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  • [Solved] Week # 3

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    Follow the document instructions uploaded – ## DNP7500-Week3-Guideandrubric.._.docx **## DNP7500-Week3-Guideandrubric.._.docx** ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500** **Systems Change for Quality Improvement of Patient Safety Assignment** **Organizational and Managem…

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    Follow the document instructions uploaded

    – ## DNP7500-Week3-Guideandrubric.._.docx

    **## DNP7500-Week3-Guideandrubric.._.docx**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500**

    **Systems Change for Quality Improvement of Patient Safety Assignment**

    **Organizational and Management Theory**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500 Systems Change for Quality**

    **Improvement of Patient Safety Assignment**

    **Systems Change for Quality Improvement of Patient Safety**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)

    ## Purpose

    This assignment aims to help the student design systems change project for quality improvement of patient safety. As future DNP leaders in the healthcare system, DNP students are expected to help decrease medical errors and adverse outcomes in the healthcare system. Identifying safety issue in the systems is imperative to change and improve the care. In this assignment, the student will be able to distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice. Additionally, this assignment will help the student analyze mandatory reporting threats to the future of healthcare and patient safety improvements. Lastly, this assignment will help student examine selected quality improvement and professional practice models that serve to support patient safety and advance nursing practice.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes.

    · Distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice (EOPSLO’s I, II, III, VI).

    · Analyze mandatory reporting threats to the future of healthcare and patient safety improvements (EOPSLO’s I, II, III, V).

    · Examine selected quality improvement and professional practice models that serve to support patient safety and advanced nursing practice (EOPSLO’s I, II, III, V, VII).

    · Formulate selected strategies for increasing interprofessional collaboration and influence across diverse personal, professional and/or practice settings EOPSLO’s I, II, III, VI, VII, VIII).

    · Describe management and organization theories. (EOPSLO’s I, III).

    · Recognize the strengths and weaknesses of various theories. (EOPSLO’s I, III).

    · Continue developing their possible practicum project from a leadership standpoint by examining various organizational and management theories for future research (EOPSLO’s I, III).

    · Apply concepts from various theories to scholarly work (EOPSLO’s I, III).

    **Program Outcomes**

    · I-Integrate Scientific Underpinnings into Practice

    · II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

    · III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

    · V-Influence Health Care Policy for Advocacy in Health Care

    · VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

    · VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

    · VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

    **AONL Nurse Executive Role-Specific Competencies**

    ·
    **Communication**

    · Produce written materials on nursing health care topics & organizational issues

    ·
    **Knowledge of the Healthcare Environment**

    · Demonstrate current knowledge of patient care delivery systems across the continuum

    · Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

    · Assess the effectiveness of delivery models

    · Develop new delivery models

    ·
    **Leadership**

    · Apply critical analysis to organizational issues after a review of the evidence

    ·
    **Professionalism**

    · Promote clinical perspective in organizational decisions

    **Due Date:** Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.

    **Points:** This assignment is worth a total of 100 points.

    ## Requirements:

    · To complete this application, you will need to access to the Miami Regional University virtual library database. following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth.
    **Remember, we now have the ask a librarian option in Moodle**. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Furthermore, please read the proposed articles in the week #3 Moodle to help you select a model change should you need idea.

    · This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.

    · APA format and effective writing is required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper well written. APA format is required, with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface).

    · Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”.

    · Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

    · The length of the project report is to be
    **no fewer than four and no greater than six pages**, excluding the title page and reference pages.

    · A minimum of 2 scholarly references (not your textbooks but primary sources of theory and research).

    · The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.

    a. Description of selected systems change for quality improvement proposal

    b. Presentation of selected systems change for quality improvement analysis

    c. Conclusion

    ## Preparing the Project Report

    The following are best practices for preparing this project report.

    a) When introducing the selected advanced nursing practice patient safety concern, be sure to include pertinent background information regarding your concern (who, what, where, when, and why).

    b) When describing the selected systems change for quality improvement proposal, be sure to fully identify and address each step the change model encompasses. Please explain why you believe that this system change/theory of change is best fit for the practice change/threat to healthcare that you are trying to address.

