Tag: Clinical Nursing & Patient Care

  • [Solved] Nutritional Assessment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## **Nutritional Assessment** ### **Instructions** Complete a Nutritional Assessment, using a tool of your choice (such as the Nestle Mini Nutritional Assessment Tool noted below), on two members of a selected family (one between the age 5-17 years and a second aged 21-59). – Collect and summarize a…

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    Assignment Prompt & Instructions

    ## **Nutritional Assessment**

    ### **Instructions**

    Complete a Nutritional Assessment, using a tool of your choice (such as the Nestle Mini Nutritional Assessment Tool noted below), on two members of a selected family (one between the age 5-17 years and a second aged 21-59).

    – Collect and summarize at least eight objectives and four subjective elements for each person.
    – Create an actual or potential problem list, including four problems, for both individuals, include two health promotion teaching opportunities you would suggest for 1 problem for each individual; a total of 16 objective (eight for each individual) and eight subjective (four for each individual) elements, a total of eight problems (four for each individual), and four health promotion teaching opportunities (two for each person) for one of the problems for each individual.

    Review the Nutritional assessment in Jarvis Chapter 12 or find a nutritional assessment online.

    **Additional Instructions:**

    1. All submissions should be 3-4 pages and have a title page and reference page.
    2. Utilize a minimum of three scholarly resources that are no more than 5 years old.
    3. Adhere to grammar, spelling and punctuation criteria.
    4. Adhere to APA compliance guidelines.

    RUBRIC:

    1. **Assessment**

    Completes all elements of the Nutritional Assessment and submits nutritional assessment form.

    2. **Objective Data**

    Collects and summarizes at least 8 objective elements, per individual.

    3. **Subjective Data**

    Collects and summarizes at least 4 subjective elements, per individual.

    4. **Problem List**

    Creates an actual or potential list of 4 problems for both individuals.

    5. **Health Promotion Opportunities**

    Suggests 2 health promotion teaching opportunities for each individual.

  • [Solved] NUR 650

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## NUR650SBIRTWk5HIV.pdf – Screenshot2026-04-13at8.53.40AM.png **## NUR650SBIRTWk5HIV.pdf** Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1 Develop a PowerPoint presentation that includes the following criteria: • Slide 1: Title Page. • Slide 2:…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## NUR650SBIRTWk5HIV.pdf

    – Screenshot2026-04-13at8.53.40AM.png

    **## NUR650SBIRTWk5HIV.pdf**

    Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1
    Develop a PowerPoint presentation that includes the following criteria:
    • Slide 1: Title Page.
    • Slide 2: SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it
    is used in clinical practice settings using US research articles.
    • Slide 3: Case Presentation – Do not include patient identifying information but include
    demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family
    psychiatric history, psychiatric history, and risk factors.
    • Slide 4: Screening Tool used – Describe the screening tool, validity (sensitivity and
    specificity), scoring information, and citation. Your patient’s score and the interpretation
    of the patient’s score are required.
    • Slide 5: Brief Intervention – How was the Motivational Interviewing process applied and
    shared your client’s score and need for behavioral changes.
    • Slide 6: Referral for Treatment – Describe the referral for follow-up treatment plan.
    Include the name, address and telephone number of the local large organization. Be
    specific with the department where necessary.
    • Slide 7: Evaluation of the process – Share the patient’s outcome and your evaluation of
    the SBIRT process.
    • Slide 8: References –5 references. 7th Edition APA format. Include Screening Tool
    authors.
    Referral for Treatment (Miami Area)
    1. Gogers Behavioral Health
    ◦ Address: 5805 Blue Lagoon Drive # 440, Miami, FL
    ◦ Phone: (833) 308-5887
    ◦ Services: Outpatient mental health treatment (depression, anxiety, mood disorders)
    Substance use disorder treatment and recovery support
    Individual therapy (e.g., Cognitive Behavioral Therapy – CBT)
    Group therapy sessions
    Psychiatric evaluations and medication management
    Intensive Outpatient Programs (IOP) and Partial Hospitalization Programs (PHP)
    Trauma-informed care and dual diagnosis treatment

    2. Care Resource
    ◦ Address: 3510 Biscayne Boulevard, Miami, FL
    ◦ Phone: (305) 576-1234
    ◦ Services: Outpatient HIV/AIDS, mental health challenges, and substance use disorders.
    Outpatient care for HIV/AIDS (testing, treatment, prevention/PrEP)
    Mental health services (therapy, psychiatric care)
    Substance use disorder treatment programs
    Case management and care coordination
    Primary medical care and preventive services
    Support groups for chronic illness and behavioral health

