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  • [Solved] Clinical patient clinical judgement

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    **files (1)** – ## FrancisKanu_207.docx **## FrancisKanu_207.docx** Clinical Patient Clinical Judgement Concept Map ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) Assignment Instructions Choose one patient at clinical to complete a concept map. Paraphrase the patient…

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    **files (1)**

    – ## FrancisKanu_207.docx

    **## FrancisKanu_207.docx**

    Clinical Patient Clinical Judgement Concept Map

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    Assignment Instructions

    Choose one patient at clinical to complete a concept map. Paraphrase the patient's history and physical data ensuring inclusion of the following information to create patient introduction data for the concept map:

    History of Present Illness (HPI)

    Age: In decades e.g 65 years should be 60s

    Gender

    Code status

    Allergies

    Isolation and precaution

    VS on admission and date of care. Include POX and pain

    Admitting diagnosis

    Activity/Functional level

    Bowel & Urinary elimination status

    Skin integrity

    Morse and Braden score

    DVT prophylaxis

    Labs: Na, K, a, C02, BUN, Creat, glucose, WBC, H/H, Platelet, PT, PTT, and INR

    ***Provide a minimum of 2 assessment data to support your top 3 prioritized problems

    \*\*\*\* Look at the healthcare provider's assessment and plan under H & P or progress note and patient care orders for assessment and interventions data.

    \*\*\* If any of the above requested data is not available in your patient's record, indicate unavailability Note posted concept map care plan guidelines and grading rubric.

    Submission

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    Word count: 0

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    4/24/26, 2:45 PM

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    | t BSSR |
    | ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)579/579-A<br> <br>31 y.o, male<br>DOB: 10/25/1994<br>CSN: 1070237678<br>Code Status: FULL<br>Isolation: No active isolations<br>FALL RISK: HIGH<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>FALL RISK: Low<br>Height: 5' 8" (172.7 cm)<br>Weight: 213 1b (96.6 kg)<br>All Diet Orders Placed on Patient (72h ago,<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>onward)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>None | Admit Date: 4/6/2026 Expected Discharge Date: <br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Amina Sadaft MD<br>Active Hospital Problems<br>Diagnosis<br>· Sacral wound, initial encounter<br>· Paraplegia (HCC)<br>· Neurogenic bladder<br>· Normocytic anemia<br>· Hypotension<br>· Infected wound e Pressure injury of skin with infection<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>What Matters to the Patient/Family?: healthy recovery<br>Allergies<br>Allergen<br>· Amoxicillin<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) | Apr 24, 2026<br>Date Noted 04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>04/06/2026<br>04/06/2026<br>04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)04/06/2026<br> <br>04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Reactions<br>Hives (Childhood) |
    | Past Medical History:<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Diagnosis<br>•Open wound of lower back and pelvis without penetration into retroperitoneum<br>•Paraplegia (HCC)<br>•Sacral wound, initial encounter | Date<br>02/25<br>/2026<br>04/06<br>/2026 | Active LDAs:<br>PICC Line 04/18/26 <br>Wound 04/07/26 <br>Incision 04/06/26 <br>Current Visit<br>Past Procedures <br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Date <br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)04/06/2<br> <br>026<br>04/10/2<br>026<br>04/13/2<br>026<br>04/15/2<br>026 | 1330 Single-lumen basilic <br>sacral spine (Active)<br>1101 sacral spine (Active)<br>(4/6/2026 to Today)<br>SUBCUTANEOUS TISSUE, AND<br> <br>Procedures<br>MUSCLE, TORSO<br>EXCISION, PRESSURE ULCER,<br>SACRAL REGION – N/A<br>EXPLORATION, WOUND,<br>DELAYED PARTIAL CLOSURE<br>AND WOUND VAC PLACEMENT – N/A<br>EXPLORATION, PRESSURE<br>ULCER, SACRAL REGION N/AAPPLICATION OR<br>REPLACEMENT,WOUND VAC N/A | vein, right 4 Fr (Active)<br>Providers<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) | | ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) |