    c) When presenting the selected systems change for quality improvement analysis, be sure to fully address expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change. Please include which DNP essentials you are exploring with this assignment.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | Introduction to selected advanced nursing practice patient safety concern | 10 | 10 | Introduces the selected advanced nursing practice patient safety concern and includes pertinent background information regarding concern <br>**(who, what, where, when, and why).** |
    | Description of selected change model for quality improvement proposal | 30 | 30 | Identifies and addresses each step of the selected change model; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Presentation of selected change model for quality improvement analysis | 30 | 30 | Addresses expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Conclusion | 10 | 10 | Identifies the main ideas and major conclusions from the body of your report, with minor details left out; summarize the benefits of the proposed change to advanced nursing practice quality improvement and patient safety. |
    | Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
    | APA format | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (6th ed.) format<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references |
    | Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | Introduction to selected advanced nursing practice patient safety concern<br>(10 points) | Excellent introduction of patient safety concern; rationale well presented and purpose fully developed<br>**8–10 points** | Basic understanding and/or limited explanation of patient safety concern and/or inappropriate emphasis<br>**3–7 points** | Little or very general introduction of patient safety concern; little to no explanation; inappropriate emphasis<br>**0–2 points** |
    | Description of selected change model for quality improvement proposal<br>(30 points) | Excellent discussion of selected change model; change model steps supported with examples<br>**20–30 points** | Basic discussion of selected change model; change model steps not supported with examples<br>**09 – 19 points** | Little or very general discussion of selected change model; little or no application of change model steps not supported with examples<br>**0 – 8 points** |
    | Presentation of selected change model for quality improvement analysis<br>(30 points) | Excellent discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability; presentation of change model analysis supported with examples. <br>**Include DNP essentials explored with this assignment.**<br>**20–30 points** | Basic discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability, and/or presentation of change model analysis not supported with examples. <br>**Include at least one DNP essential explored with this assignment.**<br>**09 – 19 points** | Little or very general discussion of expected outcomes, or missing discussion of role of DNP-prepared nurse in outcomes evaluation/ sustainability; little or no application to change model and/or practice examples. <br>**Does not Include DNP essentials explored with this assignment.**<br>**0 – 8 points** |
    | Conclusion<br>(10 points) | Excellent understanding of change model and quality improvement process; conclusions well evidenced and fully developed<br>**8–10 points** | Basic understanding and/or limited application of change model and quality improvement and/or inappropriate emphasis on an area<br>**3–7 points** | Little understanding of change model and quality improvement; little to no explanation; inappropriate emphasis on an area<br>**0–2 points** |
    | Clarity of writing<br>(10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning <br>**8–10 points** | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts<br>**3–7 points** | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts<br>**0–2 points** |
    | APA format<br>(10 points) | APA format correct with no more than 1–2 minor errors<br>**8–10 points** | Three to five errors in APA format and/or 1–2 citations missing.<br>**3–7 points** | APA formatting contains multiple errors and/or several citations missing<br>**0–2 points** |
    | Total Points Possible = <br>__100 points |

    | | |
    | — | — |
    | **DNP 7500 Organizational and Management Theory – Week #3**<br>**Contributors from the DNP team: Dr. Dionne, Dr. K. Perez, Dr. A. Gonzalez, Dr. Vega Crespo, Dr. Garcia, Dr. Trabanco 03/19 R. 07/20** | 5 |

    ## image2.jpeg

    ## image3.jpg

    **## DNP7500-Week3-Guideandrubric.._.docx**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500**

    **Systems Change for Quality Improvement of Patient Safety Assignment**

    **Organizational and Management Theory**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500 Systems Change for Quality**

    **Improvement of Patient Safety Assignment**

    **Systems Change for Quality Improvement of Patient Safety**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)

    ## Purpose

    This assignment aims to help the student design systems change project for quality improvement of patient safety. As future DNP leaders in the healthcare system, DNP students are expected to help decrease medical errors and adverse outcomes in the healthcare system. Identifying safety issue in the systems is imperative to change and improve the care. In this assignment, the student will be able to distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice. Additionally, this assignment will help the student analyze mandatory reporting threats to the future of healthcare and patient safety improvements. Lastly, this assignment will help student examine selected quality improvement and professional practice models that serve to support patient safety and advance nursing practice.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes.

    · Distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice (EOPSLO’s I, II, III, VI).

    · Analyze mandatory reporting threats to the future of healthcare and patient safety improvements (EOPSLO’s I, II, III, V).

    · Examine selected quality improvement and professional practice models that serve to support patient safety and advanced nursing practice (EOPSLO’s I, II, III, V, VII).

    · Formulate selected strategies for increasing interprofessional collaboration and influence across diverse personal, professional and/or practice settings EOPSLO’s I, II, III, VI, VII, VIII).

    · Describe management and organization theories. (EOPSLO’s I, III).

    · Recognize the strengths and weaknesses of various theories. (EOPSLO’s I, III).

    · Continue developing their possible practicum project from a leadership standpoint by examining various organizational and management theories for future research (EOPSLO’s I, III).

    · Apply concepts from various theories to scholarly work (EOPSLO’s I, III).

    **Program Outcomes**

    · I-Integrate Scientific Underpinnings into Practice

    · II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

    · III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

    · V-Influence Health Care Policy for Advocacy in Health Care

    · VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

    · VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

    · VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

    **AONL Nurse Executive Role-Specific Competencies**

    ·
    **Communication**

    · Produce written materials on nursing health care topics & organizational issues

    ·
    **Knowledge of the Healthcare Environment**

    · Demonstrate current knowledge of patient care delivery systems across the continuum

    · Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

    · Assess the effectiveness of delivery models

    · Develop new delivery models

    ·
    **Leadership**

    · Apply critical analysis to organizational issues after a review of the evidence

    ·
    **Professionalism**

    · Promote clinical perspective in organizational decisions

    **Due Date:** Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.

    **Points:** This assignment is worth a total of 100 points.

    ## Requirements:

    · To complete this application, you will need to access to the Miami Regional University virtual library database. following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth.
    **Remember, we now have the ask a librarian option in Moodle**. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Furthermore, please read the proposed articles in the week #3 Moodle to help you select a model change should you need idea.

    · This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.

    · APA format and effective writing is required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper well written. APA format is required, with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface).

    · Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”.

    · Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

    · The length of the project report is to be
    **no fewer than four and no greater than six pages**, excluding the title page and reference pages.

    · A minimum of 2 scholarly references (not your textbooks but primary sources of theory and research).

    · The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.

    a. Description of selected systems change for quality improvement proposal

    b. Presentation of selected systems change for quality improvement analysis

    c. Conclusion

    ## Preparing the Project Report

    The following are best practices for preparing this project report.

    a) When introducing the selected advanced nursing practice patient safety concern, be sure to include pertinent background information regarding your concern (who, what, where, when, and why).

    b) When describing the selected systems change for quality improvement proposal, be sure to fully identify and address each step the change model encompasses. Please explain why you believe that this system change/theory of change is best fit for the practice change/threat to healthcare that you are trying to address.

