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  • [Solved] Mental Status-WEEK 3

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    ## Mental Status – a month ago **files (6)** – ## Module3-ASSIGNMENT.docx – MSEtemplate.docx – PsychiatricEvaluationTemplate.docx – PsychiatricReviewofSystems.docx – Table_1-7_Psychiatric_Repor-pg25.pdf – Wheeler_Chapter_3_pp_105-145.pdf **## Module3-ASSIGNMENT.docx** **Directions:** Watch th…

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    Assignment Prompt & Instructions

    ## Mental Status

    – a month ago

    **files (6)**

    – ## Module3-ASSIGNMENT.docx

    – MSEtemplate.docx
    – PsychiatricEvaluationTemplate.docx
    – PsychiatricReviewofSystems.docx
    – Table_1-7_Psychiatric_Repor-pg25.pdf
    – Wheeler_Chapter_3_pp_105-145.pdf

    **## Module3-ASSIGNMENT.docx**

    **Directions:**

    Watch the attached video of the mental status exam (MSE) between a psychiatric provider and a depressed patient. Use the
    **MSE template** **attachment provided** to document your findings.
    **NOTE: be as detailed as possible!** _i. e. patient appears to have good hygiene "as evidenced by presenting in clean and appropriate clothing and does not emit body odor";  patient is calm and relaxed  "as evidenced by…";_ **DO NOT USE any abbreviations such as  "A/O x'3"… that is NOT acceptable**. Please use full sentences and "as evidenced by" in your findings.

    **Also, reflect on the process, considering how it enhanced your understanding of the MSE in a separate paragraph.**

    Use full APA 7th edition format;
    **Minimum of 5 references**

    **Mental Status Exam**

    **(Follow Kaplan and Sadock template on p. 25)**

    **Please see the rubric for details.**

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    1. Boland, R. J., Verduin, M. L., & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (12th ed.). Lippincott Williams & Wilkins.
    **Ch. 1 p. 1-89**

    2. Wheeler, Kathleen (2022). Psychotherapy for the advanced practice psychiatric nurse: a how-to guide for evidence-based practice (4th ed.). New York, NY: Springer Publishing Company LLC.
    **Wheeler, Ch. 3, pp. 105-145**

    3. Carlat, D. J. (2026). The psychiatric interview (5th ed.). Lippincott Williams & Wilkins.
    **Ch 1-4, pp. 15-35.**

    [https://youtu.be/5fK3IDR-Rp8?si=YhyKOyVslkiRASFs](https://youtu.be/5fK3IDR-Rp8?si=YhyKOyVslkiRASFs)

    transcript:

    **Intro**

    0:03

    [Music]

    **Background**

    0:18

    hello I'm Jade I'm one of the doctors

    **Opening consultation**

    0:21

    from the Psychiatry team

    0:23

    can I please just check your name and

    0:25

    date of birth

    0:27

    um it's it's

    0:29

    um Jane

    **Appearance, Behavior & Speech**

    0:32

    Jane Sheraton and um

    0:36

    it's the 3rd of May

    0:39

    68. okay

    0:42

    and I've been told that you've come into

    0:44

    hospital because one of your friends was

    0:46

    worried about your mental health is that

    0:48

    right

    **Mood & Affect**

    0:50

    yeah yeah

    0:52

    could you tell me a bit about how you've

    0:54

    been feeling

    0:57

    it's very really sad

    1:02

    just

    1:04

    just sad

    1:08

    how long has that been going on for

    1:11

    foreign

    1:12

    a few weeks now

    1:17

    so anything in particular that's been

    1:19

    going on recently

    1:24

    so I I am

    1:27

    I lost my job

    1:32

    you really love that

    1:37

    that sounds really really difficult it

    1:40

    was it is it's really hard

    1:46

    I guess you know that all sounds like a

    1:48

    lot going on

    1:51

    if you've been able to kind of do

    1:53

    anything you enjoy

    1:56

    I I don't do anything any I I don't

    2:01

    enjoy anything I

    2:05

    don't do anything I don't do anything

    2:08

    anymore

    2:12

    it's done

    2:16

    I just

    2:18

    cry I just can't stop crying I just

    2:22

    hmm

    2:25

    kind of things would you have done

    2:26

    before

    2:31

    damn

    2:34

    I don't see friends

    2:38

    I I don't really I don't

    2:42

    I don't have really friends now

    2:49

    I

    2:50

    um I'd quite right

    2:52

    go running but I just don't come can't

    2:56

    don't

    2:58

    just don't have don't have any one or

    3:03

    don't do anything

    3:07

    hey

    3:08

    I hope you've been sleeping

    3:12

    oh

    3:14

    I just slipped really bad because I am

    3:19

    I just keep waking up just

    3:24

    just waking up and just

    3:27

    thinking about

    3:30

    how

    3:32

    how bad I am I've done

    3:35

    I've let I've let so many people down I

    3:39

    just I can't sleep

    3:43

    just let lots of people

    3:45

    [Music]

    3:47

    okay why is everything

    3:54

    I I've lost my job it must be my fault

    3:58

    I've I've left I left the team down and

    4:05

    it's really let my son down

    4:09

    because I

    4:11

    I I have

    4:15

    I've got no more money now and I I

    4:19

    just really want to pay for him

    4:24

    you know for University and I I'm just a

    4:28

    really bad mum because I just can't I

    4:30

    can't afford to no I haven't got a job

    4:36

    just in terms of with the way that

    4:39

    you've been feeling and everything

    4:40

    that's been going on have you been

    4:42

    managing to look after yourself

    4:46

    I just can't

    4:47

    it

    4:49

    just don't see the point

    4:53

    have you been eating

    4:56

    no

    5:00

    no just some mum

    5:05

    it's a bit of toast

    5:08

    oh

    **Risk assessment**

    5:10

    okay

    5:12

    sometimes when people have been dealing

    5:14

    with things like this they might try

    5:16

    drugs or alcohol as a way of coping

    5:19

    is that something that you've tried

    5:23

    no

    5:25

    and things ever felt so bad that you've

    5:29

    thought of harming yourself or ending

    5:32

    your life

    5:36

    okay yes

    5:40

    I'm really sorry I'm really sorry I'm

    5:43

    just okay

    5:44

    I'm sorry I know it's a really difficult

    5:46

    thing no I'm just sorry to waste your

    5:48

    time I'm just not worth helping there'll

    5:51

    be other people there's other people

    5:53

    that you should be helping not me I'm

    5:55

    just not worth it

    5:57

    what is it that you've thought about

    5:59

    doing

    6:01

    well I mean I don't know if I'd actually

    6:04

    do it but I am

    6:05

    I I I I am I but I I've been buying

    6:11

    paracetamols

    6:14

    okay I just don't think things are gonna

    6:18

    get any better I just

    6:21

    I just say

    6:24

    did you made any plans to take those

    6:27

    pills

    6:29

    I

    6:30

    um

    6:34

    I I

    6:35

    I don't want to be here but I I

    6:39

    um

    6:40

    I I don't know if if I would but I am

    6:45

    feel so bad that I just

    6:48

    thought I should let me write a note for

    6:51

    my son or

    6:54

    yeah I did think about checking my wheel

    7:00

    I mean I I don't know if I would do it

    7:02

    but I

    7:06

    I think

    7:08

    is there anything that would stop you

    7:10

    from doing something like that

    7:16

    no I

    7:20

    don't think so because I just don't

    7:23

    think anything's going

    7:25

    to have you had any thoughts about

    7:27

    wanting to harm anyone else at any point

    7:31

    no no

    **Thought**

    7:33

    have you ever been worried that other

    7:36

    people might be able to hear or

    7:39

    interfere with your thoughts at all

    7:42

    no no

    7:44

    or have you ever been worried that

    7:46

    someone might be controlling your

    7:48

    thoughts or what you do

    7:52

    no no okay

    7:54

    and

    **Perception**

    7:56

    to the questions sometimes people have

    7:59

    been feeling the way you do at the

    8:01

    moment they might have seen or heard

    8:04

    kind of abnormal things they can't

    8:06

    explain is that something you've

    8:08

    experienced no no no no no

    **Cognition**

    8:11

    then just a couple questions and

    8:15

    do you do you know where we are right

    8:17

    now

    8:19

    yeah yeah would you be able to tell me

    8:22

    I'm just

    8:23

    with the a e that my friend brought me

    8:27

    to yeah

    8:28

    and

    8:29

    you know roughly what time it is

    8:36

    and can you remember who I am

    8:40

    um I've forgotten your name but yours

    **Insight & Judgement**

    8:41

    that you're the doctor yeah yeah

    8:44

    I think it's possible that the way

    8:46

    you've been feeling recently might be

    8:48

    affecting your thinking

    8:53

    um

    8:55

    I I know I'm I'm depressed

    9:02

    pot

    9:06

    no I died just

    9:09

    things won't get better

    9:12

    is there anything that you think we

    9:14

    could do to help you that might help you

    9:16

    get through this

    9:21

    I just don't think anyone can help

    9:24

    I don't think anyone can

    **Closing consultation**

    9:31

    well thank you very much for speaking to

    9:33

    me today I know that must be really

    9:35

    difficult to talk about

    9:37

    think it'd be best if I go speak with my

    9:40

    team to see what we can do to help you

    9:42

    would that be okay

    **MSE Summary**

    9:46

    you got any questions for me at the

    9:48

    moment

    9:50

    no thanks no no

    9:53

    okay well thank you very much for

    9:55

    speaking to me today today I assessed

    9:58

    Jane Sheraton a 48 year old lady

    10:00

    presenting with low mood and suicidal

    10:03

    ideation on a background of significant

    10:06

    social stresses for the last couple of

    10:08

    weeks she has been struggling with

    10:10

    suicidal ideation and has been

    10:12

    stockpiling paracetamol

    10:14

    she states that her friends and family

    10:16

    would be better off without her on

    10:19

    examination she appeared sad and tearful

    10:22

    with poor eye contact and evidence of

    10:24

    psychomotor retardation Jane's speech

    10:28

    was slow and monotonous she described

    10:31

    her mood as low with evidence of

    10:33

    anhedonia poor concentration and early

    10:36

    morning waking her affect was blunted

    10:40

    Jane described mood congruent cognitions

    10:43

    of hopelessness

    10:45

    burdensomeness and guilt her thoughts

    10:48

    were linear and there was no evidence of

    10:50

    formal thought disorder she denied any

    10:53

    perceptual abnormalities Jane was

    10:55

    oriented to time place and person

    10:58

    Jane demonstrated partial Insight but

    11:01

    she does not believe that her cognitions

    11:03

    of guilt or hopelessness could be

    11:05

    related to a mental health disorder in

    11:08

    terms of risk during reports ongoing

    11:10

    thoughts of suicide with plans to take

    11:13

    paracetamol overdose she is at risk of

    11:15

    self-neglect due to struggling with

    11:18

    self-care she denied any thoughts or

    11:20

    intent to harm others

    11:23

    if you enjoyed this video check out the

    11:25

    geeky Medics collection of over 500 oski

    11:27

    stations and put your Roski skills to

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    the test you can practice with friends

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    create your own study group or team up

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    with another member of the geeky Medics

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    Community with our oski match feature

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    sign up today to access our selection of

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    free oski stations

    11:43

    [Music]

    **MSEtemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msetemplate-docx-10596363)

    **PsychiatricEvaluationTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationtemplate-docx-10596365)

    **PsychiatricReviewofSystems.docx**

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

    **Table_1-7_Psychiatric_Repor-pg25.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/table-1-7-psychiatric-repor-pg25-pdf-10596367)

    **Wheeler_Chapter_3_pp_105-145.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wheeler-chapter-3-pp-105-145-pdf)

    **Wheeler_Chapter_3_pp_105-145.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wheeler-chapter-3-pp-105-145-pdf)

    **## Module3-ASSIGNMENT.docx**

    **Directions:**

    Watch the attached video of the mental status exam (MSE) between a psychiatric provider and a depressed patient. Use the
    **MSE template** **attachment provided** to document your findings.
    **NOTE: be as detailed as possible!** _i. e. patient appears to have good hygiene "as evidenced by presenting in clean and appropriate clothing and does not emit body odor";  patient is calm and relaxed  "as evidenced by…";_ **DO NOT USE any abbreviations such as  "A/O x'3"… that is NOT acceptable**. Please use full sentences and "as evidenced by" in your findings.

