Tag: Nursing

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

✓ Verified Academic Solution Available

Executive Solution Overview

– ## FinalAssignment-EmotionalCompetence.docx **## FinalAssignment-EmotionalCompetence.docx** _Final Assignment – Emotional Competence: A Required Leadership Skill for Today's Leader_ **Instructions:** In your final project, you will have the possibility to describe, in an essay, emotional competenc…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## FinalAssignment-EmotionalCompetence.docx

**## FinalAssignment-EmotionalCompetence.docx**

_Final Assignment – Emotional Competence: A Required Leadership Skill for Today's Leader_

**Instructions:**

In your final project, you will have the possibility to describe, in an essay, emotional competence as a required leadership skill necessary for today’s leader. You may define in this paper what emotional competence is. How can it affect the leader’s decision during a crisis impacting others? Also, when the leader’s feelings and emotions must be considered, emphasizing the concepts of self-awareness, self-regulation, motivation, empathy, and social skills? Illustrate this paper with samples or a case study.

Contribute a minimum of four pages. It should include at least five academic sources, formatted and cited in APA.

Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

**Submission Instructions:**

· Submit your assignment by 11:59 PM Eastern on Sunday.

· Your post should be at least four pages (excluding the title page and references), formatted, and cited in the current APA style with support from at least 5 academic sources.

· Review the rubric to determine how your assignment will be graded.

· Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

**Official Essay Rubric**

| | | |
| — | — | — |
| – Official Essay Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
| This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

Total Points: 100

**## FinalAssignment-EmotionalCompetence.docx**

_Final Assignment – Emotional Competence: A Required Leadership Skill for Today's Leader_

**Instructions:**

In your final project, you will have the possibility to describe, in an essay, emotional competence as a required leadership skill necessary for today’s leader. You may define in this paper what emotional competence is. How can it affect the leader’s decision during a crisis impacting others? Also, when the leader’s feelings and emotions must be considered, emphasizing the concepts of self-awareness, self-regulation, motivation, empathy, and social skills? Illustrate this paper with samples or a case study.

Contribute a minimum of four pages. It should include at least five academic sources, formatted and cited in APA.

Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

**Submission Instructions:**

· Submit your assignment by 11:59 PM Eastern on Sunday.

· Your post should be at least four pages (excluding the title page and references), formatted, and cited in the current APA style with support from at least 5 academic sources.

· Review the rubric to determine how your assignment will be graded.

· Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

**Official Essay Rubric**

| | | |
| — | — | — |
| – Official Essay Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
| This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

Total Points: 100

November 5, 2026
[Solved] Case Study ICU

✓ Verified Academic Solution Available

Executive Solution Overview

– ## NRS-460-RS-T2-BenchmarkCaseStudy-TimothySmith-ICU.docx **## NRS-460-RS-T2-BenchmarkCaseStudy-TimothySmith-ICU.docx** ![](https://www.sweetstudy.com/questions/case-study-icu) **NRS-460 Benchmark – Case Study: Timothy Smith – Intensive Care Unit (ICU)** **Directions: Read the case study below. Ev…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## NRS-460-RS-T2-BenchmarkCaseStudy-TimothySmith-ICU.docx

**## NRS-460-RS-T2-BenchmarkCaseStudy-TimothySmith-ICU.docx**

![](https://www.sweetstudy.com/questions/case-study-icu)

**NRS-460 Benchmark – Case Study: Timothy Smith – Intensive Care Unit (ICU)**

**Directions: Read the case study below. Evaluate the information and formulate a conclusion based on your evaluation. Complete the critical thinking table and submit the completed template to the assignment dropbox.**

The purpose of this assignment is to evaluate patient data to navigate decision-making in ambiguous situations, assist the patient and family in managing complex care needs, and perform effectively in an interdisciplinary team.

**PART I: Health History and Medical Information**

Evaluate the health history and medical information for John Doe, presented below.

After his discharge from the ED, John was transferred to the Intensive Care Unit (ICU) for specialized care and monitoring where you took over as his nurse. Upon arrival to the ICU, John was identified as Timothy Smith. He arrives intubated on a ventilator and requires continuous assessment for his TBI, multiple fractures, and underlying psychological conditions. Specialty providers are considering the risks vs. benefits of a hematoma evacuation. Upon entry to the ICU, Mr. Smith has been diagnosed with:

1. Severe Traumatic Brain Injury with a GCS score of 6, managed with an external ventricular drain (EVD)

2. Respiratory instability managed with a ventilator

3. Femur fracture with open reduction and internal fixation (ORIF)

4. Hairline fracture of 3 left ribs

_Laboratory Tests, Results, and Vitals:_

1. EVD – Intracranial Pressure (ICP) – 12

2. Echocardiogram (EKG): Sinus Tachycardia Rate 128

3. Arterial Blood Gas (ABG):

a. PaCO2 Level – 51 mmHg,

b. HCO3 Level – 30 mEq/L

c. pH 7.39

d. PaO2 79 mmHg

e. SaO2 98% on ventilator

4. Respiratory Rate: mechanical ventilation rate 14 with no spontaneous respirations

5. CBC –

a. White Blood Cells: 12.9

b. Hemoglobin: 13.6

c. Hematocrit: 38.7

d. Platelet Count: 310,000

6. CMP:

a. Potassium 4.5 mEq/L

b. Sodium 135 mEq/L

c. Bilirubin: 2.1 mg/dL

7. GCS 8 after placement of EVD and drainage of 10ml of sanguineous fluid from drain.

a. Deficit for only opening eyes to pain (2)

b. Verbal response is incomprehensible sounds (2)

c. Motor score of (4) withdraw from pain

**PART II: Critical Thinking Activity**

Use the findings from your evaluation to complete the following:

| | |
| — | — |
| **Power of Attorney**<br>_Upon arrival in the ICU, you discover Mr. Smith does not have a power of attorney._ |
| _Discuss how you would determine who would make decisions on his behalf. Your response should be a minimum of 150 words._ | |
| _How can you utilize the chaplain to assist in locating the family? Your response should be a minimum of 150 words._ | |
| **Quality vs. Quantity of Life**<br>_Health care professionals often have to have difficult conversations with patients and families in the intensive care unit (ICU) regarding prognosis and outcomes._ |
| _What resources are available to have difficult discussion with Timothy's family on quality versus quantity of life? Your response should be a minimum of 150 words._ | |
| _Given Mr. Smith's assessment findings, discuss his quality of life should he receive hematoma evacuation surgery. Your response should be a minimum of 150 words._ | |
| **Ethical Considerations**<br>_Ethical considerations are an important part of nursing care but become especially vital when dealing with trauma patients considering the potential of poor prognosis._ |
| _Discuss the ethical considerations of palliative care, possible outcomes, and limitations with Mr. Smith's condition taking into account his assessment findings. Your response should be a minimum of 200 words._ | |
| **Psychosocial and Spiritual Considerations**<br>_Providing holistic nursing care for patients with complex conditions requires that the nurse takes into account the patient's psychosocial and spiritual needs._ |
| _Given the patient's current situation, discuss ways in which the nurse can take into account and address the patient's psychosocial and spiritual needs. Your response should be a minimum of 150 words._ | |
| **Economic Issues**<br>_BSN-prepared nurses have an understanding of system-based practice including implications of financial and economic considerations related to providing care._ |
| _Due to the multi-system injuries Mr. Smith incurred, discuss the economic issues that the individual and family may encounter. Consider his ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses. Your response should be a minimum of 200 words._ | |
| **Collaboration**<br>_What is the purpose of collaborating with the following when providing care for Mr. Smith? Explain the role of each team member's competency and how they contribute to Mr. Smith's care._ |
| _Occupational Therapists_ | |
| _Physical Therapists_ | |
| _Respiratory Therapists_ | |
| _Speech Therapists_ | |
| _Dieticians_ | |
| _Physiatrists (Doctor of Rehabilitative Medicine)_ | |
| _Wound Care Nurse_ | |
| _Neuropsychologists_ | |
| _Select two team members and discuss their competencies (skill set) as applicable to Mr. Smith's care. Your response should be a minimum of 150 words._ | |
| **Interdisciplinary Team**<br>_Interdisciplinary team collaboration is vital to the successful management of patients with complex conditions._ |
| Part I: Team Dynamics<br>_Explain what principles can be applied to facilitate effective team dynamics in a way that: (1) ensures that the role of each individual/team member is defined by his/her scope of practice; and (2) ensures that the delegation of work to team members based on roles and competencies is assigned without confusion for the team or patient. Your response should be a minimum of 200 words._ | |
| Part II: Interprofessional Communication <br>_1. Discuss the importance of each member of the interdisciplinary team communicating their information in a professional, accurate, and timely manner when treating Mr. Smith. Your response should be a minimum of 150 words._ | |
| _2. How does the presence of diversity, equity, and inclusion impact the dynamics of team-based communications? Your response should be a minimum of 150 words._ | |
| **ICU Psychosis/Delirium**<br>_There are specific considerations that nurses should be aware of when taking care of patients in the ICU._ |
| _Explain ICU psychosis/delirium. Your response should be a minimum of 100 words._ | |
| _What interventions can nurses implement to prevent ICU psychosis/delirium from happening? Your response should be a minimum of 150 words._ | |
| _Based on Mr. Smith's current assessment findings, discuss his risk of developing ICU psychosis/delirium. Your response should be a minimum of 150 words._ | |
| **References (Please include working hyperlinks.)** |

© 2024. Grand Canyon University. All Rights Reserved.