    c) When presenting the selected systems change for quality improvement analysis, be sure to fully address expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change. Please include which DNP essentials you are exploring with this assignment.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | Introduction to selected advanced nursing practice patient safety concern | 10 | 10 | Introduces the selected advanced nursing practice patient safety concern and includes pertinent background information regarding concern <br>**(who, what, where, when, and why).** |
    | Description of selected change model for quality improvement proposal | 30 | 30 | Identifies and addresses each step of the selected change model; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Presentation of selected change model for quality improvement analysis | 30 | 30 | Addresses expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Conclusion | 10 | 10 | Identifies the main ideas and major conclusions from the body of your report, with minor details left out; summarize the benefits of the proposed change to advanced nursing practice quality improvement and patient safety. |
    | Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
    | APA format | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (6th ed.) format<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references |
    | Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | Introduction to selected advanced nursing practice patient safety concern<br>(10 points) | Excellent introduction of patient safety concern; rationale well presented and purpose fully developed<br>**8–10 points** | Basic understanding and/or limited explanation of patient safety concern and/or inappropriate emphasis<br>**3–7 points** | Little or very general introduction of patient safety concern; little to no explanation; inappropriate emphasis<br>**0–2 points** |
    | Description of selected change model for quality improvement proposal<br>(30 points) | Excellent discussion of selected change model; change model steps supported with examples<br>**20–30 points** | Basic discussion of selected change model; change model steps not supported with examples<br>**09 – 19 points** | Little or very general discussion of selected change model; little or no application of change model steps not supported with examples<br>**0 – 8 points** |
    | Presentation of selected change model for quality improvement analysis<br>(30 points) | Excellent discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability; presentation of change model analysis supported with examples. <br>**Include DNP essentials explored with this assignment.**<br>**20–30 points** | Basic discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability, and/or presentation of change model analysis not supported with examples. <br>**Include at least one DNP essential explored with this assignment.**<br>**09 – 19 points** | Little or very general discussion of expected outcomes, or missing discussion of role of DNP-prepared nurse in outcomes evaluation/ sustainability; little or no application to change model and/or practice examples. <br>**Does not Include DNP essentials explored with this assignment.**<br>**0 – 8 points** |
    | Conclusion<br>(10 points) | Excellent understanding of change model and quality improvement process; conclusions well evidenced and fully developed<br>**8–10 points** | Basic understanding and/or limited application of change model and quality improvement and/or inappropriate emphasis on an area<br>**3–7 points** | Little understanding of change model and quality improvement; little to no explanation; inappropriate emphasis on an area<br>**0–2 points** |
    | Clarity of writing<br>(10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning <br>**8–10 points** | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts<br>**3–7 points** | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts<br>**0–2 points** |
    | APA format<br>(10 points) | APA format correct with no more than 1–2 minor errors<br>**8–10 points** | Three to five errors in APA format and/or 1–2 citations missing.<br>**3–7 points** | APA formatting contains multiple errors and/or several citations missing<br>**0–2 points** |
    | Total Points Possible = <br>__100 points |

    | | |
    | — | — |
    | **DNP 7500 Organizational and Management Theory – Week #3**<br>**Contributors from the DNP team: Dr. Dionne, Dr. K. Perez, Dr. A. Gonzalez, Dr. Vega Crespo, Dr. Garcia, Dr. Trabanco 03/19 R. 07/20** | 5 |

    ## image2.jpeg

    ## image3.jpg

  • [Solved] project

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  • [Solved] assessment 2

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    Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care. Expand All ## **Introduction** Holistic nursing care is crucial for driving positive health outcomes becaus…

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    Assignment Prompt & Instructions

    Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care.
    Expand All
    ## **Introduction**
    Holistic nursing care is crucial for driving positive health outcomes because it considers the whole person, including their physical, emotional, social, and spiritual needs. This comprehensive approach allows for more personalized care, leading to better patient satisfaction and improved health outcomes. For Bachelor of Science in Nursing (BSN) nurses, understanding holistic nursing care is vital as it equips nurses with the skills to provide comprehensive care, enhancing their ability to promote health and wellness effectively. Furthermore, a solid understanding of pathophysiology, pharmacology, and physical assessment is essential in providing evidence-based holistic nursing care. Together, these elements enable nurses to develop a comprehensive care plan that addresses all aspects of a patient's health, thereby promoting holistic care and improving patient outcomes.
    ## **Instructions**
    For this assessment you will be creating a paper that explores holistic nursing care and how pathophysiology, pharmacology, and physical assessment play a role in delivering holistic care. Your paper should be 3–5 double spaced pages, not counting the title or reference page. You should also be prepared to support your paper with evidence from the literature and professional best practices.
    Your assessment submission will be assessed on the following criteria:
    – Define holistic nursing care.
    – **Definition of Holistic Nursing Care and its Benefits for Patients and Nurses:** The section should provide a clear definition of holistic nursing care and explain its benefits for both patients and nurses. The definition should be accurate and comprehensive, and the benefits should be supported by evidence-based research.
    – Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    – **Explanation of Pathophysiology and Its Role in Nursing Practice:** This section should explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person. The explanation should be detailed and supported by relevant examples.
    – Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs.
    – **Discussion of Pharmacology and Its Role in Nursing Practice:** This section should discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs. The discussion should be comprehensive and supported by relevant examples.
    – Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    – **Description of Physical Assessment and Its Role in Nursing Practice:** This section should describe how physical assessment can help nurses collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care. The description should be detailed and supported by relevant examples.
    – Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    – **Examples of Integration and Application of Knowledge in Clinical Scenarios:** This section should provide examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings. The examples should be relevant and supported by evidence-based research.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    ## **Additional Requirements**
    – **Length of submission:** 3–5 pages of content plus title and reference pages.
    – **Number of references:** Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the [Capella University Library](https://lat.strategiced.com/redirect?linkid=1651) and [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) as needed.
    – **APA formatting:** References and citations are formatted according to current APA style. See the [APA Module](https://lat.strategiced.com/redirect?linkid=2586).
    ## **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Explain how pathophysiology, pharmacology, and physical assessment comprise a holistic approach to nursing care.
    – Define holistic nursing care.
    – Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    – Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient's physical, psychological, and social needs.
    – Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    – Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
    – Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    – Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