    Pharmacy services and medication adherence support

    3 HCA Florida Behavioral HEALTH
    ◦ Address: 21150 BISCAYNE BLVD #202, Miami, FL
    ◦ Phone: (305) 692-3270
    ◦ Services: Integrated behavioral health care (mental + physical health coordination)Psychiatric

    evaluations and medication management
    • Treatment for depression, anxiety, bipolar disorder, and other psychiatric conditions
    • Individual and family therapy
    • Crisis stabilization and referral services
    • Coordination with primary care providers for holistic treatment

    ◦

    ◦ Submission Instructions:

    • The slides are to be clear and concise and students will lose points for improper grammar,
    punctuation, and misspelling.
    • The narration is to be fluid with clear enunciation and the volume of speech is
    appropriate, with no pauses or distracting fillers.
    • The PowerPoint presentation should be formatted per current APA guidelines and 8-10
    slides in length, including the title and references slides. Incorporate a minimum of 5
    current (published within the last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions) within your work. For presentation clarification,
    students may include the presenter’s notes.
    • Record the project with whatever software works best for you, upload it to Studio, and
    submit the project using Canvas Studio.
    • Upload your PowerPoint without the narration for this assignment.
    Grading Rubric
    Your assignment will be graded according to the grading rubric.
    NUR 650 SBIRT Rubric
    NUR 650 SBIRT Rubric
    Po
    Criteri
    a Ratings
    int
    sSBIRT
    Exemplary
    Overvie
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    w
    mental health nurse practitioner role.

    view longer

    10 to >7 pts

    description

    Proficient
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    7 to >4 pts
    Developing
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    4 to >1 pts
    Novice
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    1 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    10

    ptsHPI
    Exemplary
    (History
    Includes the presenting problem and the 8 dimensions of the problem (OLD

    of
    CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving

    factors, Timing and Severity)

    Present
    15 to >11 pts
    Illness)
    Proficient
    Includes the presenting problem and 6 of the 8 dimensions of the problem

    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,

    Relieving factors, Timing.

    11 to >7 pts
    Developing
    Includes the presenting problem and 4 of the 8 dimensions of the problem

    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,

    Relieving factors, Timing.

    7 to >3 pts
    Novice
    The presenting problem is not clearly stated and/or there are < 4 of the 8

    dimensions of the problem (OLD CARTS – Onset, Location, Duration,

    Character, Aggravating factors, Relieving factors, Timing.

    3 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    15

    ptsSocial
    Exemplary
    History
    Includes all 4 of the following: tobacco use, drug use, alcohol use, and

    pregnancy status. Specifically addresses substance abused in history of

    present illness. Substance use includes the name of substance, quantity and

    frequency of substances used. Includes onset of use and last date of

    substance use.

    15 to >11 pts
    Proficient
    Includes all 4 of the following: tobacco use, drug use, alcohol use, and

    pregnancy status. Specifically addresses substance abused in history of

    present illness. Substance use includes the name of substance, quantity and

    frequency of substances used. Includes onset of use or last date of substance

    use.

    11 to >7 pts
    Developing
    Includes all 3 of the following: tobacco use, drug use, alcohol use, pregnancy

    status. Specifically addresses substance abused in history of present illness.

    Substance use includes the name of substance, quantity and frequency of

    substances used. Omits the onset of use and/or last date of substance use.

    7 to >3 pts
    Novice
    Includes all 2 of the following: tobacco use, drug use, alcohol use, pregnancy

    status. Does not specifically address substance abused in history of present

    illness.

    3 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    15

    ptsScreenin
    Exemplary
    g Tool
    The screening tool used was discussed in detail. A clear image of the tool used

    was highly specific and sensitive, based on current US evidence, to the

    population, ethnicity, age, and gender of the client. The raw score and its

    interpretation were discussed in detail and written on the tool.

    10 to >8 pts
    Proficient
    The screening tool used was mentioned. The tool was poorly specific and

    sensitive to the population, ethnicity, age, and gender of the client. The raw

    score and its interpretation were mentioned and written on the tool.

    8 to >4 pts
    Developing
    The screening tool used was mentioned. The tool used was not recommended

    for the population, ethnicity, age, and/or gender of the client. The raw score

    was mentioned but not interpreted or was not written on the tool.

    4 to >3 pts
    Novice
    The screening tool used was mentioned but a scored image was not provided.

    The tool used was not recommended for the population, ethnicity, age, and/or

    gender of the client. The raw score was not mentioned.

    3 to >0 pts
    Novice
    Nothing was submitted.

    0 pts
    /

    10

    ptsBrief
    Exemplary
    Intervent
    Provides a summary of the four stages of the motivational interview: Engaging,

    ion
    Focusing, Evoking, and Planning with detailed descriptions for each area.