    **Also, reflect on the process, considering how it enhanced your understanding of the MSE in a separate paragraph.**

    Use full APA 7th edition format;
    **Minimum of 5 references**

    **Mental Status Exam**

    **(Follow Kaplan and Sadock template on p. 25)**

    **Please see the rubric for details.**

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    1. Boland, R. J., Verduin, M. L., & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (12th ed.). Lippincott Williams & Wilkins.
    **Ch. 1 p. 1-89**

    2. Wheeler, Kathleen (2022). Psychotherapy for the advanced practice psychiatric nurse: a how-to guide for evidence-based practice (4th ed.). New York, NY: Springer Publishing Company LLC.
    **Wheeler, Ch. 3, pp. 105-145**

    3. Carlat, D. J. (2026). The psychiatric interview (5th ed.). Lippincott Williams & Wilkins.
    **Ch 1-4, pp. 15-35.**

    [https://youtu.be/5fK3IDR-Rp8?si=YhyKOyVslkiRASFs](https://youtu.be/5fK3IDR-Rp8?si=YhyKOyVslkiRASFs)

    transcript:

    **Intro**

    0:03

    [Music]

    **Background**

    0:18

    hello I'm Jade I'm one of the doctors

    **Opening consultation**

    0:21

    from the Psychiatry team

    0:23

    can I please just check your name and

    0:25

    date of birth

    0:27

    um it's it's

    0:29

    um Jane

    **Appearance, Behavior & Speech**

    0:32

    Jane Sheraton and um

    0:36

    it's the 3rd of May

    0:39

    68. okay

    0:42

    and I've been told that you've come into

    0:44

    hospital because one of your friends was

    0:46

    worried about your mental health is that

    0:48

    right

    **Mood & Affect**

    0:50

    yeah yeah

    0:52

    could you tell me a bit about how you've

    0:54

    been feeling

    0:57

    it's very really sad

    1:02

    just

    1:04

    just sad

    1:08

    how long has that been going on for

    1:11

    foreign

    1:12

    a few weeks now

    1:17

    so anything in particular that's been

    1:19

    going on recently

    1:24

    so I I am

    1:27

    I lost my job

    1:32

    you really love that

    1:37

    that sounds really really difficult it

    1:40

    was it is it's really hard

    1:46

    I guess you know that all sounds like a

    1:48

    lot going on

    1:51

    if you've been able to kind of do

    1:53

    anything you enjoy

    1:56

    I I don't do anything any I I don't

    2:01

    enjoy anything I

    2:05

    don't do anything I don't do anything

    2:08

    anymore

    2:12

    it's done

    2:16

    I just

    2:18

    cry I just can't stop crying I just

    2:22

    hmm

    2:25

    kind of things would you have done

    2:26

    before

    2:31

    damn

    2:34

    I don't see friends

    2:38

    I I don't really I don't

    2:42

    I don't have really friends now

    2:49

    I

    2:50

    um I'd quite right

    2:52

    go running but I just don't come can't

    2:56

    don't

    2:58

    just don't have don't have any one or

    3:03

    don't do anything

    3:07

    hey

    3:08

    I hope you've been sleeping

    3:12

    oh

    3:14

    I just slipped really bad because I am

    3:19

    I just keep waking up just

    3:24

    just waking up and just

    3:27

    thinking about

    3:30

    how

    3:32

    how bad I am I've done

    3:35

    I've let I've let so many people down I

    3:39

    just I can't sleep

    3:43

    just let lots of people

    3:45

    [Music]

    3:47

    okay why is everything

    3:54

    I I've lost my job it must be my fault

    3:58

    I've I've left I left the team down and

    4:05

    it's really let my son down

    4:09

    because I

    4:11

    I I have

    4:15

    I've got no more money now and I I

    4:19

    just really want to pay for him

    4:24

    you know for University and I I'm just a

    4:28

    really bad mum because I just can't I

    4:30

    can't afford to no I haven't got a job

    4:36

    just in terms of with the way that

    4:39

    you've been feeling and everything

    4:40

    that's been going on have you been

    4:42

    managing to look after yourself

    4:46

    I just can't

    4:47

    it

    4:49

    just don't see the point

    4:53

    have you been eating

    4:56

    no

    5:00

    no just some mum

    5:05

    it's a bit of toast

    5:08

    oh

    **Risk assessment**

    5:10

    okay

    5:12

    sometimes when people have been dealing

    5:14

    with things like this they might try

    5:16

    drugs or alcohol as a way of coping

    5:19

    is that something that you've tried

    5:23

    no

    5:25

    and things ever felt so bad that you've

    5:29

    thought of harming yourself or ending

    5:32

    your life

    5:36

    okay yes

    5:40

    I'm really sorry I'm really sorry I'm

    5:43

    just okay

    5:44

    I'm sorry I know it's a really difficult

    5:46

    thing no I'm just sorry to waste your

    5:48

    time I'm just not worth helping there'll

    5:51

    be other people there's other people

    5:53

    that you should be helping not me I'm

    5:55

    just not worth it

    5:57

    what is it that you've thought about

    5:59

    doing

    6:01

    well I mean I don't know if I'd actually

    6:04

    do it but I am

    6:05

    I I I I am I but I I've been buying

    6:11

    paracetamols

    6:14

    okay I just don't think things are gonna

    6:18

    get any better I just

    6:21

    I just say

    6:24

    did you made any plans to take those

    6:27

    pills

    6:29

    I

    6:30

    um

    6:34

    I I

    6:35

    I don't want to be here but I I

    6:39

    um

    6:40

    I I don't know if if I would but I am

    6:45

    feel so bad that I just

    6:48

    thought I should let me write a note for

    6:51

    my son or

    6:54

    yeah I did think about checking my wheel

    7:00

    I mean I I don't know if I would do it

    7:02

    but I

    7:06

    I think

    7:08

    is there anything that would stop you

    7:10

    from doing something like that

    7:16

    no I

    7:20

    don't think so because I just don't

    7:23

    think anything's going

    7:25

    to have you had any thoughts about

    7:27

    wanting to harm anyone else at any point

    7:31

    no no

    **Thought**

    7:33

    have you ever been worried that other

    7:36

    people might be able to hear or

    7:39

    interfere with your thoughts at all

    7:42

    no no

    7:44

    or have you ever been worried that

    7:46

    someone might be controlling your

    7:48

    thoughts or what you do

    7:52

    no no okay

    7:54

    and

    **Perception**

    7:56

    to the questions sometimes people have

    7:59

    been feeling the way you do at the

    8:01

    moment they might have seen or heard

    8:04

    kind of abnormal things they can't

    8:06

    explain is that something you've

    8:08

    experienced no no no no no

    **Cognition**

    8:11

    then just a couple questions and

    8:15

    do you do you know where we are right

    8:17

    now

    8:19

    yeah yeah would you be able to tell me

    8:22

    I'm just

    8:23

    with the a e that my friend brought me

    8:27

    to yeah

    8:28

    and

    8:29

    you know roughly what time it is

    8:36

    and can you remember who I am

    8:40

    um I've forgotten your name but yours

    **Insight & Judgement**

    8:41

    that you're the doctor yeah yeah

    8:44

    I think it's possible that the way

    8:46

    you've been feeling recently might be

    8:48

    affecting your thinking

    8:53

    um

    8:55

    I I know I'm I'm depressed

    9:02

    pot

    9:06

    no I died just

    9:09

    things won't get better

    9:12

    is there anything that you think we

    9:14

    could do to help you that might help you

    9:16

    get through this

    9:21

    I just don't think anyone can help

    9:24

    I don't think anyone can

    **Closing consultation**

    9:31

    well thank you very much for speaking to

    9:33

    me today I know that must be really

    9:35

    difficult to talk about

    9:37

    think it'd be best if I go speak with my

    9:40

    team to see what we can do to help you

    9:42

    would that be okay

    **MSE Summary**

    9:46

    you got any questions for me at the

    9:48

    moment

    9:50

    no thanks no no

    9:53

    okay well thank you very much for

    9:55

    speaking to me today today I assessed

    9:58

    Jane Sheraton a 48 year old lady

    10:00

    presenting with low mood and suicidal

    10:03

    ideation on a background of significant

    10:06

    social stresses for the last couple of

    10:08

    weeks she has been struggling with

    10:10

    suicidal ideation and has been

    10:12

    stockpiling paracetamol

    10:14

    she states that her friends and family

    10:16

    would be better off without her on

    10:19

    examination she appeared sad and tearful

    10:22

    with poor eye contact and evidence of

    10:24

    psychomotor retardation Jane's speech

    10:28

    was slow and monotonous she described

    10:31

    her mood as low with evidence of

    10:33

    anhedonia poor concentration and early

    10:36

    morning waking her affect was blunted

    10:40

    Jane described mood congruent cognitions

    10:43

    of hopelessness

    10:45

    burdensomeness and guilt her thoughts

    10:48

    were linear and there was no evidence of

    10:50

    formal thought disorder she denied any

    10:53

    perceptual abnormalities Jane was

    10:55

    oriented to time place and person

    10:58

    Jane demonstrated partial Insight but

    11:01

    she does not believe that her cognitions

    11:03

    of guilt or hopelessness could be

    11:05

    related to a mental health disorder in

    11:08

    terms of risk during reports ongoing

    11:10

    thoughts of suicide with plans to take

    11:13

    paracetamol overdose she is at risk of

    11:15

    self-neglect due to struggling with

    11:18

    self-care she denied any thoughts or

    11:20

    intent to harm others

    11:23

    if you enjoyed this video check out the

    11:25

    geeky Medics collection of over 500 oski

    11:27

    stations and put your Roski skills to

    11:29

    the test you can practice with friends

    11:31

    create your own study group or team up

    11:34

    with another member of the geeky Medics

    11:36

    Community with our oski match feature

    11:38

    sign up today to access our selection of

    11:41

    free oski stations

    11:43

    [Music]

    **MSEtemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msetemplate-docx-10596363)

    **PsychiatricEvaluationTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationtemplate-docx-10596365)

    **PsychiatricReviewofSystems.docx**

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

    **Table_1-7_Psychiatric_Repor-pg25.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/table-1-7-psychiatric-repor-pg25-pdf-10596367)

    **Wheeler_Chapter_3_pp_105-145.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wheeler-chapter-3-pp-105-145-pdf)

    **## Module3-ASSIGNMENT.docx**

    **Directions:**

    Watch the attached video of the mental status exam (MSE) between a psychiatric provider and a depressed patient. Use the
    **MSE template** **attachment provided** to document your findings.
    **NOTE: be as detailed as possible!** _i. e. patient appears to have good hygiene "as evidenced by presenting in clean and appropriate clothing and does not emit body odor";  patient is calm and relaxed  "as evidenced by…";_ **DO NOT USE any abbreviations such as  "A/O x'3"… that is NOT acceptable**. Please use full sentences and "as evidenced by" in your findings.