  • [Solved] WORK2

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  • [Solved] Need soap note asap rw

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    Need soap note asap – ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx – ## SOAPNoteTemplate-Final.docx **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx** Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2…

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    Assignment Prompt & Instructions

    Need soap note asap

    – ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx

    – ## SOAPNoteTemplate-Final.docx

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

    Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    Each SOAP note carries a 30-point value.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

    Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    Each SOAP note carries a 30-point value.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

    Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    Each SOAP note carries a 30-point value.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    – 1
    – 2

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    – ## PsPsychotherapyforClientsWithAddictiveDisorders.docx – videotrancript.docx **## PsPsychotherapyforClientsWithAddictiveDisorders.docx** ### Ps Psychotherapy for Clients With Addictive Disorders ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy…

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    – videotrancript.docx

    **## PsPsychotherapyforClientsWithAddictiveDisorders.docx**

    ### Ps Psychotherapy for Clients With Addictive Disorders

    ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20929133)

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    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/174796/modules/items/7118390)

    **To prepare:**

    · Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the
    _187 Models of Treatment for Addiction_ video, consider what treatment model you may use the most with clients presenting with addiction.

    · Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    · Provide an overview of the article you selected.

    · What population (individual, group, or family) is under consideration?

    · What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    · What were the author’s claims?

    · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    · Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    · Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

    By Day 7

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ·
    [File Upload](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    Top of Form

    | | | |
    | — | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Rubric

    **NRNP_6645_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author's claims? | **20 to >17.0 ptsExcellent 90%–100%** The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author's claims.<br> <br>**17 to >15.0 ptsGood 80%–89%** The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author's claims.<br> <br>**15 to >13.0 ptsFair 70%–79%** There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author's claims.<br> <br>**13 to >0 ptsPoor 0%–69%** There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author's claims, or is missing. | 20 pts |
    | This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why? | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. | **10 to >8.0 ptsExcellent 90%–100%** The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.<br> <br>**8 to >7.0 ptsGood 80%–89%** The Notes function of the presentation is adequately used to expand upon the presentation slides.<br> <br>**7 to >6.0 ptsFair 70%–79%** The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.<br> <br>**6 to >0 ptsPoor 0%–69%** The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included. | 10 pts |
    | This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. | **10 to >8.0 ptsExcellent 90%–100%** The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**8 to >7.0 ptsGood 80%–89%** The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**7 to >6.0 ptsFair 70%–79%** The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.<br> <br>**6 to >0 ptsPoor 0%–69%** The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance. | **5 to >4.0 ptsExcellent 90%–100%** Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.<br> <br>**4 to >3.5 ptsGood 80%–89%** Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.<br> <br>**3 to >0 ptsPoor 0%–69%** Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood 80%–89%** Contains 1 or 2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Contains 3 or 4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor 0%–69%** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

    Total Points: 100 |

    Bottom of Form

    ## image1.jpeg

    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

    **## PsPsychotherapyforClientsWithAddictiveDisorders.docx**

    ### Ps Psychotherapy for Clients With Addictive Disorders

    ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20929133)

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    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/174796/modules/items/7118390)

    **To prepare:**

    · Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the
    _187 Models of Treatment for Addiction_ video, consider what treatment model you may use the most with clients presenting with addiction.

    · Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    · Provide an overview of the article you selected.