    Includes how the OARS technique was used during the session, roadblocks

    and the client's stage of change.

    40 to >30 pts
    Proficient
    Provides a summary of 3 of the four stages of the motivational interview:

    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each

    area. Includes how the OARS technique was used during the session,

    roadblocks and the client's stage of change.

    30 to >20 pts
    Developing
    Provides a summary of two of the four stages of the motivational interview:

    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each

    area. Includes how the OARS technique was used during the session, OR

    roadblocks OR the client's stage of change.

    20 to >10 pts
    Novice
    The stages of the motivational interview were mentioned without detailed

    descriptions: Engaging, Focusing, Evoking, and Planning.

    10 to >0 pts
    Novice
    Nothing was submitted.

    0 pts
    /

    40

    ptsReferral Exemplary
    Provides a detailed list of three or more referrals to local, large organizations

    for allied health, psychologist, medical, and other interdisciplinary support.

    Includes a timeline for follow-up appointments.

    10 to >7 pts
    Proficient
    Provides a detailed list of two referrals to local, large organizations for allied

    health, psychologist, medical, and other interdisciplinary support. Includes a

    timeline for follow-up appointments.

    7 to >4 pts
    Developing
    Provides a detailed list of one referral to local, large organizations for allied

    health, psychologist, medical, and other interdisciplinary support. A timeline for

    follow-up appointments is not provided.

    4 to >2 pts
    Novice
    The referral provided was not a local, large organization. A timeline for follow-

    up appointments was not provided

    2 to >0 pts
    Non-Performance
    A referral was not provide

    **Screenshot2026-04-13at8.53.40AM.png**

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    **Screenshot2026-04-13at8.53.40AM.png**

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    **## NUR650SBIRTWk5HIV.pdf**

    Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1
    Develop a PowerPoint presentation that includes the following criteria:
    • Slide 1: Title Page.
    • Slide 2: SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it
    is used in clinical practice settings using US research articles.
    • Slide 3: Case Presentation – Do not include patient identifying information but include
    demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family
    psychiatric history, psychiatric history, and risk factors.
    • Slide 4: Screening Tool used – Describe the screening tool, validity (sensitivity and
    specificity), scoring information, and citation. Your patient’s score and the interpretation
    of the patient’s score are required.
    • Slide 5: Brief Intervention – How was the Motivational Interviewing process applied and
    shared your client’s score and need for behavioral changes.
    • Slide 6: Referral for Treatment – Describe the referral for follow-up treatment plan.
    Include the name, address and telephone number of the local large organization. Be
    specific with the department where necessary.
    • Slide 7: Evaluation of the process – Share the patient’s outcome and your evaluation of
    the SBIRT process.
    • Slide 8: References –5 references. 7th Edition APA format. Include Screening Tool
    authors.
    Referral for Treatment (Miami Area)
    1. Gogers Behavioral Health
    ◦ Address: 5805 Blue Lagoon Drive # 440, Miami, FL
    ◦ Phone: (833) 308-5887
    ◦ Services: Outpatient mental health treatment (depression, anxiety, mood disorders)
    Substance use disorder treatment and recovery support
    Individual therapy (e.g., Cognitive Behavioral Therapy – CBT)
    Group therapy sessions
    Psychiatric evaluations and medication management
    Intensive Outpatient Programs (IOP) and Partial Hospitalization Programs (PHP)
    Trauma-informed care and dual diagnosis treatment

    2. Care Resource
    ◦ Address: 3510 Biscayne Boulevard, Miami, FL
    ◦ Phone: (305) 576-1234
    ◦ Services: Outpatient HIV/AIDS, mental health challenges, and substance use disorders.
    Outpatient care for HIV/AIDS (testing, treatment, prevention/PrEP)
    Mental health services (therapy, psychiatric care)
    Substance use disorder treatment programs
    Case management and care coordination
    Primary medical care and preventive services
    Support groups for chronic illness and behavioral health

    Pharmacy services and medication adherence support

    3 HCA Florida Behavioral HEALTH
    ◦ Address: 21150 BISCAYNE BLVD #202, Miami, FL
    ◦ Phone: (305) 692-3270
    ◦ Services: Integrated behavioral health care (mental + physical health coordination)Psychiatric

    evaluations and medication management
    • Treatment for depression, anxiety, bipolar disorder, and other psychiatric conditions
    • Individual and family therapy
    • Crisis stabilization and referral services
    • Coordination with primary care providers for holistic treatment

    ◦

    ◦ Submission Instructions:

    • The slides are to be clear and concise and students will lose points for improper grammar,
    punctuation, and misspelling.
    • The narration is to be fluid with clear enunciation and the volume of speech is
    appropriate, with no pauses or distracting fillers.
    • The PowerPoint presentation should be formatted per current APA guidelines and 8-10
    slides in length, including the title and references slides. Incorporate a minimum of 5
    current (published within the last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions) within your work. For presentation clarification,
    students may include the presenter’s notes.
    • Record the project with whatever software works best for you, upload it to Studio, and
    submit the project using Canvas Studio.
    • Upload your PowerPoint without the narration for this assignment.
    Grading Rubric
    Your assignment will be graded according to the grading rubric.
    NUR 650 SBIRT Rubric
    NUR 650 SBIRT Rubric
    Po
    Criteri
    a Ratings
    int
    sSBIRT
    Exemplary
    Overvie
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    w
    mental health nurse practitioner role.

    view longer

    10 to >7 pts

    description

    Proficient
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    7 to >4 pts
    Developing
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    4 to >1 pts
    Novice
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    1 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    10

    ptsHPI
    Exemplary
    (History
    Includes the presenting problem and the 8 dimensions of the problem (OLD

    of
    CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving

    factors, Timing and Severity)

    Present
    15 to >11 pts
    Illness)
    Proficient
    Includes the presenting problem and 6 of the 8 dimensions of the problem

    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,

    Relieving factors, Timing.

    11 to >7 pts
    Developing
    Includes the presenting problem and 4 of the 8 dimensions of the problem

    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,

    Relieving factors, Timing.

    7 to >3 pts
    Novice
    The presenting problem is not clearly stated and/or there are < 4 of the 8

    dimensions of the problem (OLD CARTS – Onset, Location, Duration,

    Character, Aggravating factors, Relieving factors, Timing.

    3 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    15

    ptsSocial
    Exemplary
    History
    Includes all 4 of the following: tobacco use, drug use, alcohol use, and

    pregnancy status. Specifically addresses substance abused in history of

    present illness. Substance use includes the name of substance, quantity and

    frequency of substances used. Includes onset of use and last date of

    substance use.

    15 to >11 pts
    Proficient
    Includes all 4 of the following: tobacco use, drug use, alcohol use, and

    pregnancy status. Specifically addresses substance abused in history of

    present illness. Substance use includes the name of substance, quantity and

    frequency of substances used. Includes onset of use or last date of substance

    use.

    11 to >7 pts
    Developing
    Includes all 3 of the following: tobacco use, drug use, alcohol use, pregnancy

    status. Specifically addresses substance abused in history of present illness.

    Substance use includes the name of substance, quantity and frequency of

    substances used. Omits the onset of use and/or last date of substance use.

    7 to >3 pts
    Novice
    Includes all 2 of the following: tobacco use, drug use, alcohol use, pregnancy

    status. Does not specifically address substance abused in history of present

    illness.

    3 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    15

    ptsScreenin
    Exemplary
    g Tool
    The screening tool used was discussed in detail. A clear image of the tool used

    was highly specific and sensitive, based on current US evidence, to the

    population, ethnicity, age, and gender of the client. The raw score and its

    interpretation were discussed in detail and written on the tool.

    10 to >8 pts
    Proficient
    The screening tool used was mentioned. The tool was poorly specific and

    sensitive to the population, ethnicity, age, and gender of the client. The raw

    score and its interpretation were mentioned and written on the tool.

    8 to >4 pts
    Developing
    The screening tool used was mentioned. The tool used was not recommended

    for the population, ethnicity, age, and/or gender of the client. The raw score

    was mentioned but not interpreted or was not written on the tool.

    4 to >3 pts
    Novice
    The screening tool used was mentioned but a scored image was not provided.

    The tool used was not recommended for the population, ethnicity, age, and/or

    gender of the client. The raw score was not mentioned.

    3 to >0 pts
    Novice
    Nothing was submitted.

    0 pts
    /

    10

    ptsBrief
    Exemplary
    Intervent
    Provides a summary of the four stages of the motivational interview: Engaging,

    ion
    Focusing, Evoking, and Planning with detailed descriptions for each area.

    Includes how the OARS technique was used during the session, roadblocks

    and the client's stage of change.

    40 to >30 pts
    Proficient
    Provides a summary of 3 of the four stages of the motivational interview:

    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each

    area. Includes how the OARS technique was used during the session,

    roadblocks and the client's stage of change.

    30 to >20 pts
    Developing
    Provides a summary of two of the four stages of the motivational interview:

    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each

    area. Includes how the OARS technique was used during the session, OR

    roadblocks OR the client's stage of change.

    20 to >10 pts
    Novice
    The stages of the motivational interview were mentioned without detailed

    descriptions: Engaging, Focusing, Evoking, and Planning.

    10 to >0 pts
    Novice
    Nothing was submitted.