    **Also, reflect on the process, considering how it enhanced your understanding of the MSE in a separate paragraph.**

    Use full APA 7th edition format;
    **Minimum of 5 references**

    **Mental Status Exam**

    **(Follow Kaplan and Sadock template on p. 25)**

    **Please see the rubric for details.**

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    1. Boland, R. J., Verduin, M. L., & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (12th ed.). Lippincott Williams & Wilkins.
    **Ch. 1 p. 1-89**

    2. Wheeler, Kathleen (2022). Psychotherapy for the advanced practice psychiatric nurse: a how-to guide for evidence-based practice (4th ed.). New York, NY: Springer Publishing Company LLC.
    **Wheeler, Ch. 3, pp. 105-145**

    3. Carlat, D. J. (2026). The psychiatric interview (5th ed.). Lippincott Williams & Wilkins.
    **Ch 1-4, pp. 15-35.**

    [https://youtu.be/5fK3IDR-Rp8?si=YhyKOyVslkiRASFs](https://youtu.be/5fK3IDR-Rp8?si=YhyKOyVslkiRASFs)

    transcript:

    **Intro**

    0:03

    [Music]

    **Background**

    0:18

    hello I'm Jade I'm one of the doctors

    **Opening consultation**

    0:21

    from the Psychiatry team

    0:23

    can I please just check your name and

    0:25

    date of birth

    0:27

    um it's it's

    0:29

    um Jane

    **Appearance, Behavior & Speech**

    0:32

    Jane Sheraton and um

    0:36

    it's the 3rd of May

    0:39

    68. okay

    0:42

    and I've been told that you've come into

    0:44

    hospital because one of your friends was

    0:46

    worried about your mental health is that

    0:48

    right

    **Mood & Affect**

    0:50

    yeah yeah

    0:52

    could you tell me a bit about how you've

    0:54

    been feeling

    0:57

    it's very really sad

    1:02

    just

    1:04

    just sad

    1:08

    how long has that been going on for

    1:11

    foreign

    1:12

    a few weeks now

    1:17

    so anything in particular that's been

    1:19

    going on recently

    1:24

    so I I am

    1:27

    I lost my job

    1:32

    you really love that

    1:37

    that sounds really really difficult it

    1:40

    was it is it's really hard

    1:46

    I guess you know that all sounds like a

    1:48

    lot going on

    1:51

    if you've been able to kind of do

    1:53

    anything you enjoy

    1:56

    I I don't do anything any I I don't

    2:01

    enjoy anything I

    2:05

    don't do anything I don't do anything

    2:08

    anymore

    2:12

    it's done

    2:16

    I just

    2:18

    cry I just can't stop crying I just

    2:22

    hmm

    2:25

    kind of things would you have done

    2:26

    before

    2:31

    damn

    2:34

    I don't see friends

    2:38

    I I don't really I don't

    2:42

    I don't have really friends now

    2:49

    I

    2:50

    um I'd quite right

    2:52

    go running but I just don't come can't

    2:56

    don't

    2:58

    just don't have don't have any one or

    3:03

    don't do anything

    3:07

    hey

    3:08

    I hope you've been sleeping

    3:12

    oh

    3:14

    I just slipped really bad because I am

    3:19

    I just keep waking up just

    3:24

    just waking up and just

    3:27

    thinking about

    3:30

    how

    3:32

    how bad I am I've done

    3:35

    I've let I've let so many people down I

    3:39

    just I can't sleep

    3:43

    just let lots of people

    3:45

    [Music]

    3:47

    okay why is everything

    3:54

    I I've lost my job it must be my fault

    3:58

    I've I've left I left the team down and

    4:05

    it's really let my son down

    4:09

    because I

    4:11

    I I have

    4:15

    I've got no more money now and I I

    4:19

    just really want to pay for him

    4:24

    you know for University and I I'm just a

    4:28

    really bad mum because I just can't I

    4:30

    can't afford to no I haven't got a job

    4:36

    just in terms of with the way that

    4:39

    you've been feeling and everything

    4:40

    that's been going on have you been

    4:42

    managing to look after yourself

    4:46

    I just can't

    4:47

    it

    4:49

    just don't see the point

    4:53

    have you been eating

    4:56

    no

    5:00

    no just some mum

    5:05

    it's a bit of toast

    5:08

    oh

    **Risk assessment**

    5:10

    okay

    5:12

    sometimes when people have been dealing

    5:14

    with things like this they might try

    5:16

    drugs or alcohol as a way of coping

    5:19

    is that something that you've tried

    5:23

    no

    5:25

    and things ever felt so bad that you've

    5:29

    thought of harming yourself or ending

    5:32

    your life

    5:36

    okay yes

    5:40

    I'm really sorry I'm really sorry I'm

    5:43

    just okay

    5:44

    I'm sorry I know it's a really difficult

    5:46

    thing no I'm just sorry to waste your

    5:48

    time I'm just not worth helping there'll

    5:51

    be other people there's other people

    5:53

    that you should be helping not me I'm

    5:55

    just not worth it

    5:57

    what is it that you've thought about

    5:59

    doing

    6:01

    well I mean I don't know if I'd actually

    6:04

    do it but I am

    6:05

    I I I I am I but I I've been buying

    6:11

    paracetamols

    6:14

    okay I just don't think things are gonna

    6:18

    get any better I just

    6:21

    I just say

    6:24

    did you made any plans to take those

    6:27

    pills

    6:29

    I

    6:30

    um

    6:34

    I I

    6:35

    I don't want to be here but I I

    6:39

    um

    6:40

    I I don't know if if I would but I am

    6:45

    feel so bad that I just

    6:48

    thought I should let me write a note for

    6:51

    my son or

    6:54

    yeah I did think about checking my wheel

    7:00

    I mean I I don't know if I would do it

    7:02

    but I

    7:06

    I think

    7:08

    is there anything that would stop you

    7:10

    from doing something like that

    7:16

    no I

    7:20

    don't think so because I just don't

    7:23

    think anything's going

    7:25

    to have you had any thoughts about

    7:27

    wanting to harm anyone else at any point

    7:31

    no no

    **Thought**

    7:33

    have you ever been worried that other

    7:36

    people might be able to hear or

    7:39

    interfere with your thoughts at all

    7:42

    no no

    7:44

    or have you ever been worried that

    7:46

    someone might be controlling your

    7:48

    thoughts or what you do

    7:52

    no no okay

    7:54

    and

    **Perception**

    7:56

    to the questions sometimes people have

    7:59

    been feeling the way you do at the

    8:01

    moment they might have seen or heard

    8:04

    kind of abnormal things they can't

    8:06

    explain is that something you've

    8:08

    experienced no no no no no

    **Cognition**

    8:11

    then just a couple questions and

    8:15

    do you do you know where we are right

    8:17

    now

    8:19

    yeah yeah would you be able to tell me

    8:22

    I'm just

    8:23

    with the a e that my friend brought me

    8:27

    to yeah

    8:28

    and

    8:29

    you know roughly what time it is

    8:36

    and can you remember who I am

    8:40

    um I've forgotten your name but yours

    **Insight & Judgement**

    8:41

    that you're the doctor yeah yeah

    8:44

    I think it's possible that the way

    8:46

    you've been feeling recently might be

    8:48

    affecting your thinking

    8:53

    um

    8:55

    I I know I'm I'm depressed

    9:02

    pot

    9:06

    no I died just

    9:09

    things won't get better

    9:12

    is there anything that you think we

    9:14

    could do to help you that might help you

    9:16

    get through this

    9:21

    I just don't think anyone can help

    9:24

    I don't think anyone can

    **Closing consultation**

    9:31

    well thank you very much for speaking to

    9:33

    me today I know that must be really

    9:35

    difficult to talk about

    9:37

    think it'd be best if I go speak with my

    9:40

    team to see what we can do to help you

    9:42

    would that be okay

    **MSE Summary**

    9:46

    you got any questions for me at the

    9:48

    moment

    9:50

    no thanks no no

    9:53

    okay well thank you very much for

    9:55

    speaking to me today today I assessed

    9:58

    Jane Sheraton a 48 year old lady

    10:00

    presenting with low mood and suicidal

    10:03

    ideation on a background of significant

    10:06

    social stresses for the last couple of

    10:08

    weeks she has been struggling with

    10:10

    suicidal ideation and has been

    10:12

    stockpiling paracetamol

    10:14

    she states that her friends and family

    10:16

    would be better off without her on

    10:19

    examination she appeared sad and tearful

    10:22

    with poor eye contact and evidence of

    10:24

    psychomotor retardation Jane's speech

    10:28

    was slow and monotonous she described

    10:31

    her mood as low with evidence of

    10:33

    anhedonia poor concentration and early

    10:36

    morning waking her affect was blunted

    10:40

    Jane described mood congruent cognitions

    10:43

    of hopelessness

    10:45

    burdensomeness and guilt her thoughts

    10:48

    were linear and there was no evidence of

    10:50

    formal thought disorder she denied any

    10:53

    perceptual abnormalities Jane was

    10:55

    oriented to time place and person

    10:58

    Jane demonstrated partial Insight but

    11:01

    she does not believe that her cognitions

    11:03

    of guilt or hopelessness could be

    11:05

    related to a mental health disorder in

    11:08

    terms of risk during reports ongoing

    11:10

    thoughts of suicide with plans to take

    11:13

    paracetamol overdose she is at risk of

    11:15

    self-neglect due to struggling with

    11:18

    self-care she denied any thoughts or

    11:20

    intent to harm others

    11:23

    if you enjoyed this video check out the

    11:25

    geeky Medics collection of over 500 oski

    11:27

    stations and put your Roski skills to

    11:29

    the test you can practice with friends

    11:31

    create your own study group or team up

    11:34

    with another member of the geeky Medics

    11:36

    Community with our oski match feature

    11:38

    sign up today to access our selection of

    11:41

    free oski stations

    11:43

    [Music]