    Printed by Wesla Taylor, RN [WTAYLOR2] 4/24/2026 2:45 PM 1/2

    Wesla list – Last Refreshed: 04/24/26 1445

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    | — | — | — | — | — | — | — | — | — | — | — | — |
    | | Room• | | Patient Name/Age/Sex | Code<br>Status | | Problem | Pain POSS Due Icon | Diet Orders | | Tx Team Sticky Note<br>MEDICAL/SURGICAL | Blank Column |
    | | 79 | | C (31 yo. M) | Full Code | | Sacral wound, initial encounter | | Diet Regular | | /6- ED from Encompass with c/o Sacral wound infection<br>-OR: Debridement of Sacral Wound<br>4/7- ID cls – IVABX adjusted, wound cx (+)l WORN orders in<br>4/8- OT reccs ARF; refusing labs<br>4/9 WBC 11; more necrosis found in sacrum – NPO @ mn, RTOR in am for debridement of sacral wound 4/10 OR excision of sacral wound; advanced to regular diet. Need SW cons for counseling resources? 4/12: pt declined PICC until later date<br>4/13: RTOR wound vac placement<br>4/15 Plan for OR, wound vac exchange, refused AM labs<br>4/16: pt declined PICC d/t risks<br>-Plan for bedside debridement 4/17<br>-Ethics consulted<br>-Plan for family discussion Monday 4/20<br>4/18: PICC placed<br>4/20 Family wound teaching<br>4/22: d/c home w/mom w/home health, IV abx, wound vac and straight cath. Needs SOC<br>/23: hypotensive 60s/40s MAP 500cc bolus xl -lactate 1.0<br>Care notes:<br>IVFAbx, Reg, straight cath q6, midodrine TID, Wvac Hx: C7 paraplegic (recent MVA 2/25126 w/ spinal cord injury s/p corpectomy w/ anterior C7, C6-TI anterior cervical discectomy/fusion and C2-T3 posterior cervical dissection(fusion), recently dx UTI 4/4 EDD TBD | |
    | | 80 | | Holcomb, R (81 y.o. M) | Full Code | | Osteomyelitis of right foot (CMS/HCC) (HCC) | | Diet<br>Cardiac/Carb controlled | | SURGICAL (PODIATRY)<br>/15 OR: Partial excision of first metatarsal of right foot & wound closure<br>4/16 PT/OT rec SAR, needs placement<br>117: AL Cherry Lane – may have bed open tomorrow<br>4/18: ID consulted – Abx zosyn, path pending<br>- restart coumadin<br>4/21 : waiting for bed<br>Care notes:<br>NWB<br>Hx: afib, DM<br>EDD: TBD end ath & lacement | |

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    Page 1 of 2 Printed by Wesla Taylor on 4/24/26 2:45 PM

    Recognize Cues (Assessment) Identify all relevant subjective (0-10 points) and objective assessment information related to the client's condition (0-10 points)

    20 possible points (20%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) Analyze Cues (Analysis)- Form hypotheses
    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)Based upon assessment information, identify, and prioritize the top 3 client problems. In
    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)other words, which 3 assessment findings are of immediate concern? (0-9 points) Below each client problem, determine and enter 2 relevant assessment information that supports the identified client problem. (0-9 points)

    18 possible points (18%)

    . Prioritize Hypotheses (Analysis) Identify with rationale the assessment findings that the
    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)nurse should address first (0-6 points) State priority framework used for the identification (0-3) and rationale for choice (0-3 points)

    12 possible points (12%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) Generate Solutions (Planning) What is the desirable client outcome(s)? State 2 outcomes (0-4 points) Identify 3 possible nursing interventions that can be done for the prioritized problem. (0-9 points) State rationale for each intervention (0-3 points) SMART

    criteria met for outcomes and interventions (O4 points)

    20 possible points (20%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)Take Action (Implementation) Prioritize with rationales the 3 actions the nurse should take to address the priority assessment finding? (0-9 points) What 2 client factors must you consider when making this decision? (0-4 points) How should the intervention(s) be accomplished (performed, requested, administered, communicated, taught, documented, etc.)? (0-5 points)

    18 possible points (18%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)Evaluate Outcomes (Evaluation) – Outcome met with qualifying statement (0-3 points) Outcome partially met with qualifying statement (0-3 points) -Outcome not met with qualifying statement (0-3 points) What additional interventions or assessments should the nurse implement if expected outcome(s) are partially met or not met? (0-3 points)

    12 possible points (12%)

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    **## FrancisKanu_207.docx**

    Clinical Patient Clinical Judgement Concept Map

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    Assignment Instructions

    Choose one patient at clinical to complete a concept map. Paraphrase the patient's history and physical data ensuring inclusion of the following information to create patient introduction data for the concept map:

    History of Present Illness (HPI)

    Age: In decades e.g 65 years should be 60s

    Gender

    Code status

    Allergies

    Isolation and precaution

    VS on admission and date of care. Include POX and pain

    Admitting diagnosis

    Activity/Functional level

    Bowel & Urinary elimination status

    Skin integrity

    Morse and Braden score

    DVT prophylaxis

    Labs: Na, K, a, C02, BUN, Creat, glucose, WBC, H/H, Platelet, PT, PTT, and INR

    ***Provide a minimum of 2 assessment data to support your top 3 prioritized problems

    \*\*\*\* Look at the healthcare provider's assessment and plan under H & P or progress note and patient care orders for assessment and interventions data.

    \*\*\* If any of the above requested data is not available in your patient's record, indicate unavailability Note posted concept map care plan guidelines and grading rubric.

