&A time. The participants will undergo a self-administered knowledge survey pre-program and post-program.

    Additional resources required are a certified diabetes educator (CDE), education materials both printed and electronic, and a quiet room to facilitate group learning. Nurses in advanced roles can facilitate the sessions and track participation. Community clinics, faith-based organizations, or virtual platforms can host the sessions, improving accessibility.

    A timeline would include:

    · Week 1: Pre-survey and orientation

    · Weeks 2–7: Weekly educational sessions

    · Week 8: Post-survey and evaluation

    The intervention is low-cost, scalable, and aligns with current standards of diabetes education. It avoids IRB and HIPAA concerns by not accessing patient records or managing treatment directly.

    **Theoretical Framework**

    The Health Belief Model (HBM) is the guiding theoretical framework for this project. HBM posits that individuals are more likely to adopt health behaviors if they perceive a personal risk, believe in the efficacy of the behavior, and feel empowered to act. This aligns perfectly with DSME, which addresses perceived severity (complications of T2D), benefits (proper use of Ozempic), and self-efficacy (managing lifestyle changes). By using HBM, the DSME sessions will emphasize personal relevance, reinforce benefits of proper medication use, and reduce perceived barriers through demonstration and discussion. The theory supports structured educational interventions that engage, motivate, and empower patients to change their health behaviors. This initiative addresses a significant healthcare challenge. Poor medication literacy leads to complications, hospitalizations, and increased healthcare costs. Empowering patients with knowledge can reduce readmissions, improve quality of life, and foster independence in managing chronic conditions like T2D, even without directly modifying their medical care.

    **Conclusion**

    This capstone presentation describes an evidence-based, culturally sensitive DSME intervention designed to improve the knowledge and self-management of adults with type 2 diabetes treated with Ozempic. Grounded in the Health Belbelief Model, the eight-week intervention aims to enhance patients' understanding and belief in semaglutide through educationally framed sessions, real-world demonstrations, and peer support. Filling knowledge gaps without compromising patient confidentiality, the project offers a cost-effective, scalable, and ethical solution. Ultimately, the education-based intervention can achieve improved long-term health outcomes, improved adherence to medications, empowerment of vulnerable populations, and reduction of complications of diabetes, thereby enhancing patient autonomy in managing chronic disease.

    **References**

    American Diabetes Association. (2023).
    _Annual Report on American Diabetes Association_. https://diabetes.org/sites/default/files/2024-06/ADA_2023_AnnualReport.pdf

    Chowdhury, H. A., Harrison, C. L., Siddiquea, B. N., Tissera, S., Afroz, A., Ali, L., Joham, A. E., & Billah, B. (2024). The effectiveness of diabetes self-management education intervention on glycaemic control and cardiometabolic risk in adults with type 2 diabetes in low- and middle-income countries: A systematic review and meta-analysis.
    _PLoS ONE_,
    _18_(2), 1–25. https://doi.org/10.1371/journal.pone.0297328

    Coningsby, I., Ainsworth, B., & Dack, C. (2022). A Qualitative Study Exploring the Barriers to Attending Structured Education Programmes among Adults with Type 2 Diabetes.
    _BMC Health Services Research_,
    _22_(1). https://doi.org/10.1186/s12913-022-07980-w

    Ernawati, U., Wihastuti, T. A., & Utami, Y. W. (2021). Effectiveness of Diabetes self-management Education (DSME) in Type 2 Diabetes Mellitus (T2DM) patients: Systematic Literature Review.
    _Journal of Public Health Research_,
    _10_(2), 198–202. https://doi.org/10.4081/jphr.2021.2240

    Longwitz, A., & Palokas, M. (2022). Diabetes self-management education for adults with type 2 diabetes via telehealth in conjunction with remote patient monitoring: a best practice implementation project.
    _JBI Evidence Implementation_,
    _21_(2). https://doi.org/10.1097/xeb.0000000000000360

    Osonuga, A., Olufemi, K., Osonuga, O., Osonuga, A., Okoye, G., & Osonuga, A. (2024). The Impact of Diabetes Self-Management Education (DSME) on the Quality of Life of patients living with type-2 Diabetes Mellitus in Nigeria.
    _West African Journal of Medicine_,
    _41_(8), 868–873. https://pubmed.ncbi.nlm.nih.gov/39736162/

    **## CapstonePartII.docx**

    **Capstone Part II: Review of Literature**

    **CAPSTONE: PART II**

    1. Review of Literature

    – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study by study review. Address the similarities, differences, and controversies in the body of evidence.