    **MSEtemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msetemplate-docx-10596363)

    **PsychiatricEvaluationTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationtemplate-docx-10596365)

    **PsychiatricReviewofSystems.docx**

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

    **Table_1-7_Psychiatric_Repor-pg25.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/table-1-7-psychiatric-repor-pg25-pdf-10596367)

    **Wheeler_Chapter_3_pp_105-145.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wheeler-chapter-3-pp-105-145-pdf)

  • [Solved] Cholera Prevention Action Plan PowerPoint

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    **Cholera Prevention Action Plan PowerPoint** – a month ago **files (2)** – ## module2assignment.docx – ## Module2Assignment-RUBRIC.docx **## module2assignment.docx** **Assignment Description:** **Cholera Prevention Action Plan PowerPoint** Create a PowerPoint presentation that addresses each of the…

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    Assignment Prompt & Instructions

    **Cholera Prevention Action Plan PowerPoint**

    – a month ago

    **files (2)**

    – ## module2assignment.docx

    – ## Module2Assignment-RUBRIC.docx

    **## module2assignment.docx**

    **Assignment Description:**

    **Cholera Prevention Action Plan PowerPoint**

    Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations, including text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

    As a health care provider, you have been asked to travel to the northern region of Peru to implement, evaluate, and sustain a Cholera prevention and monitoring campaign in Spanish among adults and older adults. According to the Cholera Toolkit (link found in additional materials) published by UNICEF, Cholera may be prevented through improved water, sanitation, and hygiene.

    The purpose of this PowerPoint Presentation assignment is to develop an action plan which addresses the implementation, evaluation, and sustainability of a Cholera prevention and monitoring campaign for Peruvian adults and older adults. Please use the following prompts as a guide to develop this presentation:

    · Title slide (1 slide)

    · Discuss access to and use of safe water supply for drinking (1 slide)

    · Describe safe food hygiene practices (1 slide)

    · Develop an advocacy for a sanitation action plan (1 slide)

    · Describe behavior and social change communication and education (1 slide)

    · Explore environmental hygiene (1 slide)

    · Discuss monitoring and sustainability strategies (1 slide)

    · Describe approaches to promote community engagement, coalition building, and establishing trust (1 slide)

    · References (1 slide)

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet

    2. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    **The following specifications are required for this assignment:**

    ·
    **Length:** **10-12 slides**; answers must thoroughly address the questions in a clear, concise manner

    ·
    **Structure:** Title slide and reference slides in APA style.

    · Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.

    ·
    **Use the 7/7 rule for the slide; speaker notes should be detailed and include in-text citations.**

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
    **least five (5) scholarly citations to** support your claims.

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from 2021**
    **to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **Learning Materials**

    Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
    _Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones and Bartlett. Read Chapter 2. (44 pages)

    **Additional Resources**

    American Journal of Epidemiology. (2022).
    [https://academic.oup.com/aje/?login=false](https://academic.oup.com/aje/?login=false)

    American Journal of Public Health. (2022).
    [https://ajph.aphapublications.org/](https://ajph.aphapublications.org/)

    Centers for Disease Control. (2022).
    _Anthrax_.

    [https://www.cdc.gov/anthrax/index.html](https://www.cdc.gov/anthrax/index.html)

    _Epidemiology Training & Resources|Epidemic Intelligence Service CDC_. (n.d.).
    [https://www.cdc.gov/eis/php/about/](https://www.cdc.gov/eis/php/about/)

    Wide-ranging online data for epidemiologic research. (2022).
    _Centers for Disease Control and Prevention_.
    [https://wonder.cdc.gov/](https://wonder.cdc.gov/)

    Cholera Toolkit. (2013). Unicef.
    [https://sites.unicef.org/cholera/Cholera-Toolkit-2013.pdf](https://www.washcluster.net/sites/gwc.com/files/2022-01/Unicef_Cholera%20Toolkit_2013.pdf)

    University of Kansas.
    (n.d.). Community toolbox.
    [https://ctb.ku.edu/en](https://ctb.ku.edu/en)

    International Journal of Epidemiology. (n.d.).
    _Education Corner_.
    [https://academic.oup.com/ije?login=false](https://academic.oup.com/ije?login=false)

    U.S. Department of Health and Human Services. (2022).
    _Healthy People_

    _2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)

    **## Module2Assignment-RUBRIC.docx**

    9/12/26, 1:05 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/12/26, 1:05 AM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate PowerPoint Assignment Rubric v1

    Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    points

    7

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    using APA elements.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/4

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459318/View 1/4

    1/4

    **## Module2Assignment-RUBRIC.docx**

    9/12/26, 1:05 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/12/26, 1:05 AM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate PowerPoint Assignment Rubric v1

    Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    points

    7

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    using APA elements.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/4

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459318/View 1/4

    1/4

    **## module2assignment.docx**

    **Assignment Description:**

    **Cholera Prevention Action Plan PowerPoint**

    Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations, including text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

    As a health care provider, you have been asked to travel to the northern region of Peru to implement, evaluate, and sustain a Cholera prevention and monitoring campaign in Spanish among adults and older adults. According to the Cholera Toolkit (link found in additional materials) published by UNICEF, Cholera may be prevented through improved water, sanitation, and hygiene.

    The purpose of this PowerPoint Presentation assignment is to develop an action plan which addresses the implementation, evaluation, and sustainability of a Cholera prevention and monitoring campaign for Peruvian adults and older adults. Please use the following prompts as a guide to develop this presentation:

    · Title slide (1 slide)

    · Discuss access to and use of safe water supply for drinking (1 slide)

    · Describe safe food hygiene practices (1 slide)

    · Develop an advocacy for a sanitation action plan (1 slide)

    · Describe behavior and social change communication and education (1 slide)

    · Explore environmental hygiene (1 slide)

    · Discuss monitoring and sustainability strategies (1 slide)

    · Describe approaches to promote community engagement, coalition building, and establishing trust (1 slide)

    · References (1 slide)

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet

    2. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    **The following specifications are required for this assignment:**

    ·
    **Length:** **10-12 slides**; answers must thoroughly address the questions in a clear, concise manner

    ·
    **Structure:** Title slide and reference slides in APA style.

    · Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.

    ·
    **Use the 7/7 rule for the slide; speaker notes should be detailed and include in-text citations.**

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
    **least five (5) scholarly citations to** support your claims.

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from 2021**
    **to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **Learning Materials**

    Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
    _Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones and Bartlett. Read Chapter 2. (44 pages)

    **Additional Resources**

    American Journal of Epidemiology. (2022).
    [https://academic.oup.com/aje/?login=false](https://academic.oup.com/aje/?login=false)

    American Journal of Public Health. (2022).
    [https://ajph.aphapublications.org/](https://ajph.aphapublications.org/)

    Centers for Disease Control. (2022).
    _Anthrax_.

    [https://www.cdc.gov/anthrax/index.html](https://www.cdc.gov/anthrax/index.html)

    _Epidemiology Training & Resources|Epidemic Intelligence Service CDC_. (n.d.).
    [https://www.cdc.gov/eis/php/about/](https://www.cdc.gov/eis/php/about/)

    Wide-ranging online data for epidemiologic research. (2022).
    _Centers for Disease Control and Prevention_.
    [https://wonder.cdc.gov/](https://wonder.cdc.gov/)

    Cholera Toolkit. (2013). Unicef.
    [https://sites.unicef.org/cholera/Cholera-Toolkit-2013.pdf](https://www.washcluster.net/sites/gwc.com/files/2022-01/Unicef_Cholera%20Toolkit_2013.pdf)

    University of Kansas.
    (n.d.). Community toolbox.
    [https://ctb.ku.edu/en](https://ctb.ku.edu/en)

    International Journal of Epidemiology. (n.d.).
    _Education Corner_.
    [https://academic.oup.com/ije?login=false](https://academic.oup.com/ije?login=false)

    U.S. Department of Health and Human Services. (2022).
    _Healthy People_

    _2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)

    **## Module2Assignment-RUBRIC.docx**

    9/12/26, 1:05 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/12/26, 1:05 AM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate PowerPoint Assignment Rubric v1

    Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    points

    7

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    using APA elements.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/4

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459318/View 1/4

    1/4

    **## module2assignment.docx**

    **Assignment Description:**

    **Cholera Prevention Action Plan PowerPoint**

    Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations, including text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

    As a health care provider, you have been asked to travel to the northern region of Peru to implement, evaluate, and sustain a Cholera prevention and monitoring campaign in Spanish among adults and older adults. According to the Cholera Toolkit (link found in additional materials) published by UNICEF, Cholera may be prevented through improved water, sanitation, and hygiene.

    The purpose of this PowerPoint Presentation assignment is to develop an action plan which addresses the implementation, evaluation, and sustainability of a Cholera prevention and monitoring campaign for Peruvian adults and older adults. Please use the following prompts as a guide to develop this presentation:

    · Title slide (1 slide)

    · Discuss access to and use of safe water supply for drinking (1 slide)

    · Describe safe food hygiene practices (1 slide)

    · Develop an advocacy for a sanitation action plan (1 slide)

    · Describe behavior and social change communication and education (1 slide)

    · Explore environmental hygiene (1 slide)

    · Discuss monitoring and sustainability strategies (1 slide)

    · Describe approaches to promote community engagement, coalition building, and establishing trust (1 slide)

    · References (1 slide)

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet

    2. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    **The following specifications are required for this assignment:**

    ·
    **Length:** **10-12 slides**; answers must thoroughly address the questions in a clear, concise manner

    ·
    **Structure:** Title slide and reference slides in APA style.

    · Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.

    ·
    **Use the 7/7 rule for the slide; speaker notes should be detailed and include in-text citations.**

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
    **least five (5) scholarly citations to** support your claims.

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from 2021**
    **to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **Learning Materials**

    Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
    _Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones and Bartlett. Read Chapter 2. (44 pages)

    **Additional Resources**

    American Journal of Epidemiology. (2022).
    [https://academic.oup.com/aje/?login=false](https://academic.oup.com/aje/?login=false)

    American Journal of Public Health. (2022).
    [https://ajph.aphapublications.org/](https://ajph.aphapublications.org/)

    Centers for Disease Control. (2022).
    _Anthrax_.