    0 pts
    /

    40

    ptsReferral Exemplary
    Provides a detailed list of three or more referrals to local, large organizations

    for allied health, psychologist, medical, and other interdisciplinary support.

    Includes a timeline for follow-up appointments.

    10 to >7 pts
    Proficient
    Provides a detailed list of two referrals to local, large organizations for allied

    health, psychologist, medical, and other interdisciplinary support. Includes a

    timeline for follow-up appointments.

    7 to >4 pts
    Developing
    Provides a detailed list of one referral to local, large organizations for allied

    health, psychologist, medical, and other interdisciplinary support. A timeline for

    follow-up appointments is not provided.

    4 to >2 pts
    Novice
    The referral provided was not a local, large organization. A timeline for follow-

    up appointments was not provided

    2 to >0 pts
    Non-Performance
    A referral was not provide

    **Screenshot2026-04-13at8.53.40AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-04-13at8-53-40am-png)

    **## NUR650SBIRTWk5HIV.pdf**

    Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1
    Develop a PowerPoint presentation that includes the following criteria:
    • Slide 1: Title Page.
    • Slide 2: SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it
    is used in clinical practice settings using US research articles.
    • Slide 3: Case Presentation – Do not include patient identifying information but include
    demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family
    psychiatric history, psychiatric history, and risk factors.
    • Slide 4: Screening Tool used – Describe the screening tool, validity (sensitivity and
    specificity), scoring information, and citation. Your patient’s score and the interpretation
    of the patient’s score are required.
    • Slide 5: Brief Intervention – How was the Motivational Interviewing process applied and
    shared your client’s score and need for behavioral changes.
    • Slide 6: Referral for Treatment – Describe the referral for follow-up treatment plan.
    Include the name, address and telephone number of the local large organization. Be
    specific with the department where necessary.
    • Slide 7: Evaluation of the process – Share the patient’s outcome and your evaluation of
    the SBIRT process.
    • Slide 8: References –5 references. 7th Edition APA format. Include Screening Tool
    authors.
    Referral for Treatment (Miami Area)
    1. Gogers Behavioral Health
    ◦ Address: 5805 Blue Lagoon Drive # 440, Miami, FL
    ◦ Phone: (833) 308-5887
    ◦ Services: Outpatient mental health treatment (depression, anxiety, mood disorders)
    Substance use disorder treatment and recovery support
    Individual therapy (e.g., Cognitive Behavioral Therapy – CBT)
    Group therapy sessions
    Psychiatric evaluations and medication management
    Intensive Outpatient Programs (IOP) and Partial Hospitalization Programs (PHP)
    Trauma-informed care and dual diagnosis treatment

    2. Care Resource
    ◦ Address: 3510 Biscayne Boulevard, Miami, FL
    ◦ Phone: (305) 576-1234
    ◦ Services: Outpatient HIV/AIDS, mental health challenges, and substance use disorders.
    Outpatient care for HIV/AIDS (testing, treatment, prevention/PrEP)
    Mental health services (therapy, psychiatric care)
    Substance use disorder treatment programs
    Case management and care coordination
    Primary medical care and preventive services
    Support groups for chronic illness and behavioral health

    Pharmacy services and medication adherence support

    3 HCA Florida Behavioral HEALTH
    ◦ Address: 21150 BISCAYNE BLVD #202, Miami, FL
    ◦ Phone: (305) 692-3270
    ◦ Services: Integrated behavioral health care (mental + physical health coordination)Psychiatric

    evaluations and medication management
    • Treatment for depression, anxiety, bipolar disorder, and other psychiatric conditions
    • Individual and family therapy
    • Crisis stabilization and referral services
    • Coordination with primary care providers for holistic treatment

    ◦

    ◦ Submission Instructions:

    • The slides are to be clear and concise and students will lose points for improper grammar,
    punctuation, and misspelling.
    • The narration is to be fluid with clear enunciation and the volume of speech is
    appropriate, with no pauses or distracting fillers.
    • The PowerPoint presentation should be formatted per current APA guidelines and 8-10
    slides in length, including the title and references slides. Incorporate a minimum of 5
    current (published within the last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions) within your work. For presentation clarification,
    students may include the presenter’s notes.
    • Record the project with whatever software works best for you, upload it to Studio, and
    submit the project using Canvas Studio.
    • Upload your PowerPoint without the narration for this assignment.
    Grading Rubric
    Your assignment will be graded according to the grading rubric.
    NUR 650 SBIRT Rubric
    NUR 650 SBIRT Rubric
    Po
    Criteri
    a Ratings
    int
    sSBIRT
    Exemplary
    Overvie
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    w
    mental health nurse practitioner role.

    view longer

    10 to >7 pts

    description

    Proficient
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    7 to >4 pts
    Developing
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    4 to >1 pts
    Novice
    Describes the definition, history and current US evidence surround the use of

    the Screening, Brief Intervention and Referral to Treatment in the psychiatric

    mental health nurse practitioner role.