    2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.

    3. Provide precise body of evidence for your Practice Change

    4. Discuss objectives for your practice change

    5. Discuss where the problem exists, why it exists, what is the preposition for change

    6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem

    NOTE:
    _It should not reflect your opinion,_ but rather Evidence Based Practice should be applied

    -After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found.

    -Use appropriate APA 7th Ed. format along with Syllabus outline

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

    -This section should be 4-6 pages long (not including the title and reference page).

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

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

    **Outstanding (Maximum Score) Rubric – Total: 100 Points**

    1.
    **Integration of Knowledge – 25 Points**
    Thoroughly selects and presents an appropriate Evidence-Based Practice (EBP) for the identified health problem and proposed change. The practice is highly relevant, supported by recent scholarly evidence, and clearly connected to the problem being addressed.

    2.
    **Topic Focus – 25 Points**
    The health problem is focused narrowly enough for the scope of this assignment. A clear topic statement provides strong direction for the paper. The topic is consistently well-developed, offers deep insight, and is supported with current cited evidence.

    3.
    **Depth of Discussion and Cohesiveness – 25 Points**
    Provides in-depth analysis and elaboration across all sections of the paper. Effectively integrates information from all sources. The paper flows smoothly and logically from one idea to the next without requiring headings. The writing demonstrates a comprehensive understanding of relationships among the material presented.

    4.
    **Spelling and Grammar – 10 Points**
    Fewer than five grammatical, spelling, capitalization, or punctuation errors. The required word count is fully met or exceeded. Writing is polished and professional.

    5.
    **Sources – 10 Points**
    Includes more than five current (within the last five years) scholarly sources, with at least three peer-reviewed journal articles or academic books. Sources represent both general background and specialized literature. All websites cited are authoritative.

    6.
    **Citations – 5 Points**
    Fewer than five citation or APA 7th edition formatting errors. All sources are cited correctly both in-text and on the reference page.

    **## CapstonePart1.1.docx**

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Student Name

    Course

    Institution

    Date

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Type 2 diabetes (T2D) is a chronic and progressive metabolic disease that still impacts millions of Americans. Semaglutide (Ozempic), one of the newer pharmacological agents designed to improve glycemic control and help reduce weight, was recently licensed to manage T2D. While Ozempic has clinically proven to work, many patients are unaware of proper use, adverse effects, and how to incorporate the new drug therapy into their overall diabetes self-management plan. Such ignorance develops a massive issue within the treatment regimen for T2D. According to the Centers for Disease Control and Prevention (CDC, 202), diabetes currently impacts more than 38 million Americans, and an estimated 90-95% live with type 2 diabetes. Successful education regarding new drug therapy, such as Ozempic, serves a crucial role to improve self-management and outcomes among patients.

    The objective behind this proposed program is to enact a Diabetes Self-Management Education (DSME) intervention specifically designed to increase adult patient knowledge on Ozempic use and lifestyle self-management. The intervention will utilize pre- and post-program surveys to track self-reported change in knowledge. Educating without changing medical care or private medical information, the program does not entail Institutional Review Board (IRB) and HIPAA breaches while focusing on improved patient empowerment. The proposed end result is measurable and attainable by focusing on improved self-reported knowledge within an eight-week timeframe.

    **PICOT Question**

    In adult patients with type 2 diabetes (P), how does participation in a Diabetes Self-Management Education (DSME) program focused on Ozempic (semaglutide) use (I), compared to no DSME intervention (C), affect self-reported knowledge of medication use and lifestyle management (O) over an eight-week period (T)?

    **Population (P):** Adult patients diagnosed with type 2 diabetes, aged 18 and above, capable of participating in an educational intervention.

    **Intervention (I):** A structured DSME program focused on educating patients about Ozempic usage, mechanisms, side effects, administration, and integration with lifestyle modifications.

    **Comparison (C):** A group of patients with T2D who receive standard care without participation in the DSME program.

    **Outcome (O):** Improvement in self-reported knowledge and confidence regarding Ozempic and general diabetes management, measured using pre- and post-intervention surveys.