2

## image1.png

**## NRS-460-RS-T2-BenchmarkCaseStudy-TimothySmith-ICU.docx**

![](https://www.sweetstudy.com/questions/case-study-icu)

**NRS-460 Benchmark – Case Study: Timothy Smith – Intensive Care Unit (ICU)**

**Directions: Read the case study below. Evaluate the information and formulate a conclusion based on your evaluation. Complete the critical thinking table and submit the completed template to the assignment dropbox.**

The purpose of this assignment is to evaluate patient data to navigate decision-making in ambiguous situations, assist the patient and family in managing complex care needs, and perform effectively in an interdisciplinary team.

**PART I: Health History and Medical Information**

Evaluate the health history and medical information for John Doe, presented below.

After his discharge from the ED, John was transferred to the Intensive Care Unit (ICU) for specialized care and monitoring where you took over as his nurse. Upon arrival to the ICU, John was identified as Timothy Smith. He arrives intubated on a ventilator and requires continuous assessment for his TBI, multiple fractures, and underlying psychological conditions. Specialty providers are considering the risks vs. benefits of a hematoma evacuation. Upon entry to the ICU, Mr. Smith has been diagnosed with:

1. Severe Traumatic Brain Injury with a GCS score of 6, managed with an external ventricular drain (EVD)

2. Respiratory instability managed with a ventilator

3. Femur fracture with open reduction and internal fixation (ORIF)

4. Hairline fracture of 3 left ribs

_Laboratory Tests, Results, and Vitals:_

1. EVD – Intracranial Pressure (ICP) – 12

2. Echocardiogram (EKG): Sinus Tachycardia Rate 128

3. Arterial Blood Gas (ABG):

a. PaCO2 Level – 51 mmHg,

b. HCO3 Level – 30 mEq/L

c. pH 7.39

d. PaO2 79 mmHg

e. SaO2 98% on ventilator

4. Respiratory Rate: mechanical ventilation rate 14 with no spontaneous respirations

5. CBC –

a. White Blood Cells: 12.9

b. Hemoglobin: 13.6

c. Hematocrit: 38.7

d. Platelet Count: 310,000

6. CMP:

a. Potassium 4.5 mEq/L

b. Sodium 135 mEq/L

c. Bilirubin: 2.1 mg/dL

7. GCS 8 after placement of EVD and drainage of 10ml of sanguineous fluid from drain.

a. Deficit for only opening eyes to pain (2)

b. Verbal response is incomprehensible sounds (2)

c. Motor score of (4) withdraw from pain

**PART II: Critical Thinking Activity**

Use the findings from your evaluation to complete the following:

| | |
| — | — |
| **Power of Attorney**<br>_Upon arrival in the ICU, you discover Mr. Smith does not have a power of attorney._ |
| _Discuss how you would determine who would make decisions on his behalf. Your response should be a minimum of 150 words._ | |
| _How can you utilize the chaplain to assist in locating the family? Your response should be a minimum of 150 words._ | |
| **Quality vs. Quantity of Life**<br>_Health care professionals often have to have difficult conversations with patients and families in the intensive care unit (ICU) regarding prognosis and outcomes._ |
| _What resources are available to have difficult discussion with Timothy's family on quality versus quantity of life? Your response should be a minimum of 150 words._ | |
| _Given Mr. Smith's assessment findings, discuss his quality of life should he receive hematoma evacuation surgery. Your response should be a minimum of 150 words._ | |
| **Ethical Considerations**<br>_Ethical considerations are an important part of nursing care but become especially vital when dealing with trauma patients considering the potential of poor prognosis._ |
| _Discuss the ethical considerations of palliative care, possible outcomes, and limitations with Mr. Smith's condition taking into account his assessment findings. Your response should be a minimum of 200 words._ | |
| **Psychosocial and Spiritual Considerations**<br>_Providing holistic nursing care for patients with complex conditions requires that the nurse takes into account the patient's psychosocial and spiritual needs._ |
| _Given the patient's current situation, discuss ways in which the nurse can take into account and address the patient's psychosocial and spiritual needs. Your response should be a minimum of 150 words._ | |
| **Economic Issues**<br>_BSN-prepared nurses have an understanding of system-based practice including implications of financial and economic considerations related to providing care._ |
| _Due to the multi-system injuries Mr. Smith incurred, discuss the economic issues that the individual and family may encounter. Consider his ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses. Your response should be a minimum of 200 words._ | |
| **Collaboration**<br>_What is the purpose of collaborating with the following when providing care for Mr. Smith? Explain the role of each team member's competency and how they contribute to Mr. Smith's care._ |
| _Occupational Therapists_ | |
| _Physical Therapists_ | |
| _Respiratory Therapists_ | |
| _Speech Therapists_ | |
| _Dieticians_ | |
| _Physiatrists (Doctor of Rehabilitative Medicine)_ | |
| _Wound Care Nurse_ | |
| _Neuropsychologists_ | |
| _Select two team members and discuss their competencies (skill set) as applicable to Mr. Smith's care. Your response should be a minimum of 150 words._ | |
| **Interdisciplinary Team**<br>_Interdisciplinary team collaboration is vital to the successful management of patients with complex conditions._ |
| Part I: Team Dynamics<br>_Explain what principles can be applied to facilitate effective team dynamics in a way that: (1) ensures that the role of each individual/team member is defined by his/her scope of practice; and (2) ensures that the delegation of work to team members based on roles and competencies is assigned without confusion for the team or patient. Your response should be a minimum of 200 words._ | |
| Part II: Interprofessional Communication <br>_1. Discuss the importance of each member of the interdisciplinary team communicating their information in a professional, accurate, and timely manner when treating Mr. Smith. Your response should be a minimum of 150 words._ | |
| _2. How does the presence of diversity, equity, and inclusion impact the dynamics of team-based communications? Your response should be a minimum of 150 words._ | |
| **ICU Psychosis/Delirium**<br>_There are specific considerations that nurses should be aware of when taking care of patients in the ICU._ |
| _Explain ICU psychosis/delirium. Your response should be a minimum of 100 words._ | |
| _What interventions can nurses implement to prevent ICU psychosis/delirium from happening? Your response should be a minimum of 150 words._ | |
| _Based on Mr. Smith's current assessment findings, discuss his risk of developing ICU psychosis/delirium. Your response should be a minimum of 150 words._ | |
| **References (Please include working hyperlinks.)** |

© 2024. Grand Canyon University. All Rights Reserved.

2

## image1.png

November 5, 2026
[Solved] How do you a nursing assessment

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering How do you a nursing assessment.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] SOAP Note

✓ Verified Academic Solution Available

Executive Solution Overview

I need to come up with a SOAP note following this specific algorithm. Instructions will be provided.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

I need to come up with a SOAP note following this specific algorithm. Instructions will be provided.