    1 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    10

    ptsHPI
    Exemplary
    (History
    Includes the presenting problem and the 8 dimensions of the problem (OLD

    of
    CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving

    factors, Timing and Severity)

    Present
    15 to >11 pts
    Illness)
    Proficient
    Includes the presenting problem and 6 of the 8 dimensions of the problem

    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,

    Relieving factors, Timing.

    11 to >7 pts
    Developing
    Includes the presenting problem and 4 of the 8 dimensions of the problem

    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,

    Relieving factors, Timing.

    7 to >3 pts
    Novice
    The presenting problem is not clearly stated and/or there are < 4 of the 8

    dimensions of the problem (OLD CARTS – Onset, Location, Duration,

    Character, Aggravating factors, Relieving factors, Timing.

    3 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    15

    ptsSocial
    Exemplary
    History
    Includes all 4 of the following: tobacco use, drug use, alcohol use, and

    pregnancy status. Specifically addresses substance abused in history of

    present illness. Substance use includes the name of substance, quantity and

    frequency of substances used. Includes onset of use and last date of

    substance use.

    15 to >11 pts
    Proficient
    Includes all 4 of the following: tobacco use, drug use, alcohol use, and

    pregnancy status. Specifically addresses substance abused in history of

    present illness. Substance use includes the name of substance, quantity and

    frequency of substances used. Includes onset of use or last date of substance

    use.

    11 to >7 pts
    Developing
    Includes all 3 of the following: tobacco use, drug use, alcohol use, pregnancy

    status. Specifically addresses substance abused in history of present illness.

    Substance use includes the name of substance, quantity and frequency of

    substances used. Omits the onset of use and/or last date of substance use.

    7 to >3 pts
    Novice
    Includes all 2 of the following: tobacco use, drug use, alcohol use, pregnancy

    status. Does not specifically address substance abused in history of present

    illness.

    3 to >0 pts
    Non-Performance
    Nothing was submitted.

    0 pts
    /

    15

    ptsScreenin
    Exemplary
    g Tool
    The screening tool used was discussed in detail. A clear image of the tool used

    was highly specific and sensitive, based on current US evidence, to the

    population, ethnicity, age, and gender of the client. The raw score and its

    interpretation were discussed in detail and written on the tool.

    10 to >8 pts
    Proficient
    The screening tool used was mentioned. The tool was poorly specific and

    sensitive to the population, ethnicity, age, and gender of the client. The raw

    score and its interpretation were mentioned and written on the tool.

    8 to >4 pts
    Developing
    The screening tool used was mentioned. The tool used was not recommended

    for the population, ethnicity, age, and/or gender of the client. The raw score

    was mentioned but not interpreted or was not written on the tool.

    4 to >3 pts
    Novice
    The screening tool used was mentioned but a scored image was not provided.

    The tool used was not recommended for the population, ethnicity, age, and/or

    gender of the client. The raw score was not mentioned.

    3 to >0 pts
    Novice
    Nothing was submitted.

    0 pts
    /

    10

    ptsBrief
    Exemplary
    Intervent
    Provides a summary of the four stages of the motivational interview: Engaging,

    ion
    Focusing, Evoking, and Planning with detailed descriptions for each area.

    Includes how the OARS technique was used during the session, roadblocks

    and the client's stage of change.

    40 to >30 pts
    Proficient
    Provides a summary of 3 of the four stages of the motivational interview:

    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each

    area. Includes how the OARS technique was used during the session,

    roadblocks and the client's stage of change.

    30 to >20 pts
    Developing
    Provides a summary of two of the four stages of the motivational interview:

    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each

    area. Includes how the OARS technique was used during the session, OR

    roadblocks OR the client's stage of change.

    20 to >10 pts
    Novice
    The stages of the motivational interview were mentioned without detailed

    descriptions: Engaging, Focusing, Evoking, and Planning.

    10 to >0 pts
    Novice
    Nothing was submitted.

    0 pts
    /

    40

    ptsReferral Exemplary
    Provides a detailed list of three or more referrals to local, large organizations

    for allied health, psychologist, medical, and other interdisciplinary support.

    Includes a timeline for follow-up appointments.

    10 to >7 pts
    Proficient
    Provides a detailed list of two referrals to local, large organizations for allied

    health, psychologist, medical, and other interdisciplinary support. Includes a

    timeline for follow-up appointments.