    **Time (T):** Eight weeks, allowing for sufficient exposure to educational materials and measurable changes in knowledge.

    **Vulnerable Population**

    The targeted population includes type 2 diabetes adult populations, which are highly prone to negative health outcomes due to poor health literacy, comorbidities, socioeconomic problems, and problems managing chronic diseases. Many T2D sufferers experience problems following medications, embracing lifestyle changes, and regular care, especially among underserved populations. Social determinants of health (SDOH), such as income, education, food security, and care accessibility, have significant impacts on diabetes outcomes. According to the American Diabetes Association (2023), diabetes victims with poor health literacy possess increased risks of diabetes complications, including cardiovascular disease, limb loss, and kidney failure.

    The impacted are disproportionately members of ethnic and racial minorities, foremost among them African Americans and Hispanics, and cultural and linguistic disparities intensify communication barriers between patients and care providers. The evidence abounds that DSME programs are up to the task, by providing targeted education and support, to diminish these barriers (Coningsby et al., 2022). Thematic focus on knowledge development empowers this most vulnerable group to manage their condition proactively.

    **Literature Review**

    Interventions incorporating Diabetes Self-Management Education (DSME) have consistently demonstrated to improve patient outcomes effectively among type 2 diabetes (T2D) adult patients. Ernawati et al. (2021) confirmed that DSME significantly enhances self-care and lifestyle behaviors among T2D sufferers, thereby leading to clinical improvement. Osonuga et al. (2024) also found that DSME enhanced Nigerian patients' quality of life, self-management competence, and glycometabolic control, especially in poor-resource settings. Chowdhury et al. (2024) conducted a meta-analysis on 21 low-income and middle-income countries and revealed DSME interventions reduced the level of HbA1c and improved psycho-social well-being and cardiometabolic risk. Longwitz and Palokas (2022), additionally, revealed that DSME incorporating telehealth was very effective, recording an exceptional increase in best practice and personal care adherence. Individually, these studies justify the implementation of DSME programs by embracing a structured approach, while highlighting accessibility, education, and person-centered support, especially to improve diabetes control.

    **Proposal**

    This capstone project proposes the implementation of an eight-week, systematic DSME program to improve knowledge among adult T2D patients on Ozempic and its pairing with lifestyle management. The program will comprise one 1-hour session every week, which will involve use of visual aids, culturally appropriated tools, demonstrations, and Q&A time. The participants will undergo a self-administered knowledge survey pre-program and post-program.

    Additional resources required are a certified diabetes educator (CDE), education materials both printed and electronic, and a quiet room to facilitate group learning. Nurses in advanced roles can facilitate the sessions and track participation. Community clinics, faith-based organizations, or virtual platforms can host the sessions, improving accessibility.

    A timeline would include:

    · Week 1: Pre-survey and orientation

    · Weeks 2–7: Weekly educational sessions

    · Week 8: Post-survey and evaluation

    The intervention is low-cost, scalable, and aligns with current standards of diabetes education. It avoids IRB and HIPAA concerns by not accessing patient records or managing treatment directly.

    **Theoretical Framework**

    The Health Belief Model (HBM) is the guiding theoretical framework for this project. HBM posits that individuals are more likely to adopt health behaviors if they perceive a personal risk, believe in the efficacy of the behavior, and feel empowered to act. This aligns perfectly with DSME, which addresses perceived severity (complications of T2D), benefits (proper use of Ozempic), and self-efficacy (managing lifestyle changes). By using HBM, the DSME sessions will emphasize personal relevance, reinforce benefits of proper medication use, and reduce perceived barriers through demonstration and discussion. The theory supports structured educational interventions that engage, motivate, and empower patients to change their health behaviors. This initiative addresses a significant healthcare challenge. Poor medication literacy leads to complications, hospitalizations, and increased healthcare costs. Empowering patients with knowledge can reduce readmissions, improve quality of life, and foster independence in managing chronic conditions like T2D, even without directly modifying their medical care.