    [https://www.cdc.gov/anthrax/index.html](https://www.cdc.gov/anthrax/index.html)

    _Epidemiology Training & Resources|Epidemic Intelligence Service CDC_. (n.d.).
    [https://www.cdc.gov/eis/php/about/](https://www.cdc.gov/eis/php/about/)

    Wide-ranging online data for epidemiologic research. (2022).
    _Centers for Disease Control and Prevention_.
    [https://wonder.cdc.gov/](https://wonder.cdc.gov/)

    Cholera Toolkit. (2013). Unicef.
    [https://sites.unicef.org/cholera/Cholera-Toolkit-2013.pdf](https://www.washcluster.net/sites/gwc.com/files/2022-01/Unicef_Cholera%20Toolkit_2013.pdf)

    University of Kansas.
    (n.d.). Community toolbox.
    [https://ctb.ku.edu/en](https://ctb.ku.edu/en)

    International Journal of Epidemiology. (n.d.).
    _Education Corner_.
    [https://academic.oup.com/ije?login=false](https://academic.oup.com/ije?login=false)

    U.S. Department of Health and Human Services. (2022).
    _Healthy People_

    _2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)

    **## Module2Assignment-RUBRIC.docx**

    9/12/26, 1:05 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/12/26, 1:05 AM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate PowerPoint Assignment Rubric v1

    Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    points

    7

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    using APA elements.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/4

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459318/View 1/4

    1/4

  • [Solved] Identifying research methodologies

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    you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. – a month ago

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    you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.

    – a month ago

  • [Solved] DNP-IVA PP

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    In a recorded PowerPoint presentation, explain the commonalities and differences of culture care expressions, beliefs, and practices between the Taiwanese and the Chinese cultures. – PowerPoint presentations with 10 slides were clear and easy to read. – Speaker notes expanded upon and clarified cont…

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    In a recorded PowerPoint presentation, explain the commonalities and differences of culture care expressions, beliefs, and practices between the Taiwanese and the Chinese cultures.

    – PowerPoint presentations with 10 slides were clear and easy to read.
    – Speaker notes expanded upon and clarified content on the slides.
    – Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to the APA style (the library has a copy of the APA Manual). .
    – Your assignment may be reviewed using a similarity-checking tool.CANT HAVE MORE THAN 10% PLAGIARISM OR AI TEXT.

    DUE DATE SEPT 16, 2026

    – a month ago

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    no ai no chatgpt must be turned in through turnitin for proof of no ai. – [\ \ IMG_2592.png](https://www.sweetstudy.com/files/img-2592-png-10597599 "IMG_2592.png") – a month ago

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  • [Solved] HOW HAS NURSING INFORMATICS AND TECHNOLOGY IMPACTED YOUR PRACTICE?

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    use the rubrics and address the attached – a month ago **files (2)** – ## HOWHASNURSINGINFORMATICSANDTECHNOLOGYIMPACTEDYOURPRACTICE.docx – ## rubricwk2.docx **## HOWHASNURSINGINFORMATICSANDTECHNOLOGYIMPACTEDYOURPRACTICE.docx** HOW HAS NURSING INFORMATICS AND TECHNOLOGY IMPACTED YOUR PRACTICE? ![A pe…

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    use the rubrics and address the attached

    – a month ago

    **files (2)**

    – ## HOWHASNURSINGINFORMATICSANDTECHNOLOGYIMPACTEDYOURPRACTICE.docx

    – ## rubricwk2.docx

    **## HOWHASNURSINGINFORMATICSANDTECHNOLOGYIMPACTEDYOURPRACTICE.docx**

    HOW HAS NURSING INFORMATICS AND TECHNOLOGY IMPACTED YOUR PRACTICE?

    ![A person looking at an x-ray AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/how-has-nursing-informatics-and-technology-impacted-your-practice-20984779)

    For this Discussion, you will explore the impact of digital technology on nursing practice. Consider the influence these technologies may have on nursing practice, and what skills you might need to hone in on in order to address these needs.

    RESOURCES

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/245176/modules/items/10718391)

    TO PREPARE

    · Consider your nursing background and professional interests as you view the video.

    · What potential skills, knowledge, or competencies to ensure quality of care and safety improvements, might you need to develop for your healthcare organization or nursing practice to ensure continued quality care and safety?

    BY DAY 3 OF WEEK 3

    **Post** a blog to address the following:

    · Explore the pivotal role of informatics competencies in enhancing the quality of care and safety in your nursing practice

    ## image1.jpeg

    **## rubricwk2.docx**

    **NURS_8210_Week3_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8210_Week3_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeMain Posting: Idea and Content (40 points) | **40 to >29.0 ptsExcellent**• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Detailed reply to faculty.<br> <br>**29 to >19.0 ptsGood**• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Appropriate reply to faculty.<br> <br>**19 to >9.0 ptsFair**• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Brief response to faculty with minimal effort.<br> <br>**9 to >0 ptsPoor**• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Fails to respond to faculty inquiries. | 40 pts |
    | This criterion is linked to a Learning OutcomeFirst Response: (30 points) Post to classmate’s main blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The post does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |
    | This criterion is linked to a Learning OutcomeSecond Response: (30 points) Post to second classmate’s blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |

    Total Points: 100

    **## rubricwk2.docx**

    **NURS_8210_Week3_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8210_Week3_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeMain Posting: Idea and Content (40 points) | **40 to >29.0 ptsExcellent**• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Detailed reply to faculty.<br> <br>**29 to >19.0 ptsGood**• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Appropriate reply to faculty.<br> <br>**19 to >9.0 ptsFair**• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Brief response to faculty with minimal effort.<br> <br>**9 to >0 ptsPoor**• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Fails to respond to faculty inquiries. | 40 pts |
    | This criterion is linked to a Learning OutcomeFirst Response: (30 points) Post to classmate’s main blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The post does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |
    | This criterion is linked to a Learning OutcomeSecond Response: (30 points) Post to second classmate’s blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |

    Total Points: 100

    **## HOWHASNURSINGINFORMATICSANDTECHNOLOGYIMPACTEDYOURPRACTICE.docx**

    HOW HAS NURSING INFORMATICS AND TECHNOLOGY IMPACTED YOUR PRACTICE?

    ![A person looking at an x-ray AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/how-has-nursing-informatics-and-technology-impacted-your-practice-20984779)

    For this Discussion, you will explore the impact of digital technology on nursing practice. Consider the influence these technologies may have on nursing practice, and what skills you might need to hone in on in order to address these needs.

    RESOURCES

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/245176/modules/items/10718391)

    TO PREPARE

    · Consider your nursing background and professional interests as you view the video.

    · What potential skills, knowledge, or competencies to ensure quality of care and safety improvements, might you need to develop for your healthcare organization or nursing practice to ensure continued quality care and safety?

    BY DAY 3 OF WEEK 3

    **Post** a blog to address the following:

    · Explore the pivotal role of informatics competencies in enhancing the quality of care and safety in your nursing practice

    ## image1.jpeg

    **## rubricwk2.docx**

    **NURS_8210_Week3_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8210_Week3_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeMain Posting: Idea and Content (40 points) | **40 to >29.0 ptsExcellent**• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Detailed reply to faculty.<br> <br>**29 to >19.0 ptsGood**• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Appropriate reply to faculty.<br> <br>**19 to >9.0 ptsFair**• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Brief response to faculty with minimal effort.<br> <br>**9 to >0 ptsPoor**• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Fails to respond to faculty inquiries. | 40 pts |
    | This criterion is linked to a Learning OutcomeFirst Response: (30 points) Post to classmate’s main blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The post does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |
    | This criterion is linked to a Learning OutcomeSecond Response: (30 points) Post to second classmate’s blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |

    Total Points: 100

    **## HOWHASNURSINGINFORMATICSANDTECHNOLOGYIMPACTEDYOURPRACTICE.docx**

    HOW HAS NURSING INFORMATICS AND TECHNOLOGY IMPACTED YOUR PRACTICE?

    ![A person looking at an x-ray AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/how-has-nursing-informatics-and-technology-impacted-your-practice-20984779)

    For this Discussion, you will explore the impact of digital technology on nursing practice. Consider the influence these technologies may have on nursing practice, and what skills you might need to hone in on in order to address these needs.

    RESOURCES

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/245176/modules/items/10718391)

    TO PREPARE

    · Consider your nursing background and professional interests as you view the video.

    · What potential skills, knowledge, or competencies to ensure quality of care and safety improvements, might you need to develop for your healthcare organization or nursing practice to ensure continued quality care and safety?

    BY DAY 3 OF WEEK 3

    **Post** a blog to address the following:

    · Explore the pivotal role of informatics competencies in enhancing the quality of care and safety in your nursing practice

    ## image1.jpeg

    **## rubricwk2.docx**

    **NURS_8210_Week3_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8210_Week3_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeMain Posting: Idea and Content (40 points) | **40 to >29.0 ptsExcellent**• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Detailed reply to faculty.<br> <br>**29 to >19.0 ptsGood**• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Appropriate reply to faculty.<br> <br>**19 to >9.0 ptsFair**• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Brief response to faculty with minimal effort.<br> <br>**9 to >0 ptsPoor**• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Fails to respond to faculty inquiries. | 40 pts |
    | This criterion is linked to a Learning OutcomeFirst Response: (30 points) Post to classmate’s main blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The post does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |
    | This criterion is linked to a Learning OutcomeSecond Response: (30 points) Post to second classmate’s blog post shows evidence of insight, understanding, or reflective thought about the topic. | **30 to >21.0 ptsExcellent**• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.<br> <br>**21 to >12.0 ptsGood**• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.<br> <br>**12 to >4.0 ptsFair**• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.<br> <br>**4 to >0 ptsPoor**• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The does not stimulate dialogue or connect with the classmate. • Posts on same day. | 30 pts |

    Total Points: 100

  • [Solved] Nursing

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    I need help with nursing homework – a month ago

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    Assignment Prompt & Instructions

    I need help with nursing homework

    – a month ago

  • [Solved] Assessment40504

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    Please see attached for instructions – a month ago **files (2)** – ## Assessment40504.docx – ## NURS-FPX4050_BarreroAdailys_Assessment1_Attempt1.docx **## Assessment40504.docx** For this assessment: · Build on the preliminary plan, developed in Assessment 1 ( **See attached for assessment 1 compl…

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    Assignment Prompt & Instructions

    Please see attached for instructions

    – a month ago

    **files (2)**

    – ## Assessment40504.docx

    – ## NURS-FPX4050_BarreroAdailys_Assessment1_Attempt1.docx

    **## Assessment40504.docx**

    For this assessment:

    · Build on the preliminary plan, developed in Assessment 1 (
    **See attached for assessment 1 completed**), to complete a comprehensive care coordination plan.

    **Document Format and Length**

    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.

    **Supporting Evidence**

    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

    **Grading Requirements**

    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Design patient-centered health interventions and timelines for a selected health care problem.

    · Address three health care issues.

    · Design an intervention for each health issue.

    · Identify three community resources for each health intervention.

    · Consider ethical decisions in designing patient-centered health interventions.

    · Consider the practical effects of specific decisions.

    · Include the ethical questions that generate uncertainty about the decisions you have made.

    · Identify relevant health policy implications for the coordination and continuum of care.

    · Cite specific health policy provisions.

    · Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

    · Clearly explain the need for changes to the plan.

    · Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

    · Use the literature on evaluation as guide to compare learning session content with best practices.