November 5, 2026
[Solved] capstone buildup

✓ Verified Academic Solution Available

Executive Solution Overview

– ## assigmentcapstone.docx **## assigmentcapstone.docx** 10 **Please see below the page for the assessment** **Capstone Intervention Plan: Long-Acting Injectable Cabenuva for HIV Management** Student’s Name Institutional Affiliation Course Instructor Date **Capstone Intervention Plan: Long-Acting I…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## assigmentcapstone.docx

**## assigmentcapstone.docx**

10

**Please see below the page for the assessment**

**Capstone Intervention Plan: Long-Acting Injectable Cabenuva for HIV Management**

Student’s Name

Institutional Affiliation

Course

Instructor

Date

**Capstone Intervention Plan: Long-Acting Injectable Cabenuva for HIV Management**

This Capstone intervention plan evaluates monthly long-acting injectable Cabenuva versus daily oral antiretroviral therapy for virally suppressed adults with HIV, focusing on improving medication adherence and viral suppression over six months at an urban outpatient clinic. By integrating evidence-based nursing frameworks and advanced technologies, the plan addresses cultural, ethical, and policy barriers to deliver equitable, patient-centered care. Strategic leadership and stakeholder collaboration drive the initiative to enhance health outcomes for a vulnerable population.

**Intervention Plan Components**

**Core Components**

The intervention introduces long-acting injectable Cabenuva (cabotegravir and rilpivirine) for virally suppressed adults with HIV at the AIDS Healthcare Foundation (AHF) clinic. It tackles adherence challenges of daily oral antiretroviral therapy (ART) by offering monthly injections. Key components include patient selection, education, medication administration, monitoring, and resource coordination. Eligible adults are identified through electronic health records, followed by nurse-led education on Cabenuva’s benefits, administration process, and potential side effects, such as injection site reactions. Trained nurses administer intramuscular injections using sterile techniques. Monthly follow-ups track adherence via appointment attendance and viral suppression through viral load tests, supported by counseling and mobile reminders. The clinic secures Cabenuva through the Ryan White HIV/AIDS Program (RWHAP) and manages refrigerated storage requirements.

**Cultural Considerations**

The target population, often including racial minorities and low-income individuals, faces stigma and socioeconomic barriers. Education materials are tailored to diverse literacy levels and provided in multiple languages to enhance accessibility. Flexible scheduling and transportation assistance accommodate unstable living situations, ensuring equitable access (U.S. Department of Health and Human Services, 2024). Private injection settings mitigate stigma, fostering patient trust and engagement in care.

**Theoretical Foundations**

**Theoretical Frameworks**

The intervention aligns with Orem’s Self-Care Deficit Theory, which emphasizes nursing support when self-care demands exceed capabilities (Hartweg & Metcalfe, 2022). Cabenuva reduces the burden of daily pill-taking, while nurse-led education addresses knowledge deficits. Motivational interviewing, a psychological approach, enhances adherence by exploring barriers like stigma and motivations for treatment (Reinauer et al., 2021). Technologies, including electronic health record alerts and mobile apps, ensure operational efficiency.

**Evidence-Based Justification**

According to the National Institutes of Health (2023), long-acting injectable ART (LAI-ART) maintains viral suppression and improves adherence, particularly for patients with adherence challenges. Nurse-led counseling is an established strategy for ART adherence, as demonstrated in HIV prevention programs (Centers for Disease Control and Prevention, 2025). These findings validate the intervention’s focus on injectable therapy supported by nursing and technological strategies.

**Stakeholders, Policy, and Regulations**

**Stakeholder Needs and Impact**

Stakeholders significantly influence the intervention’s success, including patients, nurses, clinic administrators, and payers like Medicaid and RWHAP. Patients require convenient, stigma-free care, necessitating private injection settings and flexible scheduling within the intervention plan. Nurses need training to administer injections safely, requiring professional development programs that impact the education component (Chang et al., 2024). Administrators must address procurement and storage challenges, such as refrigerated storage for Cabenuva, affecting resource coordination. Payers determine coverage, influencing patient access to the medication, which shapes the intervention’s scalability. These needs ensure the intervention aligns with stakeholder priorities, enhancing implementation feasibility (U.S. Department of Health and Human Services, 2024).

**Regulatory Implications and Potential Support**

Regulatory frameworks and governing bodies, including the Centers for Medicare & Medicaid Services (CMS) and the Health Resources and Services Administration (HRSA), impact the intervention. CMS oversees billing compliance, requiring accurate electronic health record documentation for reimbursement, which affects the monitoring component. HRSA’s guidance through RWHAP supports equitable LAI-ART distribution, providing potential funding for medication procurement (U.S. Department of Health and Human Services, 2025). However, state-level variations in Medicaid and AIDS Drug Assistance Program (ADAP) coverage, often requiring prior authorization, pose regulatory barriers that could delay implementation. Potential support includes RWHAP grants and HRSA technical assistance, which can streamline procurement and training, enhancing intervention success.

**Policy Considerations**

Existing RWHAP policies partially support Cabenuva access but are inconsistent across states, limiting equitable distribution (U.S. Department of Health and Human Services, 2024). The intervention proposes new policy considerations to address these gaps. At the state level, policies should mandate Cabenuva inclusion in all Medicaid and ADAP formularies without prior authorization to reduce access barriers. Federally, increasing RWHAP funding would bolster medication availability and clinic resources. Advocacy engaging HRSA and state health departments would support the intervention’s implementation by ensuring consistent access and financial sustainability.

**Ethical and Legal Implications**

**Ethical Considerations**

Equitable access to Cabenuva is critical, as cost and coverage barriers may disproportionately affect low-income or minority patients, exacerbating disparities. Informed consent requires clear communication about benefits and risks, including injection site reactions. Stigma necessitates discreet injection administration to protect patient privacy.

**Legal Considerations**

Nurses must comply with state regulations for injection administration and maintain accurate electronic health record documentation for Centers for Medicare & Medicaid Services (CMS) billing. Non-coverage by payers could raise legal concerns about discriminatory care practices, particularly for underserved groups.

**Mitigation Strategies**

Sliding-scale payment options and advocacy for expanded coverage address access issues. Secure electronic health record systems and private injection settings safeguard confidentiality, aligning with Health Insurance Portability and Accountability Act (HIPAA) standards.

**Management and Leadership**

**Leadership Strategies**

Transformational leadership fosters interprofessional collaboration. Nurse leaders train staff on Cabenuva administration, coordinate with pharmacists for procurement, and engage social workers for patient support. Monthly team meetings address challenges, promoting innovation and alignment with project goals.

**Change Management**

Transitioning to Cabenuva requires workflow adjustments, such as scheduling injections and updating electronic health records, potentially increasing initial nurse workload. Improved adherence and viral suppression enhance care quality and reduce long-term costs, like hospitalizations. Cost control leverages RWHAP funding and optimizes clinic resources (U.S. Department of Health and Human Services, 2024).

**Delivery and Technology**

**Delivery Methods**

The intervention involves in-clinic injections by trained nurses, supported by telehealth for follow-up counseling to accommodate patient schedules. Community outreach, including flyers and support groups, promotes enrollment and awareness, ensuring broad reach.

**Technological Integration**

Electronic health records track appointments and viral loads, while mobile apps send adherence reminders. Emerging technologies, such as automated text-based nudges, could enhance engagement. Telehealth facilitates remote monitoring, reducing clinic visits for stable patients (National Institutes of Health, 2023), aligning with care efficiency goals.

**Timeline**

**Implementation Schedule**

The six-month plan includes:

·
**Month 1**: Identify patients, train staff, provide education, and conduct baseline viral load testing.

·
**Months 2–5**: Administer monthly injections, provide counseling, monitor adherence and side effects, and perform viral load tests.

·
**Month 6**: Evaluate outcomes (adherence and viral suppression rates vs. oral ART), analyze data, and disseminate findings.

**Influencing Factors**

Timing depends on staff training, medication procurement, and enrollment. Delays from payer approvals or supply chain issues are mitigated by early advocacy and RWHAP support.

**Conclusion**

This intervention plan harnesses Cabenuva’s potential to improve adherence and viral suppression for adults with HIV. By addressing cultural, ethical, and policy barriers with evidence-based nursing and technological strategies, it enhances care quality and equity. Stakeholder collaboration, policy advocacy, and robust leadership ensure sustainable, patient-centered outcomes.

**References**

Centers for Disease Control and Prevention. (2025).
_HIV prevention: Pre-exposure prophylaxis (PrEP)_.
[https://www.cdc.gov/hiv/prevention/prep.html#:~:text=PrEP%20is%20for%20adults%20and,during%20pregnancy%2C%20or%20while%20breastfeeding](https://www.cdc.gov/hiv/prevention/prep.html).