    **Conclusion**

    This capstone presentation describes an evidence-based, culturally sensitive DSME intervention designed to improve the knowledge and self-management of adults with type 2 diabetes treated with Ozempic. Grounded in the Health Belbelief Model, the eight-week intervention aims to enhance patients' understanding and belief in semaglutide through educationally framed sessions, real-world demonstrations, and peer support. Filling knowledge gaps without compromising patient confidentiality, the project offers a cost-effective, scalable, and ethical solution. Ultimately, the education-based intervention can achieve improved long-term health outcomes, improved adherence to medications, empowerment of vulnerable populations, and reduction of complications of diabetes, thereby enhancing patient autonomy in managing chronic disease.

    **References**

    American Diabetes Association. (2023).
    _Annual Report on American Diabetes Association_. https://diabetes.org/sites/default/files/2024-06/ADA_2023_AnnualReport.pdf

    Chowdhury, H. A., Harrison, C. L., Siddiquea, B. N., Tissera, S., Afroz, A., Ali, L., Joham, A. E., & Billah, B. (2024). The effectiveness of diabetes self-management education intervention on glycaemic control and cardiometabolic risk in adults with type 2 diabetes in low- and middle-income countries: A systematic review and meta-analysis.
    _PLoS ONE_,
    _18_(2), 1–25. https://doi.org/10.1371/journal.pone.0297328

    Coningsby, I., Ainsworth, B., & Dack, C. (2022). A Qualitative Study Exploring the Barriers to Attending Structured Education Programmes among Adults with Type 2 Diabetes.
    _BMC Health Services Research_,
    _22_(1). https://doi.org/10.1186/s12913-022-07980-w

    Ernawati, U., Wihastuti, T. A., & Utami, Y. W. (2021). Effectiveness of Diabetes self-management Education (DSME) in Type 2 Diabetes Mellitus (T2DM) patients: Systematic Literature Review.
    _Journal of Public Health Research_,
    _10_(2), 198–202. https://doi.org/10.4081/jphr.2021.2240

    Longwitz, A., & Palokas, M. (2022). Diabetes self-management education for adults with type 2 diabetes via telehealth in conjunction with remote patient monitoring: a best practice implementation project.
    _JBI Evidence Implementation_,
    _21_(2). https://doi.org/10.1097/xeb.0000000000000360

    Osonuga, A., Olufemi, K., Osonuga, O., Osonuga, A., Okoye, G., & Osonuga, A. (2024). The Impact of Diabetes Self-Management Education (DSME) on the Quality of Life of patients living with type-2 Diabetes Mellitus in Nigeria.
    _West African Journal of Medicine_,
    _41_(8), 868–873. https://pubmed.ncbi.nlm.nih.gov/39736162/

    **## CapstonePartII.docx**

    **Capstone Part II: Review of Literature**

    **CAPSTONE: PART II**

    1. Review of Literature

    – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study by study review. Address the similarities, differences, and controversies in the body of evidence.

    2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.

    3. Provide precise body of evidence for your Practice Change

    4. Discuss objectives for your practice change

    5. Discuss where the problem exists, why it exists, what is the preposition for change

    6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem

    NOTE:
    _It should not reflect your opinion,_ but rather Evidence Based Practice should be applied

    -After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found.

    -Use appropriate APA 7th Ed. format along with Syllabus outline

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

    -This section should be 4-6 pages long (not including the title and reference page).

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

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

    **Outstanding (Maximum Score) Rubric – Total: 100 Points**

    1.
    **Integration of Knowledge – 25 Points**
    Thoroughly selects and presents an appropriate Evidence-Based Practice (EBP) for the identified health problem and proposed change. The practice is highly relevant, supported by recent scholarly evidence, and clearly connected to the problem being addressed.

    2.
    **Topic Focus – 25 Points**
    The health problem is focused narrowly enough for the scope of this assignment. A clear topic statement provides strong direction for the paper. The topic is consistently well-developed, offers deep insight, and is supported with current cited evidence.

    3.
    **Depth of Discussion and Cohesiveness – 25 Points**
    Provides in-depth analysis and elaboration across all sections of the paper. Effectively integrates information from all sources. The paper flows smoothly and logically from one idea to the next without requiring headings. The writing demonstrates a comprehensive understanding of relationships among the material presented.

    4.
    **Spelling and Grammar – 10 Points**
    Fewer than five grammatical, spelling, capitalization, or punctuation errors. The required word count is fully met or exceeded. Writing is polished and professional.

