Tag: Care Plans, Pathophysiology & Pharmacology

[Solved] Wk 3 ref

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– a month ago

November 6, 2026
[Solved] The Case Study. (Use Aripiprazole (Abilify))

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**The Case Study. (Use Aripiprazole (Abilify))** – a month ago **files (2)** – ## CaseStudy4-Module4.docx – ## Module4-CaseStudy4-RUBRIC.pdf **## CaseStudy4-Module4.docx** **Part I- The Case Study. (Use Aripiprazole (Abilify))** Christopher Apple, a 22-year-old white CIS male, is experiencing sympto…

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Assignment Prompt & Instructions

**The Case Study. (Use Aripiprazole (Abilify))**

– a month ago

**files (2)**

– ## CaseStudy4-Module4.docx

– ## Module4-CaseStudy4-RUBRIC.pdf

**## CaseStudy4-Module4.docx**

**Part I- The Case Study. (Use Aripiprazole (Abilify))**

Christopher Apple, a 22-year-old white CIS male, is experiencing symptoms such as irritability, paranoia, and delusions. He currently holds the belief that he is being surveilled by the CIA through TVs, shoes, and phones. This belief has led him to dispose of shoes, disconnect electronic devices, and frequently discuss the supposed CIA investigation. Accompanied by his father, Christopher's behavior has deteriorated over the past 8 months. At home, he demonstrates disorganization, forgetting to engage in basic self-care like bathing and grooming. His ability to maintain coherent thoughts is compromised, often veering into unrelated topics, or abruptly stopping mid-sentence. He engages in self-talk before bedtime and displays minimal emotional expression throughout most of the day. Christopher's fear of arrest due to possessing classified world-ending information hinders his ability to leave the house. Notably, he has no history of autism and denies mood fluctuations.

**Questions:(Use APA format; please use the questions for the heading and answers below, please cite work; minimum of 4 scholarly peer-reviewed references, North American only )**

· What diagnosis best describes what may be happening to Christopher?

· What neurotransmitters are involved with his current symptoms?

· What classification of medications would best treat his symptoms?

· Choose one medication from the chosen class and provide the following:

· FDA Approvals

· Mechanism of action

· Time frame pt. should see results.

· Common Side effects

· Life-threatening side effects:

· Starting dose, and why you started with that dose

· Common Labs, baseline vitals collected. Provide reasoning.

**Part II – The Assignment**

· Please record yourself providing patient education on the medication you decided to you to utilize.

· You will speak to the camera as if you are speaking to the patient, with regard, care, and no medical jargon.

· Written case study answering the above questions; please cite.

| | | |
| — | — | — |
| **Medication** | **Class** | **Why it could fit the case** |
| **Aripiprazole (Abilify)** | Second-generation | D2 partial agonist; useful for schizophrenia; generally, less prolactin elevation and metabolic burden than some alternatives |

**Reference**: Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

**## Module4-CaseStudy4-RUBRIC.pdf**

Cae Study Rubric

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 4/4

**## Module4-CaseStudy4-RUBRIC.pdf**

Cae Study Rubric

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 4/4

**## CaseStudy4-Module4.docx**

**Part I- The Case Study. (Use Aripiprazole (Abilify))**

Christopher Apple, a 22-year-old white CIS male, is experiencing symptoms such as irritability, paranoia, and delusions. He currently holds the belief that he is being surveilled by the CIA through TVs, shoes, and phones. This belief has led him to dispose of shoes, disconnect electronic devices, and frequently discuss the supposed CIA investigation. Accompanied by his father, Christopher's behavior has deteriorated over the past 8 months. At home, he demonstrates disorganization, forgetting to engage in basic self-care like bathing and grooming. His ability to maintain coherent thoughts is compromised, often veering into unrelated topics, or abruptly stopping mid-sentence. He engages in self-talk before bedtime and displays minimal emotional expression throughout most of the day. Christopher's fear of arrest due to possessing classified world-ending information hinders his ability to leave the house. Notably, he has no history of autism and denies mood fluctuations.

**Questions:(Use APA format; please use the questions for the heading and answers below, please cite work; minimum of 4 scholarly peer-reviewed references, North American only )**

· What diagnosis best describes what may be happening to Christopher?

· What neurotransmitters are involved with his current symptoms?