Chang, Y. Y., Chao, L. F., Chang, W., Lin, C. M., Lee, Y. H., Latimer, A., & Chung, M. L. (2024). Impact of an immersive virtual reality simulator education program on nursing students' intravenous injection administration: A mixed methods study.
_Nurse Education Today_,
_132_, 106002.
[https://doi.org/10.1016/j.nedt.2023.106002](https://doi.org/10.1016/j.nedt.2023.106002)

Hartweg, D. L., & Metcalfe, S. A. (2022). Orem’s self-care deficit nursing theory: relevance and need for refinement.
_Nursing science quarterly_,
_35_(1), 70-76.
[https://doi.org/10.1177/08943184211051369](https://doi.org/10.1177/08943184211051369)

National Institutes of Health. (2023).
_Long-acting injectable antiretroviral therapy for HIV_.
[https://doi.org/10.1186/s12879-023-08071-9](https://doi.org/10.1186/s12879-023-08071-9)

Reinauer, C., Platzbecker, A. L., Viermann, R., Domhardt, M., Baumeister, H., Foertsch, K., … & Meissner, T. (2021). Efficacy of motivational interviewing to improve utilization of mental health services among youths with chronic medical conditions: a cluster randomized clinical trial.
_JAMA network open_,
_4_(10), e2127622-e2127622.
[https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2784614](https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2784614)

U.S. Department of Health and Human Services. (2024).
_Ryan White HIV/AIDS Program services report_.
[https://ryanwhite.hrsa.gov/about/recipient-resources](https://ryanwhite.hrsa.gov/about/recipient-resources)

U.S. Department of Health and Human Services. (2025).
_Health Resources and Services Administration: HIV/AIDS Bureau_.
[https://hab.hrsa.gov/](https://hab.hrsa.gov/)

U.S. Department of Health and Human Services. (2025).
_State Medicaid and AIDS Drug Assistance Program formularies_.
[https://ryanwhite.hrsa.gov/about/parts-and-initiatives/part-b-adap](https://ryanwhite.hrsa.gov/about/parts-and-initiatives/part-b-adap)

**Above was the work from last time**

**This is what they are asking for now**

**APA FORMAT REQUIRED FOR ALL ASSIGNMENTS**

· Written communication is free of errors that detract from the overall message.

· Font and font size: Times New Roman, 12 point.

· Use 1” margins and in text citations

(Minimum of 2 to 3 pages)

· Define the outcomes that are the goal of an intervention plan

· Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need

**## assigmentcapstone.docx**

10

**Please see below the page for the assessment**

**Capstone Intervention Plan: Long-Acting Injectable Cabenuva for HIV Management**

Student’s Name

Institutional Affiliation

Course

Instructor

Date

**Capstone Intervention Plan: Long-Acting Injectable Cabenuva for HIV Management**

This Capstone intervention plan evaluates monthly long-acting injectable Cabenuva versus daily oral antiretroviral therapy for virally suppressed adults with HIV, focusing on improving medication adherence and viral suppression over six months at an urban outpatient clinic. By integrating evidence-based nursing frameworks and advanced technologies, the plan addresses cultural, ethical, and policy barriers to deliver equitable, patient-centered care. Strategic leadership and stakeholder collaboration drive the initiative to enhance health outcomes for a vulnerable population.

**Intervention Plan Components**

**Core Components**

The intervention introduces long-acting injectable Cabenuva (cabotegravir and rilpivirine) for virally suppressed adults with HIV at the AIDS Healthcare Foundation (AHF) clinic. It tackles adherence challenges of daily oral antiretroviral therapy (ART) by offering monthly injections. Key components include patient selection, education, medication administration, monitoring, and resource coordination. Eligible adults are identified through electronic health records, followed by nurse-led education on Cabenuva’s benefits, administration process, and potential side effects, such as injection site reactions. Trained nurses administer intramuscular injections using sterile techniques. Monthly follow-ups track adherence via appointment attendance and viral suppression through viral load tests, supported by counseling and mobile reminders. The clinic secures Cabenuva through the Ryan White HIV/AIDS Program (RWHAP) and manages refrigerated storage requirements.

**Cultural Considerations**

The target population, often including racial minorities and low-income individuals, faces stigma and socioeconomic barriers. Education materials are tailored to diverse literacy levels and provided in multiple languages to enhance accessibility. Flexible scheduling and transportation assistance accommodate unstable living situations, ensuring equitable access (U.S. Department of Health and Human Services, 2024). Private injection settings mitigate stigma, fostering patient trust and engagement in care.

**Theoretical Foundations**

**Theoretical Frameworks**

The intervention aligns with Orem’s Self-Care Deficit Theory, which emphasizes nursing support when self-care demands exceed capabilities (Hartweg & Metcalfe, 2022). Cabenuva reduces the burden of daily pill-taking, while nurse-led education addresses knowledge deficits. Motivational interviewing, a psychological approach, enhances adherence by exploring barriers like stigma and motivations for treatment (Reinauer et al., 2021). Technologies, including electronic health record alerts and mobile apps, ensure operational efficiency.

**Evidence-Based Justification**

According to the National Institutes of Health (2023), long-acting injectable ART (LAI-ART) maintains viral suppression and improves adherence, particularly for patients with adherence challenges. Nurse-led counseling is an established strategy for ART adherence, as demonstrated in HIV prevention programs (Centers for Disease Control and Prevention, 2025). These findings validate the intervention’s focus on injectable therapy supported by nursing and technological strategies.

**Stakeholders, Policy, and Regulations**

**Stakeholder Needs and Impact**

Stakeholders significantly influence the intervention’s success, including patients, nurses, clinic administrators, and payers like Medicaid and RWHAP. Patients require convenient, stigma-free care, necessitating private injection settings and flexible scheduling within the intervention plan. Nurses need training to administer injections safely, requiring professional development programs that impact the education component (Chang et al., 2024). Administrators must address procurement and storage challenges, such as refrigerated storage for Cabenuva, affecting resource coordination. Payers determine coverage, influencing patient access to the medication, which shapes the intervention’s scalability. These needs ensure the intervention aligns with stakeholder priorities, enhancing implementation feasibility (U.S. Department of Health and Human Services, 2024).

**Regulatory Implications and Potential Support**

Regulatory frameworks and governing bodies, including the Centers for Medicare & Medicaid Services (CMS) and the Health Resources and Services Administration (HRSA), impact the intervention. CMS oversees billing compliance, requiring accurate electronic health record documentation for reimbursement, which affects the monitoring component. HRSA’s guidance through RWHAP supports equitable LAI-ART distribution, providing potential funding for medication procurement (U.S. Department of Health and Human Services, 2025). However, state-level variations in Medicaid and AIDS Drug Assistance Program (ADAP) coverage, often requiring prior authorization, pose regulatory barriers that could delay implementation. Potential support includes RWHAP grants and HRSA technical assistance, which can streamline procurement and training, enhancing intervention success.

**Policy Considerations**

Existing RWHAP policies partially support Cabenuva access but are inconsistent across states, limiting equitable distribution (U.S. Department of Health and Human Services, 2024). The intervention proposes new policy considerations to address these gaps. At the state level, policies should mandate Cabenuva inclusion in all Medicaid and ADAP formularies without prior authorization to reduce access barriers. Federally, increasing RWHAP funding would bolster medication availability and clinic resources. Advocacy engaging HRSA and state health departments would support the intervention’s implementation by ensuring consistent access and financial sustainability.

**Ethical and Legal Implications**

**Ethical Considerations**

Equitable access to Cabenuva is critical, as cost and coverage barriers may disproportionately affect low-income or minority patients, exacerbating disparities. Informed consent requires clear communication about benefits and risks, including injection site reactions. Stigma necessitates discreet injection administration to protect patient privacy.

**Legal Considerations**

Nurses must comply with state regulations for injection administration and maintain accurate electronic health record documentation for Centers for Medicare & Medicaid Services (CMS) billing. Non-coverage by payers could raise legal concerns about discriminatory care practices, particularly for underserved groups.

**Mitigation Strategies**

Sliding-scale payment options and advocacy for expanded coverage address access issues. Secure electronic health record systems and private injection settings safeguard confidentiality, aligning with Health Insurance Portability and Accountability Act (HIPAA) standards.

**Management and Leadership**

**Leadership Strategies**

Transformational leadership fosters interprofessional collaboration. Nurse leaders train staff on Cabenuva administration, coordinate with pharmacists for procurement, and engage social workers for patient support. Monthly team meetings address challenges, promoting innovation and alignment with project goals.

**Change Management**

Transitioning to Cabenuva requires workflow adjustments, such as scheduling injections and updating electronic health records, potentially increasing initial nurse workload. Improved adherence and viral suppression enhance care quality and reduce long-term costs, like hospitalizations. Cost control leverages RWHAP funding and optimizes clinic resources (U.S. Department of Health and Human Services, 2024).