    5.
    **Sources – 10 Points**
    Includes more than five current (within the last five years) scholarly sources, with at least three peer-reviewed journal articles or academic books. Sources represent both general background and specialized literature. All websites cited are authoritative.

    6.
    **Citations – 5 Points**
    Fewer than five citation or APA 7th edition formatting errors. All sources are cited correctly both in-text and on the reference page.

    **## CapstonePart1.1.docx**

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Student Name

    Course

    Institution

    Date

    **Improving Knowledge of Ozempic Use through Diabetes Self-Management Education (DSME) in Adults with Type 2 Diabetes**

    Type 2 diabetes (T2D) is a chronic and progressive metabolic disease that still impacts millions of Americans. Semaglutide (Ozempic), one of the newer pharmacological agents designed to improve glycemic control and help reduce weight, was recently licensed to manage T2D. While Ozempic has clinically proven to work, many patients are unaware of proper use, adverse effects, and how to incorporate the new drug therapy into their overall diabetes self-management plan. Such ignorance develops a massive issue within the treatment regimen for T2D. According to the Centers for Disease Control and Prevention (CDC, 202), diabetes currently impacts more than 38 million Americans, and an estimated 90-95% live with type 2 diabetes. Successful education regarding new drug therapy, such as Ozempic, serves a crucial role to improve self-management and outcomes among patients.

    The objective behind this proposed program is to enact a Diabetes Self-Management Education (DSME) intervention specifically designed to increase adult patient knowledge on Ozempic use and lifestyle self-management. The intervention will utilize pre- and post-program surveys to track self-reported change in knowledge. Educating without changing medical care or private medical information, the program does not entail Institutional Review Board (IRB) and HIPAA breaches while focusing on improved patient empowerment. The proposed end result is measurable and attainable by focusing on improved self-reported knowledge within an eight-week timeframe.

    **PICOT Question**

    In adult patients with type 2 diabetes (P), how does participation in a Diabetes Self-Management Education (DSME) program focused on Ozempic (semaglutide) use (I), compared to no DSME intervention (C), affect self-reported knowledge of medication use and lifestyle management (O) over an eight-week period (T)?

    **Population (P):** Adult patients diagnosed with type 2 diabetes, aged 18 and above, capable of participating in an educational intervention.

    **Intervention (I):** A structured DSME program focused on educating patients about Ozempic usage, mechanisms, side effects, administration, and integration with lifestyle modifications.

    **Comparison (C):** A group of patients with T2D who receive standard care without participation in the DSME program.

    **Outcome (O):** Improvement in self-reported knowledge and confidence regarding Ozempic and general diabetes management, measured using pre- and post-intervention surveys.

    **Time (T):** Eight weeks, allowing for sufficient exposure to educational materials and measurable changes in knowledge.

    **Vulnerable Population**

    The targeted population includes type 2 diabetes adult populations, which are highly prone to negative health outcomes due to poor health literacy, comorbidities, socioeconomic problems, and problems managing chronic diseases. Many T2D sufferers experience problems following medications, embracing lifestyle changes, and regular care, especially among underserved populations. Social determinants of health (SDOH), such as income, education, food security, and care accessibility, have significant impacts on diabetes outcomes. According to the American Diabetes Association (2023), diabetes victims with poor health literacy possess increased risks of diabetes complications, including cardiovascular disease, limb loss, and kidney failure.

    The impacted are disproportionately members of ethnic and racial minorities, foremost among them African Americans and Hispanics, and cultural and linguistic disparities intensify communication barriers between patients and care providers. The evidence abounds that DSME programs are up to the task, by providing targeted education and support, to diminish these barriers (Coningsby et al., 2022). Thematic focus on knowledge development empowers this most vulnerable group to manage their condition proactively.

    **Literature Review**

    Interventions incorporating Diabetes Self-Management Education (DSME) have consistently demonstrated to improve patient outcomes effectively among type 2 diabetes (T2D) adult patients. Ernawati et al. (2021) confirmed that DSME significantly enhances self-care and lifestyle behaviors among T2D sufferers, thereby leading to clinical improvement. Osonuga et al. (2024) also found that DSME enhanced Nigerian patients' quality of life, self-management competence, and glycometabolic control, especially in poor-resource settings. Chowdhury et al. (2024) conducted a meta-analysis on 21 low-income and middle-income countries and revealed DSME interventions reduced the level of HbA1c and improved psycho-social well-being and cardiometabolic risk. Longwitz and Palokas (2022), additionally, revealed that DSME incorporating telehealth was very effective, recording an exceptional increase in best practice and personal care adherence. Individually, these studies justify the implementation of DSME programs by embracing a structured approach, while highlighting accessibility, education, and person-centered support, especially to improve diabetes control.