    · Align teaching sessions to the Healthy People 2030 document.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **## NURS-FPX4050_BarreroAdailys_Assessment1_Attempt1.docx**

    1

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    Care coordination is essential for effectively managing patients in community settings (Bryant, 2023). After budget cuts relocated dedicated case management staff to the inpatient environment, the nurse manager asked me, a staff nurse in a community care center, to assume the care coordination role. This preliminary plan focuses on food insecurity, a critical social determinant of health that affects physical wellness, psychosocial stability, and cultural dignity among community residents (Bryant, 2023). The plan analyzes the health concern and associated best practices, establishes specific goals, and identifies Florida community resources that support a safe and effective continuum of care.

    **Analysis of Food Insecurity and Best Practices for Health Improvement**

    Food insecurity is the limited or uncertain access to adequate food because of insufficient resources (Baker et al., 2024). In Florida, Feeding Florida estimates that 2.9 to 3.2 million residents experience food insecurity, including more than 800,000 children. National data show that 13.7% of U.S. households were food insecure in 2024, with higher rates among households with children, single-parent families, and racial and ethnic minority groups (U.S. Department of Agriculture, 2025). The condition produces cascading effects that nurses must address through coordinated, person-centered interventions (Bryant, 2023).

    Physically, chronic food insecurity drives both undernutrition and the paradoxical coexistence of obesity. Households often rely on inexpensive, calorie-dense, nutrient-poor foods, elevating risk for type 2 diabetes, hypertension, cardiovascular disease, and compromised immune function. Children may experience delayed growth and increased infection risk. Adults with chronic conditions frequently choose between medications and food, leading to nonadherence and preventable acute care use. Best-practice screening with the validated two-item Hunger Vital Sign enables early identification; an affirmative response to either item signals risk and warrants referral (Baker et al., 2024).

    Psychosocial consequences include elevated stress, anxiety, depression, and feelings of shame that discourage help-seeking. Caregivers experience heightened parental stress, while older adults face isolation when mobility limits access to congregate meals. Best practices integrate trauma-informed approaches, destigmatizing language, and linkage to mental health resources alongside food assistance. Evidence shows that direct provision of food and monetary assistance significantly reduces food insecurity prevalence; sustained impact, however, requires ongoing navigation and follow-up rather than one-time referrals (Norris et al., 2023).

    Cultural considerations are especially important in Florida’s diverse population, which includes substantial Hispanic, Haitian, African American, and immigrant communities. Preferred staple foods, preparation methods, religious dietary restrictions, and language preferences influence the acceptability of assistance and the effectiveness of nutrition education. Immigrant and mixed-status households may fear that benefit enrollment will affect immigration status. Best practices therefore emphasize culturally congruent food offerings, language-accessible materials, engagement of trusted community leaders, and dignity-centered choice. Underlying assumptions include that patients will disclose needs when screened respectfully and that community resources remain accessible. Points of uncertainty include fluctuating federal benefit levels, transportation barriers in rural counties, and variable pantry capacity during peak demand such as hurricane season.

    **Specific Goals to Address Food Insecurity**

    Clear, measurable goals guide coordination and allow evaluation of progress. First, within 30 days of a positive Hunger Vital Sign screen, 90% of identified patients will complete a structured referral to at least one federal nutrition program (SNAP or WIC) or a local Feeding Florida partner agency, with documentation of application status or enrollment. Second, within 60 days, 75% of patients with chronic conditions such as diabetes or heart failure who screen positive will receive brief, culturally tailored nutrition counseling focused on cost-effective meal strategies and will demonstrate improved self-reported access to nutritious food on follow-up. Third, over six months, the care coordination caseload will achieve a measurable reduction in food-related emergency department visits among enrolled patients by facilitating consistent access to emergency food boxes, mobile pantry schedules, and senior meal programs. These goals prioritize immediate stabilization of household food supply while building longer-term self-sufficiency.

    **Available Community Resources for Continuum of Care in Florida**

    A robust continuum of care depends on seamless linkage from clinical screening to community supports. Federal nutrition programs form the foundation. The Supplemental Nutrition Assistance Program (SNAP), administered through Florida’s Department of Children and Families via the MyACCESS portal, provides monthly electronic benefits for groceries. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) serves pregnant, postpartum, and breastfeeding individuals and children under age five through county health departments. For adults aged 60 and older with limited income, the Commodity Supplemental Food Program (CSFP) distributes monthly USDA food packages through designated partners.

    The Feeding Florida network unites nine Feeding America member food banks that serve all 67 counties through more than 2,400 partner agencies (Feeding Florida, n.d.). These food banks operate community pantries, mobile grocery units, senior box programs, and children’s feeding initiatives. Residents locate their regional food bank at feedingflorida.org or by calling the statewide assistance line. The nine member food banks are Second Harvest of the Big Bend, Feeding Northeast Florida, Second Harvest Central Florida, Feeding Tampa Bay, All Faiths Food Bank, Treasure Coast Food Bank, Harry Chapin Food Bank, Feeding the Gulf Coast, and Feeding South Florida. Additional resources include The Emergency Food Assistance Program (TEFAP), congregate and home-delivered meals under Older Americans Act programs, Summer Break Spot sites for children, and Fresh Access Bucks, which doubles SNAP purchasing power for fresh produce at participating farmers markets. Florida 211 serves as a centralized information and referral hub for local pantries and related supports.

    Effective continuum of care requires active navigation rather than passive referral lists. Care coordinators should maintain updated contact information, schedule warm hand-offs when possible, and conduct follow-up contacts to confirm patients successfully accessed resources. Collaboration with social workers, community health workers, and registered dietitians strengthens the multidisciplinary response and addresses co-occurring needs such as transportation or housing instability.

    **Conclusion**

    Food insecurity threatens the health and dignity of community residents across physical, psychosocial, and cultural dimensions. By implementing validated screening, establishing measurable goals, and forging reliable connections to Florida’s network of federal programs and Feeding Florida partner agencies, the nurse care coordinator promotes a safer and more effective continuum of care. Sustained success depends on culturally respectful engagement, proactive navigation, and ongoing evaluation so that patients move from crisis assistance toward greater food security and improved health.

    **References**

    Baker, S., Gallegos, D., Rebuli, M. A., Taylor, A. J., & Mahoney, R. (2024). Food insecurity screening in high-income countries, tool validity, and implementation: A scoping review. Nutrients, 16(11), 1684.
    [https://doi.org/10.3390/nu16111684](https://doi.org/10.3390/nu16111684)

    Bryant, S. G. (2023). Screening for social determinants of health in transitional care patients and partnering with the faith community to address food insecurity. Professional Case Management, 28(5), 235–242.
    [https://doi.org/10.1097/NCM.0000000000000613](https://doi.org/10.1097/NCM.0000000000000613)

    Feeding Florida. (n.d.). Find your food bank.
    [https://www.feedingflorida.org/](https://www.feedingflorida.org/)

    Florida Department of Health. (n.d.). Food access programs.
    [https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/](https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/)

    Norris, K., Jilcott Pitts, S. B., Reis, H., & Haynes-Maslow, L. (2023). A systematic literature review of nutrition interventions implemented to address food insecurity as a social determinant of health. Nutrients, 15(15), 3464.
    [https://doi.org/10.3390/nu15153464](https://doi.org/10.3390/nu15153464)

    U.S. Department of Agriculture, Economic Research Service. (2025). Food security in the U.S.: Key statistics & graphics.
    [https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/](https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/)

    **## NURS-FPX4050_BarreroAdailys_Assessment1_Attempt1.docx**

    1

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    Care coordination is essential for effectively managing patients in community settings (Bryant, 2023). After budget cuts relocated dedicated case management staff to the inpatient environment, the nurse manager asked me, a staff nurse in a community care center, to assume the care coordination role. This preliminary plan focuses on food insecurity, a critical social determinant of health that affects physical wellness, psychosocial stability, and cultural dignity among community residents (Bryant, 2023). The plan analyzes the health concern and associated best practices, establishes specific goals, and identifies Florida community resources that support a safe and effective continuum of care.

    **Analysis of Food Insecurity and Best Practices for Health Improvement**

    Food insecurity is the limited or uncertain access to adequate food because of insufficient resources (Baker et al., 2024). In Florida, Feeding Florida estimates that 2.9 to 3.2 million residents experience food insecurity, including more than 800,000 children. National data show that 13.7% of U.S. households were food insecure in 2024, with higher rates among households with children, single-parent families, and racial and ethnic minority groups (U.S. Department of Agriculture, 2025). The condition produces cascading effects that nurses must address through coordinated, person-centered interventions (Bryant, 2023).

    Physically, chronic food insecurity drives both undernutrition and the paradoxical coexistence of obesity. Households often rely on inexpensive, calorie-dense, nutrient-poor foods, elevating risk for type 2 diabetes, hypertension, cardiovascular disease, and compromised immune function. Children may experience delayed growth and increased infection risk. Adults with chronic conditions frequently choose between medications and food, leading to nonadherence and preventable acute care use. Best-practice screening with the validated two-item Hunger Vital Sign enables early identification; an affirmative response to either item signals risk and warrants referral (Baker et al., 2024).

    Psychosocial consequences include elevated stress, anxiety, depression, and feelings of shame that discourage help-seeking. Caregivers experience heightened parental stress, while older adults face isolation when mobility limits access to congregate meals. Best practices integrate trauma-informed approaches, destigmatizing language, and linkage to mental health resources alongside food assistance. Evidence shows that direct provision of food and monetary assistance significantly reduces food insecurity prevalence; sustained impact, however, requires ongoing navigation and follow-up rather than one-time referrals (Norris et al., 2023).

    Cultural considerations are especially important in Florida’s diverse population, which includes substantial Hispanic, Haitian, African American, and immigrant communities. Preferred staple foods, preparation methods, religious dietary restrictions, and language preferences influence the acceptability of assistance and the effectiveness of nutrition education. Immigrant and mixed-status households may fear that benefit enrollment will affect immigration status. Best practices therefore emphasize culturally congruent food offerings, language-accessible materials, engagement of trusted community leaders, and dignity-centered choice. Underlying assumptions include that patients will disclose needs when screened respectfully and that community resources remain accessible. Points of uncertainty include fluctuating federal benefit levels, transportation barriers in rural counties, and variable pantry capacity during peak demand such as hurricane season.

    **Specific Goals to Address Food Insecurity**

    Clear, measurable goals guide coordination and allow evaluation of progress. First, within 30 days of a positive Hunger Vital Sign screen, 90% of identified patients will complete a structured referral to at least one federal nutrition program (SNAP or WIC) or a local Feeding Florida partner agency, with documentation of application status or enrollment. Second, within 60 days, 75% of patients with chronic conditions such as diabetes or heart failure who screen positive will receive brief, culturally tailored nutrition counseling focused on cost-effective meal strategies and will demonstrate improved self-reported access to nutritious food on follow-up. Third, over six months, the care coordination caseload will achieve a measurable reduction in food-related emergency department visits among enrolled patients by facilitating consistent access to emergency food boxes, mobile pantry schedules, and senior meal programs. These goals prioritize immediate stabilization of household food supply while building longer-term self-sufficiency.