**Delivery and Technology**

**Delivery Methods**

The intervention involves in-clinic injections by trained nurses, supported by telehealth for follow-up counseling to accommodate patient schedules. Community outreach, including flyers and support groups, promotes enrollment and awareness, ensuring broad reach.

**Technological Integration**

Electronic health records track appointments and viral loads, while mobile apps send adherence reminders. Emerging technologies, such as automated text-based nudges, could enhance engagement. Telehealth facilitates remote monitoring, reducing clinic visits for stable patients (National Institutes of Health, 2023), aligning with care efficiency goals.

**Timeline**

**Implementation Schedule**

The six-month plan includes:

·
**Month 1**: Identify patients, train staff, provide education, and conduct baseline viral load testing.

·
**Months 2–5**: Administer monthly injections, provide counseling, monitor adherence and side effects, and perform viral load tests.

·
**Month 6**: Evaluate outcomes (adherence and viral suppression rates vs. oral ART), analyze data, and disseminate findings.

**Influencing Factors**

Timing depends on staff training, medication procurement, and enrollment. Delays from payer approvals or supply chain issues are mitigated by early advocacy and RWHAP support.

**Conclusion**

This intervention plan harnesses Cabenuva’s potential to improve adherence and viral suppression for adults with HIV. By addressing cultural, ethical, and policy barriers with evidence-based nursing and technological strategies, it enhances care quality and equity. Stakeholder collaboration, policy advocacy, and robust leadership ensure sustainable, patient-centered outcomes.

**References**

Centers for Disease Control and Prevention. (2025).
_HIV prevention: Pre-exposure prophylaxis (PrEP)_.
[https://www.cdc.gov/hiv/prevention/prep.html#:~:text=PrEP%20is%20for%20adults%20and,during%20pregnancy%2C%20or%20while%20breastfeeding](https://www.cdc.gov/hiv/prevention/prep.html).

Chang, Y. Y., Chao, L. F., Chang, W., Lin, C. M., Lee, Y. H., Latimer, A., & Chung, M. L. (2024). Impact of an immersive virtual reality simulator education program on nursing students' intravenous injection administration: A mixed methods study.
_Nurse Education Today_,
_132_, 106002.
[https://doi.org/10.1016/j.nedt.2023.106002](https://doi.org/10.1016/j.nedt.2023.106002)

Hartweg, D. L., & Metcalfe, S. A. (2022). Orem’s self-care deficit nursing theory: relevance and need for refinement.
_Nursing science quarterly_,
_35_(1), 70-76.
[https://doi.org/10.1177/08943184211051369](https://doi.org/10.1177/08943184211051369)

National Institutes of Health. (2023).
_Long-acting injectable antiretroviral therapy for HIV_.
[https://doi.org/10.1186/s12879-023-08071-9](https://doi.org/10.1186/s12879-023-08071-9)

Reinauer, C., Platzbecker, A. L., Viermann, R., Domhardt, M., Baumeister, H., Foertsch, K., … & Meissner, T. (2021). Efficacy of motivational interviewing to improve utilization of mental health services among youths with chronic medical conditions: a cluster randomized clinical trial.
_JAMA network open_,
_4_(10), e2127622-e2127622.
[https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2784614](https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2784614)

U.S. Department of Health and Human Services. (2024).
_Ryan White HIV/AIDS Program services report_.
[https://ryanwhite.hrsa.gov/about/recipient-resources](https://ryanwhite.hrsa.gov/about/recipient-resources)

U.S. Department of Health and Human Services. (2025).
_Health Resources and Services Administration: HIV/AIDS Bureau_.
[https://hab.hrsa.gov/](https://hab.hrsa.gov/)

U.S. Department of Health and Human Services. (2025).
_State Medicaid and AIDS Drug Assistance Program formularies_.
[https://ryanwhite.hrsa.gov/about/parts-and-initiatives/part-b-adap](https://ryanwhite.hrsa.gov/about/parts-and-initiatives/part-b-adap)

**Above was the work from last time**

**This is what they are asking for now**

**APA FORMAT REQUIRED FOR ALL ASSIGNMENTS**

· Written communication is free of errors that detract from the overall message.

· Font and font size: Times New Roman, 12 point.

· Use 1” margins and in text citations

(Minimum of 2 to 3 pages)

· Define the outcomes that are the goal of an intervention plan

· Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need

November 5, 2026
[Solved] Home

✓ Verified Academic Solution Available

Executive Solution Overview

– ## NR582NPWeek2Assignment.docx **## NR582NPWeek2Assignment.docx** NR582NP Week 2 Assignment Preparing the Assignment Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. General instructions: Download the Week 2 Leadership Sel…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## NR582NPWeek2Assignment.docx

**## NR582NPWeek2Assignment.docx**

NR582NP Week 2 Assignment

Preparing the Assignment

Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

General instructions:

Download the Week 2 Leadership Self-Assessment template Download Week 2 Leadership Self-Assessment template. Use of the template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.

Correctly cite and reference ideas and information that come from scholarly sources of information.

Follow rules for grammar, spelling, word usage, and punctuation consistent with formal, scholarly writing.

Abide by Chamberlain University's academic integrity policy.

Reflect on your leadership experience, philosophy, and self-leadership skills and include the following sections (detailed criteria listed below and in the grading rubric):

Include the following sections (detailed criteria listed below and in the grading rubric):

Introduction

Include at least three bullet points about the value and importance of the master’s prepared nurse as a leader.

Identify the purpose of the presentation.

Personal Leadership Experience

Describe your personal experience serving in formal and/or informal leadership roles.

How effective do you feel you are as a leader? Provide a rationale for your self-assessment.

How comfortable are you serving in leadership roles?  Provide a rationale for your self-assessment.

Leadership Style

Describe the leadership style that aligns best with your philosophy and preferences. Provide a rationale for why the leadership style was selected.

Describe the leadership style(s) that best suit your future practice as a master’s prepared nurse.

Provide support from at least one scholarly source.

Leadership Competencies: Review the American Organization for Nursing Leadership (AONL) Nurse Leader Core CompetenciesLinks to an external site..

Describe the value and importance of the AONL Nurse Leader Core Competencies and how these competencies are relevant to your future practice as a master’s prepared nurse.

Describe two AONL competency areas you believe to be personal strengths. Provide a rationale for your self-assessment.

Describe two AONL competency areas in which you have growth opportunities. Provide a rationale for your self-assessment.

Provide support from at least one scholarly source. The source may be the AONL Nurse Leader Core Competencies.

Strategies

Discuss three evidence-based strategies to help you achieve the AONL competencies identified as opportunities for growth.

Provide support from at least one scholarly source for each strategy.

Conclusion

Provide a conclusion.

Include a summary of what you discussed in the presentation.

Presentation Format

The presentation should total 7-15 slides (excluding title and reference slides).

Color schemes, font style, and size are consistent on each slide.

Graphics and images (if used) are professional and appropriate.

Speaker notes are provided for each slide (except the title and reference slides).

Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate citations.

Rubric

NR582NP_W2_Leadership Self-Assessment Rubric

NR582NP_W2_Leadership Self-Assessment Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeIntroduction

2 Required Criteria

1. Include at least three bullet points about the value and importance of the master’s prepared nurse as a leader.

2. Identify the purpose of the presentation.

10 pts

Excellent

All requirements met.

5 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

10 pts

This criterion is linked to a Learning OutcomePersonal Leadership Experience

3 Required Criteria

1. Describe your personal experience serving in formal and/or informal leadership roles.

2. How effective do you feel you are as a leader? Provide a rationale for your self-assessment.

3. How comfortable are you serving in leadership roles?

30 pts

Excellent

All requirements met.

25 pts

Satisfactory

2 requirements met.

15 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

30 pts

This criterion is linked to a Learning OutcomeLeadership Style

3 Required Criteria

1. Describe the leadership style that aligns best with your philosophy and preferences. Provide a rationale for why the leadership style was selected.

2. Describe the leadership style(s) that best suit your future practice as a master’s prepared nurse.

3. Provide support from at least one scholarly source

30 pts

Excellent

All requirements met.

25 pts

Satisfactory

2 requirements met.

15 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

30 pts

This criterion is linked to a Learning OutcomeLeadership Competencies

6 Required Criteria

1. Describe the value and importance of the AONL Nurse Leader Core Competencies and how these competencies are relevant to your future practice as a master’s prepared nurse.