    **Proposal**

    This capstone project proposes the implementation of an eight-week, systematic DSME program to improve knowledge among adult T2D patients on Ozempic and its pairing with lifestyle management. The program will comprise one 1-hour session every week, which will involve use of visual aids, culturally appropriated tools, demonstrations, and Q&A time. The participants will undergo a self-administered knowledge survey pre-program and post-program.

    Additional resources required are a certified diabetes educator (CDE), education materials both printed and electronic, and a quiet room to facilitate group learning. Nurses in advanced roles can facilitate the sessions and track participation. Community clinics, faith-based organizations, or virtual platforms can host the sessions, improving accessibility.

    A timeline would include:

    · Week 1: Pre-survey and orientation

    · Weeks 2–7: Weekly educational sessions

    · Week 8: Post-survey and evaluation

    The intervention is low-cost, scalable, and aligns with current standards of diabetes education. It avoids IRB and HIPAA concerns by not accessing patient records or managing treatment directly.

    **Theoretical Framework**

    The Health Belief Model (HBM) is the guiding theoretical framework for this project. HBM posits that individuals are more likely to adopt health behaviors if they perceive a personal risk, believe in the efficacy of the behavior, and feel empowered to act. This aligns perfectly with DSME, which addresses perceived severity (complications of T2D), benefits (proper use of Ozempic), and self-efficacy (managing lifestyle changes). By using HBM, the DSME sessions will emphasize personal relevance, reinforce benefits of proper medication use, and reduce perceived barriers through demonstration and discussion. The theory supports structured educational interventions that engage, motivate, and empower patients to change their health behaviors. This initiative addresses a significant healthcare challenge. Poor medication literacy leads to complications, hospitalizations, and increased healthcare costs. Empowering patients with knowledge can reduce readmissions, improve quality of life, and foster independence in managing chronic conditions like T2D, even without directly modifying their medical care.

    **Conclusion**

    This capstone presentation describes an evidence-based, culturally sensitive DSME intervention designed to improve the knowledge and self-management of adults with type 2 diabetes treated with Ozempic. Grounded in the Health Belbelief Model, the eight-week intervention aims to enhance patients' understanding and belief in semaglutide through educationally framed sessions, real-world demonstrations, and peer support. Filling knowledge gaps without compromising patient confidentiality, the project offers a cost-effective, scalable, and ethical solution. Ultimately, the education-based intervention can achieve improved long-term health outcomes, improved adherence to medications, empowerment of vulnerable populations, and reduction of complications of diabetes, thereby enhancing patient autonomy in managing chronic disease.

    **References**

    American Diabetes Association. (2023).
    _Annual Report on American Diabetes Association_. https://diabetes.org/sites/default/files/2024-06/ADA_2023_AnnualReport.pdf

    Chowdhury, H. A., Harrison, C. L., Siddiquea, B. N., Tissera, S., Afroz, A., Ali, L., Joham, A. E., & Billah, B. (2024). The effectiveness of diabetes self-management education intervention on glycaemic control and cardiometabolic risk in adults with type 2 diabetes in low- and middle-income countries: A systematic review and meta-analysis.
    _PLoS ONE_,
    _18_(2), 1–25. https://doi.org/10.1371/journal.pone.0297328

    Coningsby, I., Ainsworth, B., & Dack, C. (2022). A Qualitative Study Exploring the Barriers to Attending Structured Education Programmes among Adults with Type 2 Diabetes.
    _BMC Health Services Research_,
    _22_(1). https://doi.org/10.1186/s12913-022-07980-w

    Ernawati, U., Wihastuti, T. A., & Utami, Y. W. (2021). Effectiveness of Diabetes self-management Education (DSME) in Type 2 Diabetes Mellitus (T2DM) patients: Systematic Literature Review.
    _Journal of Public Health Research_,
    _10_(2), 198–202. https://doi.org/10.4081/jphr.2021.2240