    Submission

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    Word count: 0

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    4/24/26, 2:45 PM

    | | | | | |
    | — | — | — | — | — |
    | | | | | | |
    | — | — | — | — | — |
    | t BSSR |
    | ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)579/579-A<br> <br>31 y.o, male<br>DOB: 10/25/1994<br>CSN: 1070237678<br>Code Status: FULL<br>Isolation: No active isolations<br>FALL RISK: HIGH<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>FALL RISK: Low<br>Height: 5' 8" (172.7 cm)<br>Weight: 213 1b (96.6 kg)<br>All Diet Orders Placed on Patient (72h ago,<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>onward)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>None | Admit Date: 4/6/2026 Expected Discharge Date: <br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Amina Sadaft MD<br>Active Hospital Problems<br>Diagnosis<br>· Sacral wound, initial encounter<br>· Paraplegia (HCC)<br>· Neurogenic bladder<br>· Normocytic anemia<br>· Hypotension<br>· Infected wound e Pressure injury of skin with infection<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>What Matters to the Patient/Family?: healthy recovery<br>Allergies<br>Allergen<br>· Amoxicillin<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) | Apr 24, 2026<br>Date Noted 04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>04/06/2026<br>04/06/2026<br>04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)04/06/2026<br> <br>04/06/2026<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Reactions<br>Hives (Childhood) |
    | Past Medical History:<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Diagnosis<br>•Open wound of lower back and pelvis without penetration into retroperitoneum<br>•Paraplegia (HCC)<br>•Sacral wound, initial encounter | Date<br>02/25<br>/2026<br>04/06<br>/2026 | Active LDAs:<br>PICC Line 04/18/26 <br>Wound 04/07/26 <br>Incision 04/06/26 <br>Current Visit<br>Past Procedures <br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>Date <br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)04/06/2<br> <br>026<br>04/10/2<br>026<br>04/13/2<br>026<br>04/15/2<br>026 | 1330 Single-lumen basilic <br>sacral spine (Active)<br>1101 sacral spine (Active)<br>(4/6/2026 to Today)<br>SUBCUTANEOUS TISSUE, AND<br> <br>Procedures<br>MUSCLE, TORSO<br>EXCISION, PRESSURE ULCER,<br>SACRAL REGION – N/A<br>EXPLORATION, WOUND,<br>DELAYED PARTIAL CLOSURE<br>AND WOUND VAC PLACEMENT – N/A<br>EXPLORATION, PRESSURE<br>ULCER, SACRAL REGION N/AAPPLICATION OR<br>REPLACEMENT,WOUND VAC N/A | vein, right 4 Fr (Active)<br>Providers<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)<br>![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) | | ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) |

    Printed by Wesla Taylor, RN [WTAYLOR2] 4/24/2026 2:45 PM 1/2

    Wesla list – Last Refreshed: 04/24/26 1445

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | | Room• | | Patient Name/Age/Sex | Code<br>Status | | Problem | Pain POSS Due Icon | Diet Orders | | Tx Team Sticky Note<br>MEDICAL/SURGICAL | Blank Column |
    | | 79 | | C (31 yo. M) | Full Code | | Sacral wound, initial encounter | | Diet Regular | | /6- ED from Encompass with c/o Sacral wound infection<br>-OR: Debridement of Sacral Wound<br>4/7- ID cls – IVABX adjusted, wound cx (+)l WORN orders in<br>4/8- OT reccs ARF; refusing labs<br>4/9 WBC 11; more necrosis found in sacrum – NPO @ mn, RTOR in am for debridement of sacral wound 4/10 OR excision of sacral wound; advanced to regular diet. Need SW cons for counseling resources? 4/12: pt declined PICC until later date<br>4/13: RTOR wound vac placement<br>4/15 Plan for OR, wound vac exchange, refused AM labs<br>4/16: pt declined PICC d/t risks<br>-Plan for bedside debridement 4/17<br>-Ethics consulted<br>-Plan for family discussion Monday 4/20<br>4/18: PICC placed<br>4/20 Family wound teaching<br>4/22: d/c home w/mom w/home health, IV abx, wound vac and straight cath. Needs SOC<br>/23: hypotensive 60s/40s MAP 500cc bolus xl -lactate 1.0<br>Care notes:<br>IVFAbx, Reg, straight cath q6, midodrine TID, Wvac Hx: C7 paraplegic (recent MVA 2/25126 w/ spinal cord injury s/p corpectomy w/ anterior C7, C6-TI anterior cervical discectomy/fusion and C2-T3 posterior cervical dissection(fusion), recently dx UTI 4/4 EDD TBD | |
    | | 80 | | Holcomb, R (81 y.o. M) | Full Code | | Osteomyelitis of right foot (CMS/HCC) (HCC) | | Diet<br>Cardiac/Carb controlled | | SURGICAL (PODIATRY)<br>/15 OR: Partial excision of first metatarsal of right foot & wound closure<br>4/16 PT/OT rec SAR, needs placement<br>117: AL Cherry Lane – may have bed open tomorrow<br>4/18: ID consulted – Abx zosyn, path pending<br>- restart coumadin<br>4/21 : waiting for bed<br>Care notes:<br>NWB<br>Hx: afib, DM<br>EDD: TBD end ath & lacement | |