2-3. Describe two competency areas you believe to be personal strengths. Provide a rationale for your self-assessment.

4-5. Describe two competency areas in which you have growth opportunities. Provide a rationale for your self-assessment.

6. Provide support from at least one scholarly source. Source may be the AONL Nurse Leader Core Competencies.

35 pts

Excellent

All requirements met.

32 pts

Very Good

5 requirements met.

29 pts

Satisfactory

3-4 requirements met.

18 pts

Needs Improvement

1-2 requirement met.

0 pts

Unsatisfactory

No requirements met.

35 pts

This criterion is linked to a Learning OutcomeStrategies

6 Required Criteria

1-3. Discuss three evidence-based strategies to help you achieve the AONL competencies identified as opportunities for growth.

4-6. Provide support from at least one scholarly source for each strategy.

40 pts

Excellent

All requirements met.

36 pts

Very Good

5 requirements met.

33 pts

Satisfactory

3-4 requirements met.

20 pts

Needs Improvement

1-2 requirements met.

0 pts

Unsatisfactory

No requirements met.

40 pts

This criterion is linked to a Learning OutcomeConclusion

2 Required Criteria

1. Provide a conclusion

2. Include a summary of what you discussed in the presentation.

10 pts

Excellent

All requirements met.

5 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

10 pts

This criterion is linked to a Learning OutcomeAPA

Formatting follows current edition APA Manual guidelines for:

1. Title slide

2. Required data slides (including citations)

3. Reference slides

10 pts

Excellent

0-1 errors.

9 pts

Very Good

2-3 errors.

8 pts

Satisfactory

4-5 errors.

5 pts

Needs Improvement

6-7 errors

0 pts

Unsatisfactory

More than 7 errors.

10 pts

This criterion is linked to a Learning OutcomeWriting Requirements

Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.

10 pts

Excellent

0-1 errors.

9 pts

Very Good

2-3 errors.

8 pts

Satisfactory

4-5 errors.

5 pts

Needs Improvement

6-7 errors.

0 pts

Unsatisfactory

More than 7 errors.

10 pts

This criterion is linked to a Learning OutcomeTemplate Use

0 pts

No Points Deducted

Correct template used.

0 pts

Points Deducted

17.5 points deducted (10%) for incorrect or no template used.

0 pts

This criterion is linked to a Learning OutcomeLate Penalty Deduction

Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late. After that point, a zero will be recorded for the assignment.

0 pts

No Points Deducted

Assignment submitted on time. No points deducted.

**## NR582NPWeek2Assignment.docx**

NR582NP Week 2 Assignment

Preparing the Assignment

Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

General instructions:

Download the Week 2 Leadership Self-Assessment template Download Week 2 Leadership Self-Assessment template. Use of the template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.

Correctly cite and reference ideas and information that come from scholarly sources of information.

Follow rules for grammar, spelling, word usage, and punctuation consistent with formal, scholarly writing.

Abide by Chamberlain University's academic integrity policy.

Reflect on your leadership experience, philosophy, and self-leadership skills and include the following sections (detailed criteria listed below and in the grading rubric):

Include the following sections (detailed criteria listed below and in the grading rubric):

Introduction

Include at least three bullet points about the value and importance of the master’s prepared nurse as a leader.

Identify the purpose of the presentation.

Personal Leadership Experience

Describe your personal experience serving in formal and/or informal leadership roles.

How effective do you feel you are as a leader? Provide a rationale for your self-assessment.

How comfortable are you serving in leadership roles?  Provide a rationale for your self-assessment.

Leadership Style

Describe the leadership style that aligns best with your philosophy and preferences. Provide a rationale for why the leadership style was selected.

Describe the leadership style(s) that best suit your future practice as a master’s prepared nurse.

Provide support from at least one scholarly source.

Leadership Competencies: Review the American Organization for Nursing Leadership (AONL) Nurse Leader Core CompetenciesLinks to an external site..

Describe the value and importance of the AONL Nurse Leader Core Competencies and how these competencies are relevant to your future practice as a master’s prepared nurse.

Describe two AONL competency areas you believe to be personal strengths. Provide a rationale for your self-assessment.

Describe two AONL competency areas in which you have growth opportunities. Provide a rationale for your self-assessment.

Provide support from at least one scholarly source. The source may be the AONL Nurse Leader Core Competencies.

Strategies

Discuss three evidence-based strategies to help you achieve the AONL competencies identified as opportunities for growth.

Provide support from at least one scholarly source for each strategy.

Conclusion

Provide a conclusion.

Include a summary of what you discussed in the presentation.

Presentation Format

The presentation should total 7-15 slides (excluding title and reference slides).

Color schemes, font style, and size are consistent on each slide.

Graphics and images (if used) are professional and appropriate.

Speaker notes are provided for each slide (except the title and reference slides).

Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate citations.

Rubric

NR582NP_W2_Leadership Self-Assessment Rubric

NR582NP_W2_Leadership Self-Assessment Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeIntroduction

2 Required Criteria

1. Include at least three bullet points about the value and importance of the master’s prepared nurse as a leader.

2. Identify the purpose of the presentation.

10 pts

Excellent

All requirements met.

5 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

10 pts

This criterion is linked to a Learning OutcomePersonal Leadership Experience

3 Required Criteria

1. Describe your personal experience serving in formal and/or informal leadership roles.

2. How effective do you feel you are as a leader? Provide a rationale for your self-assessment.

3. How comfortable are you serving in leadership roles?

30 pts

Excellent

All requirements met.

25 pts

Satisfactory

2 requirements met.

15 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

30 pts

This criterion is linked to a Learning OutcomeLeadership Style

3 Required Criteria

1. Describe the leadership style that aligns best with your philosophy and preferences. Provide a rationale for why the leadership style was selected.

2. Describe the leadership style(s) that best suit your future practice as a master’s prepared nurse.

3. Provide support from at least one scholarly source

30 pts

Excellent

All requirements met.

25 pts

Satisfactory

2 requirements met.

15 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

30 pts

This criterion is linked to a Learning OutcomeLeadership Competencies

6 Required Criteria

1. Describe the value and importance of the AONL Nurse Leader Core Competencies and how these competencies are relevant to your future practice as a master’s prepared nurse.

2-3. Describe two competency areas you believe to be personal strengths. Provide a rationale for your self-assessment.

4-5. Describe two competency areas in which you have growth opportunities. Provide a rationale for your self-assessment.

6. Provide support from at least one scholarly source. Source may be the AONL Nurse Leader Core Competencies.

35 pts

Excellent

All requirements met.

32 pts

Very Good

5 requirements met.

29 pts

Satisfactory

3-4 requirements met.

18 pts

Needs Improvement

1-2 requirement met.

0 pts

Unsatisfactory

No requirements met.

35 pts

This criterion is linked to a Learning OutcomeStrategies

6 Required Criteria

1-3. Discuss three evidence-based strategies to help you achieve the AONL competencies identified as opportunities for growth.

4-6. Provide support from at least one scholarly source for each strategy.

40 pts

Excellent

All requirements met.

36 pts

Very Good

5 requirements met.

33 pts

Satisfactory

3-4 requirements met.

20 pts

Needs Improvement

1-2 requirements met.

0 pts

Unsatisfactory

No requirements met.

40 pts

This criterion is linked to a Learning OutcomeConclusion

2 Required Criteria

1. Provide a conclusion

2. Include a summary of what you discussed in the presentation.

10 pts

Excellent

All requirements met.

5 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

10 pts

This criterion is linked to a Learning OutcomeAPA

Formatting follows current edition APA Manual guidelines for:

1. Title slide

2. Required data slides (including citations)

3. Reference slides

10 pts

Excellent

0-1 errors.

9 pts

Very Good

2-3 errors.

8 pts

Satisfactory

4-5 errors.

5 pts

Needs Improvement

6-7 errors

0 pts

Unsatisfactory

More than 7 errors.

10 pts

This criterion is linked to a Learning OutcomeWriting Requirements

Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.

10 pts

Excellent

0-1 errors.

9 pts

Very Good

2-3 errors.

8 pts

Satisfactory

4-5 errors.

5 pts

Needs Improvement

6-7 errors.

0 pts

Unsatisfactory

More than 7 errors.

10 pts

This criterion is linked to a Learning OutcomeTemplate Use

0 pts

No Points Deducted

Correct template used.