    Longwitz, A., & Palokas, M. (2022). Diabetes self-management education for adults with type 2 diabetes via telehealth in conjunction with remote patient monitoring: a best practice implementation project.
    _JBI Evidence Implementation_,
    _21_(2). https://doi.org/10.1097/xeb.0000000000000360

    Osonuga, A., Olufemi, K., Osonuga, O., Osonuga, A., Okoye, G., & Osonuga, A. (2024). The Impact of Diabetes Self-Management Education (DSME) on the Quality of Life of patients living with type-2 Diabetes Mellitus in Nigeria.
    _West African Journal of Medicine_,
    _41_(8), 868–873. https://pubmed.ncbi.nlm.nih.gov/39736162/

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

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    – ## ActiveLearningAssignmentWeek4.docx **## ActiveLearningAssignmentWeek4.docx** Active Learning Assignment Week 4 Chapter 13 in our textbook **APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY** Changing a culture prone to medical error is one of the most difficult obstacles to improving patient…

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    – ## ActiveLearningAssignmentWeek4.docx

    **## ActiveLearningAssignmentWeek4.docx**

    Active Learning Assignment Week 4

    Chapter 13 in our textbook

    **APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY**

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

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

    EI/Patient Safety (EIPS) Model.

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

    ![9780826174543_fig13_5](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20930407)

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

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

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

    ## image1.png

    **## ActiveLearningAssignmentWeek4.docx**

    Active Learning Assignment Week 4

    Chapter 13 in our textbook

    **APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY**

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

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

    EI/Patient Safety (EIPS) Model.

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

    ![9780826174543_fig13_5](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20930407)

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

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

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

    ## image1.png

  • [Solved] change project

    ✓ Verified Academic Solution Available

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    APA format – ## changeprojectpapershouldinclude.docx **## changeprojectpapershouldinclude.docx** **Improving Patient Handoff Communication in healthcare** 1. A reference to the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences…

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    APA format

    – ## changeprojectpapershouldinclude.docx

    **## changeprojectpapershouldinclude.docx**

    **Improving Patient Handoff Communication in healthcare**

    1. A reference to the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has on people, programs, or institutions.

    2. Goals and objectives that are measurable, shared, and hypothetically agreed on by all key stakeholders. They are directly linked to the concept of project success factors.

    3. What variables need to be considered and and whether or not you have control over them.

    · For example, if you were to implement a clinic-wide practice change, would budget be an issue and how would you address that variable?

    · If you were to implement your study, consider how would you gather data. Would you choose the qualitative or quantitative method?

    4. An explanation of what your research will provide to the community, or to social change.

    5. A description of the desired outcomes: Specifically, state the purpose, focus, and viewpoint of the project as well as its expected accomplishments.

    · While you may not be implementing your project, you should have a goal in mind that relates to solving your problem.

    · Establish a timeline for accomplishing your project goal(s).

    This section should be 3–4 pages in length, not including the cover or reference page, and should address the intended outcomes of your project. You must reference a minimum of 3 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/change-project-20930409)![A table of text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/change-project-20930409)

    ## image1.png

    ## image2.png

    **## changeprojectpapershouldinclude.docx**

    **Improving Patient Handoff Communication in healthcare**

    1. A reference to the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has on people, programs, or institutions.

    2. Goals and objectives that are measurable, shared, and hypothetically agreed on by all key stakeholders. They are directly linked to the concept of project success factors.

    3. What variables need to be considered and and whether or not you have control over them.

    · For example, if you were to implement a clinic-wide practice change, would budget be an issue and how would you address that variable?

    · If you were to implement your study, consider how would you gather data. Would you choose the qualitative or quantitative method?

    4. An explanation of what your research will provide to the community, or to social change.

    5. A description of the desired outcomes: Specifically, state the purpose, focus, and viewpoint of the project as well as its expected accomplishments.

    · While you may not be implementing your project, you should have a goal in mind that relates to solving your problem.

    · Establish a timeline for accomplishing your project goal(s).

    This section should be 3–4 pages in length, not including the cover or reference page, and should address the intended outcomes of your project. You must reference a minimum of 3 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/change-project-20930409)![A table of text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/change-project-20930409)

    ## image1.png

    ## image2.png