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)

    Page 1 of 2 Printed by Wesla Taylor on 4/24/26 2:45 PM

    Recognize Cues (Assessment) Identify all relevant subjective (0-10 points) and objective assessment information related to the client's condition (0-10 points)

    20 possible points (20%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) Analyze Cues (Analysis)- Form hypotheses
    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)Based upon assessment information, identify, and prioritize the top 3 client problems. In
    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)other words, which 3 assessment findings are of immediate concern? (0-9 points) Below each client problem, determine and enter 2 relevant assessment information that supports the identified client problem. (0-9 points)

    18 possible points (18%)

    . Prioritize Hypotheses (Analysis) Identify with rationale the assessment findings that the
    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)nurse should address first (0-6 points) State priority framework used for the identification (0-3) and rationale for choice (0-3 points)

    12 possible points (12%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement) Generate Solutions (Planning) What is the desirable client outcome(s)? State 2 outcomes (0-4 points) Identify 3 possible nursing interventions that can be done for the prioritized problem. (0-9 points) State rationale for each intervention (0-3 points) SMART

    criteria met for outcomes and interventions (O4 points)

    20 possible points (20%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)Take Action (Implementation) Prioritize with rationales the 3 actions the nurse should take to address the priority assessment finding? (0-9 points) What 2 client factors must you consider when making this decision? (0-4 points) How should the intervention(s) be accomplished (performed, requested, administered, communicated, taught, documented, etc.)? (0-5 points)

    18 possible points (18%)

    ![](https://www.sweetstudy.com/questions/clinical-patient-clinical-judgement)Evaluate Outcomes (Evaluation) – Outcome met with qualifying statement (0-3 points) Outcome partially met with qualifying statement (0-3 points) -Outcome not met with qualifying statement (0-3 points) What additional interventions or assessments should the nurse implement if expected outcome(s) are partially met or not met? (0-3 points)

    12 possible points (12%)

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  • [Solved] Can you help me with this by tomorrow ?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## POElastweekRequirements.docx **## POElastweekRequirements.docx** Required Resources Read/review the following resources for this activity: · Textbook: Chapter 13 · Lesson · [Narrated PowerPoint TutorialLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentR…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## POElastweekRequirements.docx

    **## POElastweekRequirements.docx**

    Required Resources

    Read/review the following resources for this activity:

    · Textbook: Chapter 13

    · Lesson

    ·
    [Narrated PowerPoint TutorialLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/SitePages/Office365–PowerPoint.aspx) (Make sure to review this tutorial before you begin recording.)

    Introduction

    In this session, you have been considering moral-ethical dilemmas you yourself faced or that you know of that you either resolved or failed to resolve, but hopefully learned from. You may never have given much thought to ethical theory nor what ethical premises/paradigms you have unconsciously held.

    You will be focusing on this case for this assignment:

    Jane Doe is a nursing student at University X. Jane is in week eight of a course entitled: "Introduction to Ethics".

    For the week one discussion, Jane copied work done by her friend John Doe in the same class two months ago (with a different professor). John told Jane it was okay to use his work as John's professor never checked any work in the class using Turnitin.com. John claimed to have earned an A on the work also.

    In week two, Jane went to StudentPapering.com and paid ten dollars for a week two essay done by a student (not John Doe) who took the same course four months ago. StudentPapering promises that all its archived work is of excellent quality and cannot be detected as copied. Jane then uploaded an exact copy of the work for the week two assignment.

    In week three, Jane paid a worker at PaperingStudent.com ten dollars to write for Jane a brand new essay after Jane shared with the worker the essay assignment instructions.

    In week four, Jane relied on her knowledge of Esperanto. She felt pressed for time and found an article by a professor from Esperanto on the week four topic. She translated Esperanto into English using Moogle Translate, and the translated text served as her week four paper.

    In week five, Jane was running late again. Jane purposely uploaded a blank paper hoping that she would later claim it was an innocent mistake and not be assessed a late penalty. In a previous course on History, she had done the same (with an earlier paper from the History class rather than simply a blank) and had not seen any late penalty assessed.

    In week six, Jane took work she did in a nursing course from a year ago and submitted that for her discussion posting in her current class. She simply copied and pasted the work she had labored intensively on a year ago (even though University X forbids this practice as 'self-plagiarism'). Jane was confident her Nursing instructor never checked that work using Turnitin.com or another method.