    **Available Community Resources for Continuum of Care in Florida**

    A robust continuum of care depends on seamless linkage from clinical screening to community supports. Federal nutrition programs form the foundation. The Supplemental Nutrition Assistance Program (SNAP), administered through Florida’s Department of Children and Families via the MyACCESS portal, provides monthly electronic benefits for groceries. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) serves pregnant, postpartum, and breastfeeding individuals and children under age five through county health departments. For adults aged 60 and older with limited income, the Commodity Supplemental Food Program (CSFP) distributes monthly USDA food packages through designated partners.

    The Feeding Florida network unites nine Feeding America member food banks that serve all 67 counties through more than 2,400 partner agencies (Feeding Florida, n.d.). These food banks operate community pantries, mobile grocery units, senior box programs, and children’s feeding initiatives. Residents locate their regional food bank at feedingflorida.org or by calling the statewide assistance line. The nine member food banks are Second Harvest of the Big Bend, Feeding Northeast Florida, Second Harvest Central Florida, Feeding Tampa Bay, All Faiths Food Bank, Treasure Coast Food Bank, Harry Chapin Food Bank, Feeding the Gulf Coast, and Feeding South Florida. Additional resources include The Emergency Food Assistance Program (TEFAP), congregate and home-delivered meals under Older Americans Act programs, Summer Break Spot sites for children, and Fresh Access Bucks, which doubles SNAP purchasing power for fresh produce at participating farmers markets. Florida 211 serves as a centralized information and referral hub for local pantries and related supports.

    Effective continuum of care requires active navigation rather than passive referral lists. Care coordinators should maintain updated contact information, schedule warm hand-offs when possible, and conduct follow-up contacts to confirm patients successfully accessed resources. Collaboration with social workers, community health workers, and registered dietitians strengthens the multidisciplinary response and addresses co-occurring needs such as transportation or housing instability.

    **Conclusion**

    Food insecurity threatens the health and dignity of community residents across physical, psychosocial, and cultural dimensions. By implementing validated screening, establishing measurable goals, and forging reliable connections to Florida’s network of federal programs and Feeding Florida partner agencies, the nurse care coordinator promotes a safer and more effective continuum of care. Sustained success depends on culturally respectful engagement, proactive navigation, and ongoing evaluation so that patients move from crisis assistance toward greater food security and improved health.

    **References**

    Baker, S., Gallegos, D., Rebuli, M. A., Taylor, A. J., & Mahoney, R. (2024). Food insecurity screening in high-income countries, tool validity, and implementation: A scoping review. Nutrients, 16(11), 1684.
    [https://doi.org/10.3390/nu16111684](https://doi.org/10.3390/nu16111684)

    Bryant, S. G. (2023). Screening for social determinants of health in transitional care patients and partnering with the faith community to address food insecurity. Professional Case Management, 28(5), 235–242.
    [https://doi.org/10.1097/NCM.0000000000000613](https://doi.org/10.1097/NCM.0000000000000613)

    Feeding Florida. (n.d.). Find your food bank.
    [https://www.feedingflorida.org/](https://www.feedingflorida.org/)

    Florida Department of Health. (n.d.). Food access programs.
    [https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/](https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/)

    Norris, K., Jilcott Pitts, S. B., Reis, H., & Haynes-Maslow, L. (2023). A systematic literature review of nutrition interventions implemented to address food insecurity as a social determinant of health. Nutrients, 15(15), 3464.
    [https://doi.org/10.3390/nu15153464](https://doi.org/10.3390/nu15153464)

    U.S. Department of Agriculture, Economic Research Service. (2025). Food security in the U.S.: Key statistics & graphics.
    [https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/](https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/)

    **## Assessment40504.docx**

    For this assessment:

    · Build on the preliminary plan, developed in Assessment 1 (
    **See attached for assessment 1 completed**), to complete a comprehensive care coordination plan.

    **Document Format and Length**

    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.

    **Supporting Evidence**

    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

    **Grading Requirements**

    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Design patient-centered health interventions and timelines for a selected health care problem.

    · Address three health care issues.

    · Design an intervention for each health issue.

    · Identify three community resources for each health intervention.

    · Consider ethical decisions in designing patient-centered health interventions.

    · Consider the practical effects of specific decisions.

    · Include the ethical questions that generate uncertainty about the decisions you have made.

    · Identify relevant health policy implications for the coordination and continuum of care.

    · Cite specific health policy provisions.

    · Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

    · Clearly explain the need for changes to the plan.

    · Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

    · Use the literature on evaluation as guide to compare learning session content with best practices.

    · Align teaching sessions to the Healthy People 2030 document.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **## NURS-FPX4050_BarreroAdailys_Assessment1_Attempt1.docx**

    1

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    Care coordination is essential for effectively managing patients in community settings (Bryant, 2023). After budget cuts relocated dedicated case management staff to the inpatient environment, the nurse manager asked me, a staff nurse in a community care center, to assume the care coordination role. This preliminary plan focuses on food insecurity, a critical social determinant of health that affects physical wellness, psychosocial stability, and cultural dignity among community residents (Bryant, 2023). The plan analyzes the health concern and associated best practices, establishes specific goals, and identifies Florida community resources that support a safe and effective continuum of care.

    **Analysis of Food Insecurity and Best Practices for Health Improvement**

    Food insecurity is the limited or uncertain access to adequate food because of insufficient resources (Baker et al., 2024). In Florida, Feeding Florida estimates that 2.9 to 3.2 million residents experience food insecurity, including more than 800,000 children. National data show that 13.7% of U.S. households were food insecure in 2024, with higher rates among households with children, single-parent families, and racial and ethnic minority groups (U.S. Department of Agriculture, 2025). The condition produces cascading effects that nurses must address through coordinated, person-centered interventions (Bryant, 2023).

    Physically, chronic food insecurity drives both undernutrition and the paradoxical coexistence of obesity. Households often rely on inexpensive, calorie-dense, nutrient-poor foods, elevating risk for type 2 diabetes, hypertension, cardiovascular disease, and compromised immune function. Children may experience delayed growth and increased infection risk. Adults with chronic conditions frequently choose between medications and food, leading to nonadherence and preventable acute care use. Best-practice screening with the validated two-item Hunger Vital Sign enables early identification; an affirmative response to either item signals risk and warrants referral (Baker et al., 2024).

    Psychosocial consequences include elevated stress, anxiety, depression, and feelings of shame that discourage help-seeking. Caregivers experience heightened parental stress, while older adults face isolation when mobility limits access to congregate meals. Best practices integrate trauma-informed approaches, destigmatizing language, and linkage to mental health resources alongside food assistance. Evidence shows that direct provision of food and monetary assistance significantly reduces food insecurity prevalence; sustained impact, however, requires ongoing navigation and follow-up rather than one-time referrals (Norris et al., 2023).

    Cultural considerations are especially important in Florida’s diverse population, which includes substantial Hispanic, Haitian, African American, and immigrant communities. Preferred staple foods, preparation methods, religious dietary restrictions, and language preferences influence the acceptability of assistance and the effectiveness of nutrition education. Immigrant and mixed-status households may fear that benefit enrollment will affect immigration status. Best practices therefore emphasize culturally congruent food offerings, language-accessible materials, engagement of trusted community leaders, and dignity-centered choice. Underlying assumptions include that patients will disclose needs when screened respectfully and that community resources remain accessible. Points of uncertainty include fluctuating federal benefit levels, transportation barriers in rural counties, and variable pantry capacity during peak demand such as hurricane season.

    **Specific Goals to Address Food Insecurity**

    Clear, measurable goals guide coordination and allow evaluation of progress. First, within 30 days of a positive Hunger Vital Sign screen, 90% of identified patients will complete a structured referral to at least one federal nutrition program (SNAP or WIC) or a local Feeding Florida partner agency, with documentation of application status or enrollment. Second, within 60 days, 75% of patients with chronic conditions such as diabetes or heart failure who screen positive will receive brief, culturally tailored nutrition counseling focused on cost-effective meal strategies and will demonstrate improved self-reported access to nutritious food on follow-up. Third, over six months, the care coordination caseload will achieve a measurable reduction in food-related emergency department visits among enrolled patients by facilitating consistent access to emergency food boxes, mobile pantry schedules, and senior meal programs. These goals prioritize immediate stabilization of household food supply while building longer-term self-sufficiency.

    **Available Community Resources for Continuum of Care in Florida**

    A robust continuum of care depends on seamless linkage from clinical screening to community supports. Federal nutrition programs form the foundation. The Supplemental Nutrition Assistance Program (SNAP), administered through Florida’s Department of Children and Families via the MyACCESS portal, provides monthly electronic benefits for groceries. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) serves pregnant, postpartum, and breastfeeding individuals and children under age five through county health departments. For adults aged 60 and older with limited income, the Commodity Supplemental Food Program (CSFP) distributes monthly USDA food packages through designated partners.

    The Feeding Florida network unites nine Feeding America member food banks that serve all 67 counties through more than 2,400 partner agencies (Feeding Florida, n.d.). These food banks operate community pantries, mobile grocery units, senior box programs, and children’s feeding initiatives. Residents locate their regional food bank at feedingflorida.org or by calling the statewide assistance line. The nine member food banks are Second Harvest of the Big Bend, Feeding Northeast Florida, Second Harvest Central Florida, Feeding Tampa Bay, All Faiths Food Bank, Treasure Coast Food Bank, Harry Chapin Food Bank, Feeding the Gulf Coast, and Feeding South Florida. Additional resources include The Emergency Food Assistance Program (TEFAP), congregate and home-delivered meals under Older Americans Act programs, Summer Break Spot sites for children, and Fresh Access Bucks, which doubles SNAP purchasing power for fresh produce at participating farmers markets. Florida 211 serves as a centralized information and referral hub for local pantries and related supports.

    Effective continuum of care requires active navigation rather than passive referral lists. Care coordinators should maintain updated contact information, schedule warm hand-offs when possible, and conduct follow-up contacts to confirm patients successfully accessed resources. Collaboration with social workers, community health workers, and registered dietitians strengthens the multidisciplinary response and addresses co-occurring needs such as transportation or housing instability.

    **Conclusion**

    Food insecurity threatens the health and dignity of community residents across physical, psychosocial, and cultural dimensions. By implementing validated screening, establishing measurable goals, and forging reliable connections to Florida’s network of federal programs and Feeding Florida partner agencies, the nurse care coordinator promotes a safer and more effective continuum of care. Sustained success depends on culturally respectful engagement, proactive navigation, and ongoing evaluation so that patients move from crisis assistance toward greater food security and improved health.