    7 to >4 pts
    Developing
    Provides a detailed list of one referral to local, large organizations for allied

    health, psychologist, medical, and other interdisciplinary support. A timeline for

    follow-up appointments is not provided.

    4 to >2 pts
    Novice
    The referral provided was not a local, large organization. A timeline for follow-

    up appointments was not provided

    2 to >0 pts
    Non-Performance
    A referral was not provide

    **Screenshot2026-04-13at8.53.40AM.png**

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  • [Solved] psychiatric emergency

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  • [Solved] From Evidence to Impact: Applying Research Principles to Advance Nursing Practice

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  • [Solved] Journal Response MODULE 6

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    Taking into consideration the three types of necessary CQI planning: **files (2)** – ## JournalQuestion_WEEK6.docx – ## Module6RUBRIC-DNP860.docx **## JournalQuestion_WEEK6.docx** Appraising research quality is essential in ensuring that you make changes based on reliable, up-to-date information. …

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    Taking into consideration the three types of necessary CQI planning:

    **files (2)**

    – ## JournalQuestion_WEEK6.docx

    – ## Module6RUBRIC-DNP860.docx

    **## JournalQuestion_WEEK6.docx**

    Appraising research quality is essential in ensuring that you make changes based on reliable, up-to-date information. Pay attention to what is being said by the researcher while being mindful of the study's design and the steps the researcher took to ensure that they followed tight established protocols to reduce potential bias. As a Doctorate in Nursing Practice (DNP) change agent, it is your responsibility to ensure that you are selecting recent evidence that offers a high level of certainty that the recommendations are valid and worth following. An essential step in writing your literature review is showing the strength of the evidence you have chosen and explaining the rationale for selecting that study to support your recommendation.
    **This week, you will build off your Module 2 assignment and dive further into finding sound studies to support your quality improvement project.** You will be crafting an Evidence-Based Table and declaring the strength/quality of those studies. This table will help you develop the literature review that you will be constructing in Module 7.

    **Journal Question:**

    Many types of continuous quality improvement (CQI) methodologies are available for project implementation. Please ensure your selection is appropriate to healthcare and your project. Some healthcare-appropriate method examples are Lean, Six Sigma, Plan Do Study Act (PDSA), and Baldrige Award Criteria.

    Taking into consideration the three types of necessary CQI planning:

    1. strategic,

    2. operational,

    3. project plans,

    Reflect on your readings. Explain the continuous quality improvement planning methodology that might be a good fit for carrying out your project. Describe how this method/framework would be used to meet the “project planning” stage of your CQI process.

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Reference**

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

    **Additional Resources**

    Top Tip Bio. (2021).
    _How to landscape one page_ [Video]. YouTube
    [https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)

    Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
    _The American Journal of Nursing, 110_(11), 43–51.
    [https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)

    O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
    _StatPearls_.
    [https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)

    Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
    _American Journal of Nursing, 110_(11).
    [https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)

    **## Module6RUBRIC-DNP860.docx**

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    4/

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    **## Module6RUBRIC-DNP860.docx**

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    4/

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    **## JournalQuestion_WEEK6.docx**

    Appraising research quality is essential in ensuring that you make changes based on reliable, up-to-date information. Pay attention to what is being said by the researcher while being mindful of the study's design and the steps the researcher took to ensure that they followed tight established protocols to reduce potential bias. As a Doctorate in Nursing Practice (DNP) change agent, it is your responsibility to ensure that you are selecting recent evidence that offers a high level of certainty that the recommendations are valid and worth following. An essential step in writing your literature review is showing the strength of the evidence you have chosen and explaining the rationale for selecting that study to support your recommendation.
    **This week, you will build off your Module 2 assignment and dive further into finding sound studies to support your quality improvement project.** You will be crafting an Evidence-Based Table and declaring the strength/quality of those studies. This table will help you develop the literature review that you will be constructing in Module 7.

    **Journal Question:**

    Many types of continuous quality improvement (CQI) methodologies are available for project implementation. Please ensure your selection is appropriate to healthcare and your project. Some healthcare-appropriate method examples are Lean, Six Sigma, Plan Do Study Act (PDSA), and Baldrige Award Criteria.

    Taking into consideration the three types of necessary CQI planning:

    1. strategic,

    2. operational,

    3. project plans,

    Reflect on your readings. Explain the continuous quality improvement planning methodology that might be a good fit for carrying out your project. Describe how this method/framework would be used to meet the “project planning” stage of your CQI process.