    In week seven, Jane copied work found at ChatGPT for the paper. Jane did not use any quotation marks or other documentation to show the text was from artificial intelligence and not by Jane.

    Since Jane's Ethics professor did not check papers and posting for any issues by using Turnitin.com or another method, the professor graded all of Jane's work unaware of Jane's actions throughout the weeks of the class. Jane feels her actions are morally justified both because her economic situation requires her to work too much to devote time to school (although other students are well-off enough to have such time) and her religion forbids cheating, but Jane ignores her religion's teachings.

    Instructions

    Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit
    **both** of the following:

    · A written reflection

    · An oral presentation using a PowerPoint narrated slide show.

    For the written reflection, address Jane Doe's and respond to the following:

    · Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?

    · Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.

    · Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological principles, and/or a theory of justice to deal with students like  Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status).

    For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course.

    · Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions.

    · Should health care workers be required to take a course in Ethics? Why or why not

    Requirements

    **Writing Requirements**

    · Length: 2-3 pages (not including title page or references page)

    · 1-inch margins

    · Double spaced

    · 12-point Times New Roman font

    · Title page

    · References page (minimum of 2 scholarly sources)

    **Presentation Requirements**

    · Length: 2-3 minutes

    **## POElastweekRequirements.docx**

    Required Resources

    Read/review the following resources for this activity:

    · Textbook: Chapter 13

    · Lesson

    ·
    [Narrated PowerPoint TutorialLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/SitePages/Office365–PowerPoint.aspx) (Make sure to review this tutorial before you begin recording.)

    Introduction

    In this session, you have been considering moral-ethical dilemmas you yourself faced or that you know of that you either resolved or failed to resolve, but hopefully learned from. You may never have given much thought to ethical theory nor what ethical premises/paradigms you have unconsciously held.

    You will be focusing on this case for this assignment:

    Jane Doe is a nursing student at University X. Jane is in week eight of a course entitled: "Introduction to Ethics".

    For the week one discussion, Jane copied work done by her friend John Doe in the same class two months ago (with a different professor). John told Jane it was okay to use his work as John's professor never checked any work in the class using Turnitin.com. John claimed to have earned an A on the work also.

    In week two, Jane went to StudentPapering.com and paid ten dollars for a week two essay done by a student (not John Doe) who took the same course four months ago. StudentPapering promises that all its archived work is of excellent quality and cannot be detected as copied. Jane then uploaded an exact copy of the work for the week two assignment.

    In week three, Jane paid a worker at PaperingStudent.com ten dollars to write for Jane a brand new essay after Jane shared with the worker the essay assignment instructions.

    In week four, Jane relied on her knowledge of Esperanto. She felt pressed for time and found an article by a professor from Esperanto on the week four topic. She translated Esperanto into English using Moogle Translate, and the translated text served as her week four paper.

    In week five, Jane was running late again. Jane purposely uploaded a blank paper hoping that she would later claim it was an innocent mistake and not be assessed a late penalty. In a previous course on History, she had done the same (with an earlier paper from the History class rather than simply a blank) and had not seen any late penalty assessed.

    In week six, Jane took work she did in a nursing course from a year ago and submitted that for her discussion posting in her current class. She simply copied and pasted the work she had labored intensively on a year ago (even though University X forbids this practice as 'self-plagiarism'). Jane was confident her Nursing instructor never checked that work using Turnitin.com or another method.

    In week seven, Jane copied work found at ChatGPT for the paper. Jane did not use any quotation marks or other documentation to show the text was from artificial intelligence and not by Jane.

    Since Jane's Ethics professor did not check papers and posting for any issues by using Turnitin.com or another method, the professor graded all of Jane's work unaware of Jane's actions throughout the weeks of the class. Jane feels her actions are morally justified both because her economic situation requires her to work too much to devote time to school (although other students are well-off enough to have such time) and her religion forbids cheating, but Jane ignores her religion's teachings.

    Instructions

    Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit
    **both** of the following:

    · A written reflection

    · An oral presentation using a PowerPoint narrated slide show.

    For the written reflection, address Jane Doe's and respond to the following:

    · Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?

    · Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.

    · Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological principles, and/or a theory of justice to deal with students like  Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status).

    For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course.

    · Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions.

    · Should health care workers be required to take a course in Ethics? Why or why not

    Requirements

    **Writing Requirements**

    · Length: 2-3 pages (not including title page or references page)

    · 1-inch margins

    · Double spaced

    · 12-point Times New Roman font

    · Title page

    · References page (minimum of 2 scholarly sources)

    **Presentation Requirements**

    · Length: 2-3 minutes

  • [Solved] home work

    ✓ Verified Academic Solution Available

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    **files (1)** – ## DLV4.docx **## DLV4.docx** 2 **Competency** Differentiate learning principles. **Scenario** In your pre-observation conversation with Dr. Lydia, she shares with you her learning assessment strategy. Dr. Lydia plans to test her students heavily with at least one high-stakes multipl…

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    **files (1)**

    – ## DLV4.docx

    **## DLV4.docx**

    2

    **Competency**

    Differentiate learning principles.