    **References**

    Baker, S., Gallegos, D., Rebuli, M. A., Taylor, A. J., & Mahoney, R. (2024). Food insecurity screening in high-income countries, tool validity, and implementation: A scoping review. Nutrients, 16(11), 1684.
    [https://doi.org/10.3390/nu16111684](https://doi.org/10.3390/nu16111684)

    Bryant, S. G. (2023). Screening for social determinants of health in transitional care patients and partnering with the faith community to address food insecurity. Professional Case Management, 28(5), 235–242.
    [https://doi.org/10.1097/NCM.0000000000000613](https://doi.org/10.1097/NCM.0000000000000613)

    Feeding Florida. (n.d.). Find your food bank.
    [https://www.feedingflorida.org/](https://www.feedingflorida.org/)

    Florida Department of Health. (n.d.). Food access programs.
    [https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/](https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/)

    Norris, K., Jilcott Pitts, S. B., Reis, H., & Haynes-Maslow, L. (2023). A systematic literature review of nutrition interventions implemented to address food insecurity as a social determinant of health. Nutrients, 15(15), 3464.
    [https://doi.org/10.3390/nu15153464](https://doi.org/10.3390/nu15153464)

    U.S. Department of Agriculture, Economic Research Service. (2025). Food security in the U.S.: Key statistics & graphics.
    [https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/](https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/)

    **## Assessment40504.docx**

    For this assessment:

    · Build on the preliminary plan, developed in Assessment 1 (
    **See attached for assessment 1 completed**), to complete a comprehensive care coordination plan.

    **Document Format and Length**

    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.

    **Supporting Evidence**

    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

    **Grading Requirements**

    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Design patient-centered health interventions and timelines for a selected health care problem.

    · Address three health care issues.

    · Design an intervention for each health issue.

    · Identify three community resources for each health intervention.

    · Consider ethical decisions in designing patient-centered health interventions.

    · Consider the practical effects of specific decisions.

    · Include the ethical questions that generate uncertainty about the decisions you have made.

    · Identify relevant health policy implications for the coordination and continuum of care.

    · Cite specific health policy provisions.

    · Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

    · Clearly explain the need for changes to the plan.

    · Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

    · Use the literature on evaluation as guide to compare learning session content with best practices.

    · Align teaching sessions to the Healthy People 2030 document.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **## NURS-FPX4050_BarreroAdailys_Assessment1_Attempt1.docx**

    1

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    **Preliminary Care Coordination Plan for Food Insecurity in a Florida Community Care Setting**

    Care coordination is essential for effectively managing patients in community settings (Bryant, 2023). After budget cuts relocated dedicated case management staff to the inpatient environment, the nurse manager asked me, a staff nurse in a community care center, to assume the care coordination role. This preliminary plan focuses on food insecurity, a critical social determinant of health that affects physical wellness, psychosocial stability, and cultural dignity among community residents (Bryant, 2023). The plan analyzes the health concern and associated best practices, establishes specific goals, and identifies Florida community resources that support a safe and effective continuum of care.

    **Analysis of Food Insecurity and Best Practices for Health Improvement**

    Food insecurity is the limited or uncertain access to adequate food because of insufficient resources (Baker et al., 2024). In Florida, Feeding Florida estimates that 2.9 to 3.2 million residents experience food insecurity, including more than 800,000 children. National data show that 13.7% of U.S. households were food insecure in 2024, with higher rates among households with children, single-parent families, and racial and ethnic minority groups (U.S. Department of Agriculture, 2025). The condition produces cascading effects that nurses must address through coordinated, person-centered interventions (Bryant, 2023).

    Physically, chronic food insecurity drives both undernutrition and the paradoxical coexistence of obesity. Households often rely on inexpensive, calorie-dense, nutrient-poor foods, elevating risk for type 2 diabetes, hypertension, cardiovascular disease, and compromised immune function. Children may experience delayed growth and increased infection risk. Adults with chronic conditions frequently choose between medications and food, leading to nonadherence and preventable acute care use. Best-practice screening with the validated two-item Hunger Vital Sign enables early identification; an affirmative response to either item signals risk and warrants referral (Baker et al., 2024).

    Psychosocial consequences include elevated stress, anxiety, depression, and feelings of shame that discourage help-seeking. Caregivers experience heightened parental stress, while older adults face isolation when mobility limits access to congregate meals. Best practices integrate trauma-informed approaches, destigmatizing language, and linkage to mental health resources alongside food assistance. Evidence shows that direct provision of food and monetary assistance significantly reduces food insecurity prevalence; sustained impact, however, requires ongoing navigation and follow-up rather than one-time referrals (Norris et al., 2023).

    Cultural considerations are especially important in Florida’s diverse population, which includes substantial Hispanic, Haitian, African American, and immigrant communities. Preferred staple foods, preparation methods, religious dietary restrictions, and language preferences influence the acceptability of assistance and the effectiveness of nutrition education. Immigrant and mixed-status households may fear that benefit enrollment will affect immigration status. Best practices therefore emphasize culturally congruent food offerings, language-accessible materials, engagement of trusted community leaders, and dignity-centered choice. Underlying assumptions include that patients will disclose needs when screened respectfully and that community resources remain accessible. Points of uncertainty include fluctuating federal benefit levels, transportation barriers in rural counties, and variable pantry capacity during peak demand such as hurricane season.

    **Specific Goals to Address Food Insecurity**

    Clear, measurable goals guide coordination and allow evaluation of progress. First, within 30 days of a positive Hunger Vital Sign screen, 90% of identified patients will complete a structured referral to at least one federal nutrition program (SNAP or WIC) or a local Feeding Florida partner agency, with documentation of application status or enrollment. Second, within 60 days, 75% of patients with chronic conditions such as diabetes or heart failure who screen positive will receive brief, culturally tailored nutrition counseling focused on cost-effective meal strategies and will demonstrate improved self-reported access to nutritious food on follow-up. Third, over six months, the care coordination caseload will achieve a measurable reduction in food-related emergency department visits among enrolled patients by facilitating consistent access to emergency food boxes, mobile pantry schedules, and senior meal programs. These goals prioritize immediate stabilization of household food supply while building longer-term self-sufficiency.

    **Available Community Resources for Continuum of Care in Florida**

    A robust continuum of care depends on seamless linkage from clinical screening to community supports. Federal nutrition programs form the foundation. The Supplemental Nutrition Assistance Program (SNAP), administered through Florida’s Department of Children and Families via the MyACCESS portal, provides monthly electronic benefits for groceries. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) serves pregnant, postpartum, and breastfeeding individuals and children under age five through county health departments. For adults aged 60 and older with limited income, the Commodity Supplemental Food Program (CSFP) distributes monthly USDA food packages through designated partners.

    The Feeding Florida network unites nine Feeding America member food banks that serve all 67 counties through more than 2,400 partner agencies (Feeding Florida, n.d.). These food banks operate community pantries, mobile grocery units, senior box programs, and children’s feeding initiatives. Residents locate their regional food bank at feedingflorida.org or by calling the statewide assistance line. The nine member food banks are Second Harvest of the Big Bend, Feeding Northeast Florida, Second Harvest Central Florida, Feeding Tampa Bay, All Faiths Food Bank, Treasure Coast Food Bank, Harry Chapin Food Bank, Feeding the Gulf Coast, and Feeding South Florida. Additional resources include The Emergency Food Assistance Program (TEFAP), congregate and home-delivered meals under Older Americans Act programs, Summer Break Spot sites for children, and Fresh Access Bucks, which doubles SNAP purchasing power for fresh produce at participating farmers markets. Florida 211 serves as a centralized information and referral hub for local pantries and related supports.

    Effective continuum of care requires active navigation rather than passive referral lists. Care coordinators should maintain updated contact information, schedule warm hand-offs when possible, and conduct follow-up contacts to confirm patients successfully accessed resources. Collaboration with social workers, community health workers, and registered dietitians strengthens the multidisciplinary response and addresses co-occurring needs such as transportation or housing instability.

    **Conclusion**

    Food insecurity threatens the health and dignity of community residents across physical, psychosocial, and cultural dimensions. By implementing validated screening, establishing measurable goals, and forging reliable connections to Florida’s network of federal programs and Feeding Florida partner agencies, the nurse care coordinator promotes a safer and more effective continuum of care. Sustained success depends on culturally respectful engagement, proactive navigation, and ongoing evaluation so that patients move from crisis assistance toward greater food security and improved health.

    **References**

    Baker, S., Gallegos, D., Rebuli, M. A., Taylor, A. J., & Mahoney, R. (2024). Food insecurity screening in high-income countries, tool validity, and implementation: A scoping review. Nutrients, 16(11), 1684.
    [https://doi.org/10.3390/nu16111684](https://doi.org/10.3390/nu16111684)

    Bryant, S. G. (2023). Screening for social determinants of health in transitional care patients and partnering with the faith community to address food insecurity. Professional Case Management, 28(5), 235–242.
    [https://doi.org/10.1097/NCM.0000000000000613](https://doi.org/10.1097/NCM.0000000000000613)

    Feeding Florida. (n.d.). Find your food bank.
    [https://www.feedingflorida.org/](https://www.feedingflorida.org/)

    Florida Department of Health. (n.d.). Food access programs.
    [https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/](https://www.floridahealth.gov/individual-family-health/injury-prevention-wellness/food-access/)

    Norris, K., Jilcott Pitts, S. B., Reis, H., & Haynes-Maslow, L. (2023). A systematic literature review of nutrition interventions implemented to address food insecurity as a social determinant of health. Nutrients, 15(15), 3464.
    [https://doi.org/10.3390/nu15153464](https://doi.org/10.3390/nu15153464)

    U.S. Department of Agriculture, Economic Research Service. (2025). Food security in the U.S.: Key statistics & graphics.
    [https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/](https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics/)

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    **Ethical Issue PowerPoint Presentation: TOPIC:** In vitro fertilization The ethical issues presentation will address an ethical issue associated with the practice of nursing. The issue selected for discussion should have clearly identifiable pros and cons that, when analyzed, will allow the student…

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    Assignment Prompt & Instructions

    **Ethical Issue PowerPoint Presentation: TOPIC:**  In vitro fertilization

    The ethical issues presentation will address an ethical issue associated with the practice of nursing. The issue selected for discussion should have clearly identifiable pros and cons that, when analyzed, will allow the student to form a defensible position related to the issue. Principles from identified codes of ethics should be examined in relation to the issue and position. The PowerPoint presentation should have from 12 slides without counting reference and title pages

    **The student should address the following:**

    1. Define the scope of the ethical issue.

    2. Examine the scope of the issue as it relates to nursing and principles identified in codes of ethics.

    3. Identify at least 2 positions taken on this issue by scholarly experts in the ethics discipline.

    4. Explore the future for the issue as it relates to nursing practice.

    **Grading Criteria for the Ethical Issue**

    Definition and scope of the ethical issue                                 20%

    Scope of the issue related to the nursing profession        20%

    Positions on the issue by scholarly experts                              20%

    Exploration of the future for the issue related to

    healthcare and nursing practice                          20%

    Organization and presentation skills                                      20%

    Total                                        100%

    CANT HAVE MORE THAN 10% PLAGIARISM OR AI TEXT

    APA FORMAT AND ALL SLIDES WITH SPEAKER NOTES

    INTEXT CITATIONS

    REFERENCES FROM 2022-2026

    DUE DATE 09/16/2026

    – a month ago