    · What population (individual, group, or family) is under consideration?

    · What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    · What were the author’s claims?

    · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    · Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    · Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

    By Day 7

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ·
    [File Upload](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    Top of Form

    | | | |
    | — | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Rubric

    **NRNP_6645_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author's claims? | **20 to >17.0 ptsExcellent 90%–100%** The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author's claims.<br> <br>**17 to >15.0 ptsGood 80%–89%** The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author's claims.<br> <br>**15 to >13.0 ptsFair 70%–79%** There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author's claims.<br> <br>**13 to >0 ptsPoor 0%–69%** There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author's claims, or is missing. | 20 pts |
    | This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why? | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. | **10 to >8.0 ptsExcellent 90%–100%** The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.<br> <br>**8 to >7.0 ptsGood 80%–89%** The Notes function of the presentation is adequately used to expand upon the presentation slides.<br> <br>**7 to >6.0 ptsFair 70%–79%** The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.<br> <br>**6 to >0 ptsPoor 0%–69%** The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included. | 10 pts |
    | This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. | **10 to >8.0 ptsExcellent 90%–100%** The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**8 to >7.0 ptsGood 80%–89%** The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**7 to >6.0 ptsFair 70%–79%** The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.<br> <br>**6 to >0 ptsPoor 0%–69%** The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance. | **5 to >4.0 ptsExcellent 90%–100%** Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.<br> <br>**4 to >3.5 ptsGood 80%–89%** Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.<br> <br>**3 to >0 ptsPoor 0%–69%** Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood 80%–89%** Contains 1 or 2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Contains 3 or 4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor 0%–69%** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

    Total Points: 100 |

    Bottom of Form

    ## image1.jpeg

    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

    **## PsPsychotherapyforClientsWithAddictiveDisorders.docx**

    ### Ps Psychotherapy for Clients With Addictive Disorders

    ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20929133)

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    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/174796/modules/items/7118390)

    **To prepare:**

    · Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the
    _187 Models of Treatment for Addiction_ video, consider what treatment model you may use the most with clients presenting with addiction.

    · Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    · Provide an overview of the article you selected.

    · What population (individual, group, or family) is under consideration?

    · What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    · What were the author’s claims?

    · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    · Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    · Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

    By Day 7

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ·
    [File Upload](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    Top of Form

    | | | |
    | — | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Rubric

    **NRNP_6645_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author's claims? | **20 to >17.0 ptsExcellent 90%–100%** The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author's claims.<br> <br>**17 to >15.0 ptsGood 80%–89%** The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author's claims.<br> <br>**15 to >13.0 ptsFair 70%–79%** There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author's claims.<br> <br>**13 to >0 ptsPoor 0%–69%** There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author's claims, or is missing. | 20 pts |
    | This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why? | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. | **10 to >8.0 ptsExcellent 90%–100%** The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.<br> <br>**8 to >7.0 ptsGood 80%–89%** The Notes function of the presentation is adequately used to expand upon the presentation slides.<br> <br>**7 to >6.0 ptsFair 70%–79%** The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.<br> <br>**6 to >0 ptsPoor 0%–69%** The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included. | 10 pts |
    | This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. | **10 to >8.0 ptsExcellent 90%–100%** The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**8 to >7.0 ptsGood 80%–89%** The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**7 to >6.0 ptsFair 70%–79%** The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.<br> <br>**6 to >0 ptsPoor 0%–69%** The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance. | **5 to >4.0 ptsExcellent 90%–100%** Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.<br> <br>**4 to >3.5 ptsGood 80%–89%** Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.<br> <br>**3 to >0 ptsPoor 0%–69%** Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood 80%–89%** Contains 1 or 2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Contains 3 or 4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor 0%–69%** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

    Total Points: 100 |

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  • [Solved] Transcript using scenario

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    One page transcript using the scenario \ IMG_0657.png](https://www.sweetstudy.com/files/img-0657-png-10353857 "IMG_0657.png") \ IMG_0658.png](https://www.sweetstudy.com/files/img-0658-png-10353859 "IMG_0658.png") \ IMG_0659.png](https://www.sweetstudy.com/files/img-0659-png-10353861 "IMG_0659….

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    One page transcript using the scenario
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