    **Scenario**

    In your pre-observation conversation with Dr. Lydia, she shares with you her learning assessment strategy. Dr. Lydia plans to test her students heavily with at least one high-stakes multiple-choice assessment per week. After this conversation with Dr. Lydia, you decide to make a presentation to all the new instructors at the next faculty meeting about learning principles.

    **Instructions**

    In a PowerPoint presentation, differentiate between learning principles to ensure valid and reliable assessment of learning. Include the following topics:

    · The definitions of valid assessment and reliable assessment and why both are important in learning and its measurement.

    · Externally motivating factors for participation, such as rewards and consequences. Can these be helpful or harmful to learning?

    · Exam preparation versus application of information to the learners' real world. What are the benefits of each? Is there a wrong approach?

    · Active and collaborative learning experiences. How is it helpful and how can its absence be harmful to learning?

    **## DLV4.docx**

    2

    **Competency**

    Differentiate learning principles.

    **Scenario**

    In your pre-observation conversation with Dr. Lydia, she shares with you her learning assessment strategy. Dr. Lydia plans to test her students heavily with at least one high-stakes multiple-choice assessment per week. After this conversation with Dr. Lydia, you decide to make a presentation to all the new instructors at the next faculty meeting about learning principles.

    **Instructions**

    In a PowerPoint presentation, differentiate between learning principles to ensure valid and reliable assessment of learning. Include the following topics:

    · The definitions of valid assessment and reliable assessment and why both are important in learning and its measurement.

    · Externally motivating factors for participation, such as rewards and consequences. Can these be helpful or harmful to learning?

    · Exam preparation versus application of information to the learners' real world. What are the benefits of each? Is there a wrong approach?

    · Active and collaborative learning experiences. How is it helpful and how can its absence be harmful to learning?

  • [Solved] Home work

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    **files (1)** – ## Deliverablethree.docx **## Deliverablethree.docx** 2 **Competency** Analyze leadership and management principles that guide supervision of nursing care. **Scenario** You are assigned to present at the annual staff training on leadership skills of a transformational leader. This wi…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Deliverablethree.docx

    **## Deliverablethree.docx**

    2

    **Competency**

    Analyze leadership and management principles that guide supervision of nursing care.

    **Scenario**

    You are assigned to present at the annual staff training on leadership skills of a transformational leader. This will entail the development of a training module that reflects your understanding and application of transformational leadership to the role of a nursing supervisor. As a transformational leader, you need to have a clear understanding of the principles to guide nursing care. Consider the leadership and management principles from your nursing experiences that guide supervision. As part of the training, you will be discussing delegation, supervision, and prioritization of nursing care.

    **Instructions**

    Create a presentation with notes for the annual staff training to include the following:

    · Describe the leadership and management principles needed to develop transformational leadership skills.

    · Explain how to effectively delegate, supervise, and prioritize nursing care to improve client outcomes.

    · Outline methods to assure staff involvement in the training.

    · Include an evaluation tool for the training session.

    · Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

    · Identify evidence from the literature to support how each technology has been shown to impact patient outcomes.

    **## Deliverablethree.docx**

    2

    **Competency**

    Analyze leadership and management principles that guide supervision of nursing care.

    **Scenario**

    You are assigned to present at the annual staff training on leadership skills of a transformational leader. This will entail the development of a training module that reflects your understanding and application of transformational leadership to the role of a nursing supervisor. As a transformational leader, you need to have a clear understanding of the principles to guide nursing care. Consider the leadership and management principles from your nursing experiences that guide supervision. As part of the training, you will be discussing delegation, supervision, and prioritization of nursing care.

    **Instructions**

    Create a presentation with notes for the annual staff training to include the following:

    · Describe the leadership and management principles needed to develop transformational leadership skills.

    · Explain how to effectively delegate, supervise, and prioritize nursing care to improve client outcomes.

    · Outline methods to assure staff involvement in the training.

    · Include an evaluation tool for the training session.

    · Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

    · Identify evidence from the literature to support how each technology has been shown to impact patient outcomes.