· What classification of medications would best treat his symptoms?

· Choose one medication from the chosen class and provide the following:

· FDA Approvals

· Mechanism of action

· Time frame pt. should see results.

· Common Side effects

· Life-threatening side effects:

· Starting dose, and why you started with that dose

· Common Labs, baseline vitals collected. Provide reasoning.

**Part II – The Assignment**

· Please record yourself providing patient education on the medication you decided to you to utilize.

· You will speak to the camera as if you are speaking to the patient, with regard, care, and no medical jargon.

· Written case study answering the above questions; please cite.

| | | |
| — | — | — |
| **Medication** | **Class** | **Why it could fit the case** |
| **Aripiprazole (Abilify)** | Second-generation | D2 partial agonist; useful for schizophrenia; generally, less prolactin elevation and metabolic burden than some alternatives |

**Reference**: Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

**## Module4-CaseStudy4-RUBRIC.pdf**

Cae Study Rubric

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 4/4

**## CaseStudy4-Module4.docx**

**Part I- The Case Study. (Use Aripiprazole (Abilify))**

Christopher Apple, a 22-year-old white CIS male, is experiencing symptoms such as irritability, paranoia, and delusions. He currently holds the belief that he is being surveilled by the CIA through TVs, shoes, and phones. This belief has led him to dispose of shoes, disconnect electronic devices, and frequently discuss the supposed CIA investigation. Accompanied by his father, Christopher's behavior has deteriorated over the past 8 months. At home, he demonstrates disorganization, forgetting to engage in basic self-care like bathing and grooming. His ability to maintain coherent thoughts is compromised, often veering into unrelated topics, or abruptly stopping mid-sentence. He engages in self-talk before bedtime and displays minimal emotional expression throughout most of the day. Christopher's fear of arrest due to possessing classified world-ending information hinders his ability to leave the house. Notably, he has no history of autism and denies mood fluctuations.

**Questions:(Use APA format; please use the questions for the heading and answers below, please cite work; minimum of 4 scholarly peer-reviewed references, North American only )**

· What diagnosis best describes what may be happening to Christopher?

· What neurotransmitters are involved with his current symptoms?

· What classification of medications would best treat his symptoms?

· Choose one medication from the chosen class and provide the following:

· FDA Approvals

· Mechanism of action

· Time frame pt. should see results.

· Common Side effects

· Life-threatening side effects:

· Starting dose, and why you started with that dose

· Common Labs, baseline vitals collected. Provide reasoning.

**Part II – The Assignment**

· Please record yourself providing patient education on the medication you decided to you to utilize.

· You will speak to the camera as if you are speaking to the patient, with regard, care, and no medical jargon.

· Written case study answering the above questions; please cite.

| | | |
| — | — | — |
| **Medication** | **Class** | **Why it could fit the case** |
| **Aripiprazole (Abilify)** | Second-generation | D2 partial agonist; useful for schizophrenia; generally, less prolactin elevation and metabolic burden than some alternatives |

**Reference**: Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

**## Module4-CaseStudy4-RUBRIC.pdf**

Cae Study Rubric

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

9/19/26, 4:03 PM Case Study #4

https://dyc.instructure.com/courses/52441/assignments/452942 4/4

November 6, 2026
[Solved] Nursing Module 3 assignment: Health Campaign Efficacy

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**Module 3 assignment: Health Campaign Efficacy** – a month ago **files (2)** – ## Module3Assignment.docx – ## Module3Assignment-RUBRIC.docx **## Module3Assignment.docx** **Module 3 assignment: Health Campaign Efficacy Essay** Write a 1500-word essay addressing each of the following points/questions…

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Assignment Prompt & Instructions

**Module 3 assignment: Health Campaign Efficacy**

– a month ago

**files (2)**

– ## Module3Assignment.docx

– ## Module3Assignment-RUBRIC.docx

**## Module3Assignment.docx**

**Module 3 assignment: Health Campaign Efficacy Essay**

Write a 1500-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with
**at least four (4) sources in your essay.** The cover page and reference page do not count toward the minimum word amount.

As addressed in this module, the social determinants of health have a significant impact on the health status of communities and populations. This information may inform healthcare providers on how to tailor interventions or develop campaigns to promote health and prevent disease. The purpose of this assignment is to critique the efficacy of a health campaign and/or program in a rural community and/or population.