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Reference**

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

    **Additional Resources**

    Top Tip Bio. (2021).
    _How to landscape one page_ [Video]. YouTube
    [https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)

    Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
    _The American Journal of Nursing, 110_(11), 43–51.
    [https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)

    O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
    _StatPearls_.
    [https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)

    Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
    _American Journal of Nursing, 110_(11).
    [https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)

    **## Module6RUBRIC-DNP860.docx**

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    4/

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    **## JournalQuestion_WEEK6.docx**

    Appraising research quality is essential in ensuring that you make changes based on reliable, up-to-date information. Pay attention to what is being said by the researcher while being mindful of the study's design and the steps the researcher took to ensure that they followed tight established protocols to reduce potential bias. As a Doctorate in Nursing Practice (DNP) change agent, it is your responsibility to ensure that you are selecting recent evidence that offers a high level of certainty that the recommendations are valid and worth following. An essential step in writing your literature review is showing the strength of the evidence you have chosen and explaining the rationale for selecting that study to support your recommendation.
    **This week, you will build off your Module 2 assignment and dive further into finding sound studies to support your quality improvement project.** You will be crafting an Evidence-Based Table and declaring the strength/quality of those studies. This table will help you develop the literature review that you will be constructing in Module 7.

    **Journal Question:**

    Many types of continuous quality improvement (CQI) methodologies are available for project implementation. Please ensure your selection is appropriate to healthcare and your project. Some healthcare-appropriate method examples are Lean, Six Sigma, Plan Do Study Act (PDSA), and Baldrige Award Criteria.

    Taking into consideration the three types of necessary CQI planning:

    1. strategic,

    2. operational,

    3. project plans,

    Reflect on your readings. Explain the continuous quality improvement planning methodology that might be a good fit for carrying out your project. Describe how this method/framework would be used to meet the “project planning” stage of your CQI process.

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Reference**

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

    **Additional Resources**

    Top Tip Bio. (2021).
    _How to landscape one page_ [Video]. YouTube
    [https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)

    Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
    _The American Journal of Nursing, 110_(11), 43–51.
    [https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)

    O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
    _StatPearls_.
    [https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)

    Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
    _American Journal of Nursing, 110_(11).
    [https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)

    **## Module6RUBRIC-DNP860.docx**

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    4/

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

  • [Solved] Nursing Homework

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    see attached **files (1)** – ## 672unit6dq.docx **## 672unit6dq.docx** **Integrative Medicine and Psychotherapy** Psychiatric practitioners are uniquely positioned to use psychotherapeutic skills to understand, utilize, and communicate about full-body health and nutrition as part of their scope of p…

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    see attached

    **files (1)**

    – ## 672unit6dq.docx

    **## 672unit6dq.docx**

    **Integrative Medicine and Psychotherapy**

    Psychiatric practitioners are uniquely positioned to use psychotherapeutic skills to understand, utilize, and communicate about full-body health and nutrition as part of their scope of practice to help their patients achieve optimal functioning. This discussion provides you an opportunity to demonstrate your learning about several models of health care and identify interventions in support of mental health and healing. Please address the following points:

    1. Compare and contrast the following health care models: integrative, complementary, modern mainstream, alternative, functional.

    2. For each of the models, include one or more interventions that support mental health and healing.

    **## 672unit6dq.docx**

    **Integrative Medicine and Psychotherapy**

    Psychiatric practitioners are uniquely positioned to use psychotherapeutic skills to understand, utilize, and communicate about full-body health and nutrition as part of their scope of practice to help their patients achieve optimal functioning. This discussion provides you an opportunity to demonstrate your learning about several models of health care and identify interventions in support of mental health and healing. Please address the following points:

    1. Compare and contrast the following health care models: integrative, complementary, modern mainstream, alternative, functional.

    2. For each of the models, include one or more interventions that support mental health and healing.

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  • [Solved] DNP-YO

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    **Instructions:** 1. Locate 4 research articles that demonstrate the four levels of measurement as follows: – Nominal – Ordinal – Interval – Ratio 2. Identify in each article at least one example of each of the four levels of measurement. 3. Explain why that level of measurement applies to the study…

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    Assignment Prompt & Instructions

    **Instructions:**

    1. Locate 4 research articles that demonstrate the four levels of measurement as follows:
    – Nominal
    – Ordinal
    – Interval
    – Ratio
    2. Identify in each article at least one example of each of the four levels of measurement.
    3. Explain why that level of measurement applies to the study you choose.

    *Include the link to each article used when you post the assignment.

    **Use an Narrative Format**

    – You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.
    – Pay attention to grammar rules (spelling and syntax).
    – Your work must be original and not contain material copied from books or the internet no more than 10% plague or AI text allowed.
    – When citing the work of other authors, including citations and references using APA style to respect their intellectual property and avoid plagiarism.

    Contribute a minimum of (2) pages. It should include at least (2) academic sources, formatted and cited in APA.

    DUE DATE APRIL 15, 2026