  • [Solved] wk10

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    complete is discussion post following the instructions and rubric attached. please reach out with questions **files (1)** – ## wk10discussion.docx **## wk10discussion.docx** 2 **Instructions:** **Post** a response to the following prompts: · Evaluate a DNP QI project that used a mixed methods approa…

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    Assignment Prompt & Instructions

    complete is discussion post following the instructions and rubric attached. please reach out with questions

    **files (1)**

    – ## wk10discussion.docx

    **## wk10discussion.docx**

    2

    **Instructions:**

    **Post** a response to the following prompts:

    · Evaluate a DNP QI project that used a mixed methods approach (choose from the list). (You can choose Rampersad, source is placed below)

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    REQUIRED SOURCES:

    · Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adults\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

    · Frazier, M. C. (2023).
    [Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872)(Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Rampersad, M. (2023).
    [Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/

    · Document:
    Simons, A. (2023).
    [Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326/download?download_frd=1). Walden University.

    Rubric:

    | | | |
    | — | — | — |
    | NURS_8211_Week10_Discussion_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) | **20 to >19.0 ptsExcellent**• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.<br> <br>**19 to >15.0 ptsGood**• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.<br> <br>**15 to >12.0 ptsFair**• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.<br> <br>**12 to >0 ptsPoor**• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries. | 20 pts |
    | This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) | **30 to >29.0 ptsExcellent** Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**29 to >23.0 ptsGood** Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**23 to >18.0 ptsFair** Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.<br> <br>**18 to >0 ptsPoor** Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. | |

    **## wk10discussion.docx**

    2

    **Instructions:**

    **Post** a response to the following prompts:

    · Evaluate a DNP QI project that used a mixed methods approach (choose from the list). (You can choose Rampersad, source is placed below)

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    REQUIRED SOURCES:

    · Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adults\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

    · Frazier, M. C. (2023).
    [Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872)(Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Rampersad, M. (2023).
    [Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/

    · Document:
    Simons, A. (2023).
    [Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326/download?download_frd=1). Walden University.

    Rubric:

    | | | |
    | — | — | — |
    | NURS_8211_Week10_Discussion_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) | **20 to >19.0 ptsExcellent**• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.<br> <br>**19 to >15.0 ptsGood**• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.<br> <br>**15 to >12.0 ptsFair**• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.<br> <br>**12 to >0 ptsPoor**• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries. | 20 pts |
    | This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) | **30 to >29.0 ptsExcellent** Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**29 to >23.0 ptsGood** Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**23 to >18.0 ptsFair** Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.<br> <br>**18 to >0 ptsPoor** Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. | |

  • [Solved] week 8 response 2

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    add information, disagree 2 PARAGRAPHS include references and in text citation see attachment – [\ \ week8response2.pdf](https://www.sweetstudy.com/files/week8response2-pdf-10539347 "week8response2.pdf")

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    add information, disagree

    2 PARAGRAPHS

    include references and in text citation

    see attachment

    – [\
    \
    week8response2.pdf](https://www.sweetstudy.com/files/week8response2-pdf-10539347 "week8response2.pdf")

  • [Solved] week 8 response 1

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    add information, disagree 2 PARAGRAPHS include references and in text citation see attachment – [\ \ week8Response1.pdf](https://www.sweetstudy.com/files/week8response1-pdf "week8Response1.pdf")

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    add information, disagree

    2 PARAGRAPHS

    include references and in text citation

    see attachment

    – [\
    \
    week8Response1.pdf](https://www.sweetstudy.com/files/week8response1-pdf "week8Response1.pdf")

  • [Solved] Project Measurement

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    In-depth study guidance and analytical solution covering Project Measurement.

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

  • [Solved] professional nursing PowerPoints

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    **files (1)** – ## FrancisKanu.docx **## FrancisKanu.docx** PowerPoint APA STLYE Describe the historical and contemporary factors that have influenced the development of ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)professional nursing ![](https://www.sweetstudy.com/ques…

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    **files (1)**

    – ## FrancisKanu.docx

    **## FrancisKanu.docx**

    PowerPoint APA STLYE

    Describe the historical and contemporary factors that have influenced the development of
    ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)professional nursing
    ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)

    A. Overview of the nurse (Origin)
    ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)

    B. Describe history or roles/ career of RN, Past and present.

    C. Explain history of evidence base practice, clinical experience and critical thinking (past and present)

    D. Describe healthy physiological and physiological responses in patient relation to rest and sleep, stress and adaption, loss, grief, dying and spirituality. (How has these feelings influenced nurses in the past and today) E. How nursing has evolved today.