0 pts

Points Deducted

17.5 points deducted (10%) for incorrect or no template used.

0 pts

This criterion is linked to a Learning OutcomeLate Penalty Deduction

Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late. After that point, a zero will be recorded for the assignment.

0 pts

No Points Deducted

Assignment submitted on time. No points deducted.

November 5, 2026
[Solved] Nursing

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Nursing.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Wk7 Resp

✓ Verified Academic Solution Available

Executive Solution Overview

– ## WK7BLOG.docx **## WK7BLOG.docx** Innovative Informatics Tools and Applications to Clinical Practice ![](https://www.sweetstudy.com/questions/wk7-resp) New technology and tools will undoubtedly shape nursing practice. “Research suggests that between 8% and 16% of nursing time is spent on non-nur…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## WK7BLOG.docx

**## WK7BLOG.docx**

Innovative Informatics Tools and Applications to Clinical Practice

![](https://www.sweetstudy.com/questions/wk7-resp)

New technology and tools will undoubtedly shape nursing practice. “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

Reference:
Robert, N. (2019). How artificial intelligence is changing nursing.
_Nursing Management, 50_(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883448)

[Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

· American Nurses Association. (2015).
[_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

· “Standard 5: Implementation” (pp. 73–74)

· “Standard 5a: Coordination of Activities” (p. 75)

· “Standard 6: Evaluation” (p. 78)

· “Standard 11: Communication” (p. 86)

· “Standard 12: Leadership” (pp. 87–88)

· “Standard 15: Resource Utilization” (p. 92)

· Billingsley, L., Calderon, A., & Agosta, L. (2024).
[Transforming health care: Exploring artificial intelligence integration, data governance, and ethical considerations in nursingLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1546084324000373%3F).
_Journal of Radiology Nursing_,
_43_(2), 107–111. https://doi.org/10.1016/j.jradnu.2024.04.002

· Calik, A., Ozkul, D., & Kapucu, S. (2024).
[Smart glasses use experience of nursing graduate students: Qualitative studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=176757433&site=eds-live&scope=site&custid=s6527200).
_BMC Nursing_,
_23_(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

· Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023).
[Genomics-informed nursing strategies and health equity: A scoping review protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174270934&site=eds-live&scope=site&custid=s6527200).
_PLoS ONE_,
_18_(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

· Krupp, A., & Lopez, K. D. (2023).
[Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadershipLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1541461223001787).
_Nurse Leader_,
_21_(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

· Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024).
[Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relativesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edselc&AN=edselc.2-52.0-85187885837&site=eds-live&scope=site&custid=s6527200).
_BMC Nursing_,
_23_(1). https://doi.org/10.1186/s12912-024-01849-5

[Required Media](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

· AHRQ Digital Healthcare Research. (2021, July 12).
[_AHRQ CDS connect: A primerLinks to an external site._](https://youtu.be/xjbYTBaycs8)[Video]. https://youtu.be/xjbYTBaycs8

· U.S. Food and Drug Administration. (2019, December 20).
[_What is precision medicine?_ Links to an external site.](https://www.youtube.com/watch?v=ojrW8WeoANQ) [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

[Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

· Chen, M., & Decary, M. (2020).
[Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0840470419873123).
_Healthcare Management Forum, 33_ (1),10–18. doi:10.1177/0840470419873123

· Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020).
[The Impact of artificial intelligence on quality and safetyLinks to an external site.](https://search.proquest.com/scholarly-journals/impact-artificial-intelligence-on-quality-safety/docview/2333878940/se-2?accountid=14872).
_Global Spine Journal, 10_ (1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

· Scudellari, M. (2020).
[_AI recognizes COVID-19 in the sound of a cough_ Links to an external site.](https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough). IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

To Prepare

· Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

· Consider the role of these technologies in your healthcare organization or nursing practice.

· Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

· Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

By Day 3 of Week 7

**Post** a response to your blog for the following:

· Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

· How do you think this innovation will impact the future of your practice?

By Day 6 of Week 7

**Read** a selection of your colleagues’ blog posts and
**respond** to
**at least two** of your colleagues on
**two different days** by expanding upon their responses or sharing additional or alternative perspectives.

Latonya Busby

**Innovative Informatics Tools and Applications to Clinical Practice**

Nurses play an important role in implementing precision health by gathering accurate patient histories and proactively identifying at-risk patients. Precision health is a disease treatment and prevention strategy that considers individual differences in genes, environment, and lifestyle (Davis et al., 2025). Direct care nurses are expected to understand genetics and genomics to help establish precision health as the standard of care. Precision healthcare offers a holistic approach, creating care plans tailored to individuals and their external environment. Precision health has impacted the healthcare industry by enabling better monitoring of disease processes and personalized treatments. Precision health extends beyond medical treatment to wellness, prevention, and health promotion (Davis et al., 2025). In nursing, it combines holistic care principles with a genomics-informed approach to practice. Direct care nurses equipped to deliver precision care need genomic knowledge to educate and advocate for individuals, families, communities, and populations in all healthcare settings. Traditionally, medicine and treatments were not patient-specific but designed to fit all individuals; however, precision healthcare is tailored to individual patients. Genetics are vital when making decisions and can have lasting effects if not properly diagnosed.

Precision health has advanced in monitoring diseases such as diabetes through non-invasive patches worn to track blood sugar levels. This technology has positively affected patients by eliminating the need for constant finger pricks to check glucose. According to Mansour et al (2025), microneedle autocalibration, an automatic technique for detecting the glucose oxidation peak, is integrated within the microcontroller to enhance the stability of glucose measurements. A challenge for wearable devices is extending their operational lifespan, which is limited by both microneedle performance and battery capacity. Nonetheless, the device holds significant potential to influence precision health, acting as a dependable tool for real-time management of glucose and other vital health parameters (Mansour et al., 2025). Overall, combining precision health with ongoing education can reduce nurses' workload and improve patients' quality of life.

References

Davis, S. H., Himes, D. O., Dewell, S., Dungan, J. R., & Lucas, R. F. (2025). Precision Health: Applications for Registered Nurses. Nursing Clinics of North America, 60(2), 379–397.
[https://doi.org/10.1016/j.cnur.2025.01.007Links to an external site.](https://doi.org/10.1016/j.cnur.2025.01.007)

Mansour, M., Tawakey, S. H., Salim, A. I., Muhammad, S. T., & Soltan, A. (2025). Toward Precision Health: A Bluetooth-Enabled, Miniaturized Glucose Monitoring Wearable. IEEE Sensors Journal, Sensors Journal, IEEE, IEEE Sensors J, 25(7), 11971–11981.
[https://doi.org/10.1109/JSEN.2025.3543565Links to an external site.](https://doi.org/10.1109/JSEN.2025.3543565)

## image1.jpeg

**## WK7BLOG.docx**

Innovative Informatics Tools and Applications to Clinical Practice

![](https://www.sweetstudy.com/questions/wk7-resp)

New technology and tools will undoubtedly shape nursing practice. “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

Reference:
Robert, N. (2019). How artificial intelligence is changing nursing.
_Nursing Management, 50_(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883448)

[Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

· American Nurses Association. (2015).
[_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

· “Standard 5: Implementation” (pp. 73–74)

· “Standard 5a: Coordination of Activities” (p. 75)

· “Standard 6: Evaluation” (p. 78)

· “Standard 11: Communication” (p. 86)

· “Standard 12: Leadership” (pp. 87–88)

· “Standard 15: Resource Utilization” (p. 92)

· Billingsley, L., Calderon, A., & Agosta, L. (2024).
[Transforming health care: Exploring artificial intelligence integration, data governance, and ethical considerations in nursingLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1546084324000373%3F).
_Journal of Radiology Nursing_,
_43_(2), 107–111. https://doi.org/10.1016/j.jradnu.2024.04.002

· Calik, A., Ozkul, D., & Kapucu, S. (2024).
[Smart glasses use experience of nursing graduate students: Qualitative studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=176757433&site=eds-live&scope=site&custid=s6527200).
_BMC Nursing_,
_23_(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

· Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023).
[Genomics-informed nursing strategies and health equity: A scoping review protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174270934&site=eds-live&scope=site&custid=s6527200).
_PLoS ONE_,
_18_(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

· Krupp, A., & Lopez, K. D. (2023).
[Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadershipLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1541461223001787).
_Nurse Leader_,
_21_(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

· Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024).
[Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relativesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edselc&AN=edselc.2-52.0-85187885837&site=eds-live&scope=site&custid=s6527200).
_BMC Nursing_,
_23_(1). https://doi.org/10.1186/s12912-024-01849-5

[Required Media](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

· AHRQ Digital Healthcare Research. (2021, July 12).
[_AHRQ CDS connect: A primerLinks to an external site._](https://youtu.be/xjbYTBaycs8)[Video]. https://youtu.be/xjbYTBaycs8

· U.S. Food and Drug Administration. (2019, December 20).
[_What is precision medicine?_ Links to an external site.](https://www.youtube.com/watch?v=ojrW8WeoANQ) [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

[Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

· Chen, M., & Decary, M. (2020).
[Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0840470419873123).
_Healthcare Management Forum, 33_ (1),10–18. doi:10.1177/0840470419873123

· Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020).
[The Impact of artificial intelligence on quality and safetyLinks to an external site.](https://search.proquest.com/scholarly-journals/impact-artificial-intelligence-on-quality-safety/docview/2333878940/se-2?accountid=14872).
_Global Spine Journal, 10_ (1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

· Scudellari, M. (2020).
[_AI recognizes COVID-19 in the sound of a cough_ Links to an external site.](https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough). IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

To Prepare

· Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

· Consider the role of these technologies in your healthcare organization or nursing practice.

· Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

· Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

By Day 3 of Week 7

**Post** a response to your blog for the following:

· Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

· How do you think this innovation will impact the future of your practice?

By Day 6 of Week 7

**Read** a selection of your colleagues’ blog posts and
**respond** to
**at least two** of your colleagues on
**two different days** by expanding upon their responses or sharing additional or alternative perspectives.

Latonya Busby

**Innovative Informatics Tools and Applications to Clinical Practice**

Nurses play an important role in implementing precision health by gathering accurate patient histories and proactively identifying at-risk patients. Precision health is a disease treatment and prevention strategy that considers individual differences in genes, environment, and lifestyle (Davis et al., 2025). Direct care nurses are expected to understand genetics and genomics to help establish precision health as the standard of care. Precision healthcare offers a holistic approach, creating care plans tailored to individuals and their external environment. Precision health has impacted the healthcare industry by enabling better monitoring of disease processes and personalized treatments. Precision health extends beyond medical treatment to wellness, prevention, and health promotion (Davis et al., 2025). In nursing, it combines holistic care principles with a genomics-informed approach to practice. Direct care nurses equipped to deliver precision care need genomic knowledge to educate and advocate for individuals, families, communities, and populations in all healthcare settings. Traditionally, medicine and treatments were not patient-specific but designed to fit all individuals; however, precision healthcare is tailored to individual patients. Genetics are vital when making decisions and can have lasting effects if not properly diagnosed.

Precision health has advanced in monitoring diseases such as diabetes through non-invasive patches worn to track blood sugar levels. This technology has positively affected patients by eliminating the need for constant finger pricks to check glucose. According to Mansour et al (2025), microneedle autocalibration, an automatic technique for detecting the glucose oxidation peak, is integrated within the microcontroller to enhance the stability of glucose measurements. A challenge for wearable devices is extending their operational lifespan, which is limited by both microneedle performance and battery capacity. Nonetheless, the device holds significant potential to influence precision health, acting as a dependable tool for real-time management of glucose and other vital health parameters (Mansour et al., 2025). Overall, combining precision health with ongoing education can reduce nurses' workload and improve patients' quality of life.

References

Davis, S. H., Himes, D. O., Dewell, S., Dungan, J. R., & Lucas, R. F. (2025). Precision Health: Applications for Registered Nurses. Nursing Clinics of North America, 60(2), 379–397.
[https://doi.org/10.1016/j.cnur.2025.01.007Links to an external site.](https://doi.org/10.1016/j.cnur.2025.01.007)

Mansour, M., Tawakey, S. H., Salim, A. I., Muhammad, S. T., & Soltan, A. (2025). Toward Precision Health: A Bluetooth-Enabled, Miniaturized Glucose Monitoring Wearable. IEEE Sensors Journal, Sensors Journal, IEEE, IEEE Sensors J, 25(7), 11971–11981.
[https://doi.org/10.1109/JSEN.2025.3543565Links to an external site.](https://doi.org/10.1109/JSEN.2025.3543565)

## image1.jpeg

November 5, 2026
[Solved] Week 1re

✓ Verified Academic Solution Available

Executive Solution Overview

#1 **Follower Contributions** Active participation in unit goals is a great feature to have as a follower. Followers who actively contribute to the vision and goals of the leaders and the organization make the workplace safer for patient care and staff. An example of active participation includes be…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

#1
**Follower Contributions**
Active participation in unit goals is a great feature to have as a follower. Followers who actively contribute to the vision and goals of the leaders and the organization make the workplace safer for patient care and staff. An example of active participation includes being a member of a council. For example, I am a member of my unit professional council and we strive to bring up issues that plague our unit and ways in which we can deal with the issues at hand. Education seems to be what most followers need in order to be equipped to handle the issues. Our council makes sure that we are equipped with the knowledge to handle the issues that arise by coordinating in-services and running mock training for the rest of the unit. Followers are essential for implementing care processes, maintaining patient safety, and ensuring high-quality care through collaboration, accountability, and critical thinking in practice (Yoder-Wise, 2023).
**Consequences of Undermining**
Recently there was an issue in our unit regarding tardiness. The followers that arrived late did not fully attend "start of the shift huddle" and missed the new information update during the huddle which led to insufficient documentation. This occurred during a time when our EMR was being updated to a newer version. The nurses who were late caused issues with workflow as they were constantly being educated on their new documentation practices. The leader and team had to pick up slack for the nurses who arrived tardy for disbursement of crucial information. For example, our unit documents pain assessment every hour and a reassessment every four hours. Misses in documentation could lead to the a fallout in the organization's documentation goals and could lead to serious legal issues.
**Fostering Collaboration**
I am happy to say that I have been blessed with strong leadership in my career. In my opinion, strong leaders aren't afraid of getting their hands dirty and lead by example. This type of leadership style ups the morale of the unit and promotes strong work ethic that inspires followers to do the same. Another great way that I have seen leaders foster collaboration is by engaging followers in decision making. Collaborative decision-making allows followers to feel valued, increasing their motivation and willingness to support implementation efforts.
**Ruiz's Four Agreements**
Don't Take Anything Personally is the agreement that resonates with me the most. This agreement can be handled in a positive or negative way as a leader or a follower. I have seen more followers take things too personal compared to leaders. Every healthcare worker has been faced with this type of situation. As a follower, I have been in situations where I could of done the negative action by taking things personally, but in my mind I know that the negative option would make things worse for the team and myself. When these situations occur, you have to stand your ground and be true to who you are as a person and not fall for the trap. Leaders show a strong backbone because they are the ones that endure more, in my opinion. As a leader it is crucial to not take things personally, because the followers can sense when leaders are in internal distress. The positive outcome from not taking things personally is learning from the encounter and growing as a follower or a leader.
#2
1. **Follower Contributions:** Share specific examples from your nursing practice where followers have significantly contributed to achieving organizational goals. How did their actions or behaviors support the leader's efforts? Recently we have had joint commission come to complete their survey. My manager, the leader, was doing her best to prepare but it was really the nursing staff, the follows who really assisted in supporting the leaders efforts.
2. **Consequences of Undermining:** Describe instances where followers' actions or behaviors have undermined a leader's attempts to achieve organizational goals. What were the negative consequences for the leader, the team, and the organization? All procedures require a consent form and some hospitals mandate that only the providers completing the procedure can fill out and witness the consent form. My hospital allowed nurses to do this only if the providers have already discussed the risks and benefits with the patient first. Upper management, the leaders, changed the policy to providers only completing these consent forms, and some providers, who are the followers in this scenario undermined and fought against this policy. The policy did not last very long.
3. **Fostering Collaboration:** Identify strategies that leaders can use to foster collaboration and trust with followers. Share personal experiences or observations where these strategies have been effective. Leaders can foster collaboration and trust by being compassionate with their staff, taking suggestions and input from everyone as a team setting. This has been effective on my unit and has helped us run smoothly in providing patient care safely. "One approach is compassionate leadership, which nurses can use to empower, support and care for their colleagues. It may also underpin the fundamentals of care delivery because when staff are treated with compassion themselves, they are more able to direct their support and care to others, which can lead to higher quality care and increased patient satisfaction

November 5, 2026
[Solved] Nursing Assignment

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Nursing Assignment.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026