    PowerPoint APA STLYE

    1

    Evaluation of Undergraduate Student Presentations RUB

    | | | | | |
    | — | — | — | — | — |
    | | CRITERIA | | Earned | COMMENTS |
    | A. | Content and Thought<br>1) Identifies learning outcomes that are measurable.<br>2) Provides an outline and references<br>3) Presents content in a logical and organized manner.<br>4) Presents accurate content.<br>5) Includes relevant references.<br>6) Incorporates theoretical concepts appropriately 7) Summarizes and synthesizes ideas. | 40 | | |
    | B. | Organization<br>l) Presents the purpose. 2) Presents in logical order.<br>3) Transitions occur between thoughts.<br>4) Subsections reflect the main idea. | 20 | | |
    | C. | P.rofessional Style<br>1) Uses correct grammar.<br>2) Uses professional vocabulary.<br>3) Speaks in a clear, audible and distinct voice (audio)<br>4) Content on slides clear and organized<br>5) Uses appropriate nonverbal communication. | 20 | | |
    | D. | Presentation Strategies<br>1) Uses a variety of strategies, for example:<br>a. Question and answer<br>b. Videotapes or films<br>c. Case studies<br>d. Demonstrations / Hands on<br>e. Gaming Activities<br>f. Skits / Role-playing<br>2) Changes or modifies techniques depending on audience response.<br>3) Incorporates appropriate audio-visual or computer technology, for example:<br>a. Overheads<br>b. PowerPoint | 20 | | |

    Faculty Signature:

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    ## image3.jpg

    **## FrancisKanu.docx**

    PowerPoint APA STLYE

    Describe the historical and contemporary factors that have influenced the development of
    ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)professional nursing
    ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)

    A. Overview of the nurse (Origin)
    ![](https://www.sweetstudy.com/questions/professional-nursing-powerpoints)

    B. Describe history or roles/ career of RN, Past and present.

    C. Explain history of evidence base practice, clinical experience and critical thinking (past and present)

    D. Describe healthy physiological and physiological responses in patient relation to rest and sleep, stress and adaption, loss, grief, dying and spirituality. (How has these feelings influenced nurses in the past and today) E. How nursing has evolved today.

    PowerPoint APA STLYE

    1

    Evaluation of Undergraduate Student Presentations RUB

    | | | | | |
    | — | — | — | — | — |
    | | CRITERIA | | Earned | COMMENTS |
    | A. | Content and Thought<br>1) Identifies learning outcomes that are measurable.<br>2) Provides an outline and references<br>3) Presents content in a logical and organized manner.<br>4) Presents accurate content.<br>5) Includes relevant references.<br>6) Incorporates theoretical concepts appropriately 7) Summarizes and synthesizes ideas. | 40 | | |
    | B. | Organization<br>l) Presents the purpose. 2) Presents in logical order.<br>3) Transitions occur between thoughts.<br>4) Subsections reflect the main idea. | 20 | | |
    | C. | P.rofessional Style<br>1) Uses correct grammar.<br>2) Uses professional vocabulary.<br>3) Speaks in a clear, audible and distinct voice (audio)<br>4) Content on slides clear and organized<br>5) Uses appropriate nonverbal communication. | 20 | | |
    | D. | Presentation Strategies<br>1) Uses a variety of strategies, for example:<br>a. Question and answer<br>b. Videotapes or films<br>c. Case studies<br>d. Demonstrations / Hands on<br>e. Gaming Activities<br>f. Skits / Role-playing<br>2) Changes or modifies techniques depending on audience response.<br>3) Incorporates appropriate audio-visual or computer technology, for example:<br>a. Overheads<br>b. PowerPoint | 20 | | |

    Faculty Signature:

    ## image1.jpg

    ## image2.jpg

    ## image3.jpg

  • [Solved] 509 week 1 Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. This week, you will consider assessment questions and appropriate interventions related to social determinants of health. Healthy physical, social, and economic environments s…

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    Assignment Prompt & Instructions

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

    This week, you will consider assessment questions and appropriate interventions related to social determinants of health. Healthy physical, social, and economic environments strengthen the potential to achieve health and well-being. The nurse practitioner (NP) must assess all facets of clients’ health during a comprehensive health history. Identify the assigned topics listed by the first letter of your first name. For example, if your first name is Gilda then your assigned topic is education access and quality. Select an objective related to your assigned social determinant from the Healthy People website.

    **First Letter of Your First NameTopic :** [Health care access and qualit](https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/health-care-access-and-quality) y (https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/health-care-access-and-quality)

    Complete the following requirements:

    1. **Application of Course Knowledge:**Answer all questions/criteria with explanations and detail.

    1. Correctly identify your assigned social determinant. Briefly define the determinant and describe how it impacts healthcare outcomes.
    2. Select an objective related to your assigned social determinant from the Healthy People website linked above. Identify the status of the objective and the population to whom the objective applies.
    3. Provide at least three appropriate questions related to the chosen objective that the NP could incorporate into the health history and interview to assess the client and family.
    4. Identify at least two online, national, or local resources and explain how the resources could help meet the chosen objective for at-risk clients or families.
    2. **Integration of Evidence:**Integrate relevant scholarly sources as defined by program expectations.

    1. Cite a scholarly source in the initial post.
    2. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
    3. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.

    1. **Professionalism in Communication:** Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
    2. **Reference Citation:** Use current APA format to format citations and references and is free of errors.

    Please provide AI and Similarity report.