This week’s assignment: use the following instructions
**(State of residence: NEW YORK)**

· Go to your state Public Health Department website and identify a campaign that has been implemented in a rural community and/or population. If you cannot identify a campaign via this method, please conduct a literature review and select a campaign that has been implemented and evaluated in a rural community and/or population. For example, you may identify a tobacco cessation campaign among rural Burmese community members.

· Once you have identified one campaign:

· Describe the purpose and goals of the campaign.

· Depict the rural community or population impacted by this campaign.

· Determine if a grant or other mechanism funded the implementation and evaluation of the campaign.

· Describe the activities embedded in the campaign and critique the feasibility and/or approach implemented in the campaign (Were there other variables that may have been included in the campaign?).

· Describe the outcome measures and critique if other outcome measures should have been included in the campaign. If so, what other outcomes would you have included?

· For example, determine if other dependable and/or tested instruments should have been included in this campaign.

· Describe if the campaign was successful and/or unsuccessful. If it was successful, what factors contributed to the success of the campaign? If it was unsuccessful, what factors contributed to the ineffectiveness of the campaign?

· Describe how the campaign was evaluated and critique how the evaluation was presented. Determine if other aspects of the campaign should have been evaluated and/or considered.

· Determine if a discussion on sustainability was included. If not, discuss how the campaign may be sustained.

Start by reading and following these instructions:

1.
**Review the rubric and the specifications** to ensure that your response aligns with all assignment expectations.

The following specifications are required for this assignment:

·
**Length:** 1500 words; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment.

·
**References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least
**FOUR (4) scholarly sources**.

**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 & Bartlett. Read chapters 6 & 10. (48 pages)

**Additional Resources**

Agency for Healthcare Research and Quality. (2022).
_Social determinants_ _of health._

[https://www.ahrq.gov/sdoh/index.html](https://www.ahrq.gov/sdoh/index.html)

Campaign for Action. (2021) Issues.
[https://campaignforaction.org/issues/](https://campaignforaction.org/issues/)

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

Institute of Medicine (U.S). (2011).
_The future of nursing: Leading change, advancing health._ National Library of Medicine.
[https://www.ncbi.nlm.nih.gov/books/NBK209880/](https://www.ncbi.nlm.nih.gov/books/NBK209880/)

U.S. Department of Health and Human Services. (2022).
_Healthy People 2030_. U.S. Department of Health and Human Services.
[www.health.gov/healthypeople](https://www.health.gov/healthypeople)

**## Module3Assignment-RUBRIC.docx**

9/19/26, 3:38 PM Preview Rubric: Graduate Formal Research Paper 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**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

points

8

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

10

points

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459321/View 1/5

1/5

**## Module3Assignment-RUBRIC.docx**

9/19/26, 3:38 PM Preview Rubric: Graduate Formal Research Paper 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**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

points

8

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

10

points

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459321/View 1/5

1/5

**## Module3Assignment.docx**

**Module 3 assignment: Health Campaign Efficacy Essay**

Write a 1500-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with
**at least four (4) sources in your essay.** The cover page and reference page do not count toward the minimum word amount.

As addressed in this module, the social determinants of health have a significant impact on the health status of communities and populations. This information may inform healthcare providers on how to tailor interventions or develop campaigns to promote health and prevent disease. The purpose of this assignment is to critique the efficacy of a health campaign and/or program in a rural community and/or population.

This week’s assignment: use the following instructions
**(State of residence: NEW YORK)**

· Go to your state Public Health Department website and identify a campaign that has been implemented in a rural community and/or population. If you cannot identify a campaign via this method, please conduct a literature review and select a campaign that has been implemented and evaluated in a rural community and/or population. For example, you may identify a tobacco cessation campaign among rural Burmese community members.

· Once you have identified one campaign:

· Describe the purpose and goals of the campaign.

· Depict the rural community or population impacted by this campaign.

· Determine if a grant or other mechanism funded the implementation and evaluation of the campaign.

· Describe the activities embedded in the campaign and critique the feasibility and/or approach implemented in the campaign (Were there other variables that may have been included in the campaign?).

· Describe the outcome measures and critique if other outcome measures should have been included in the campaign. If so, what other outcomes would you have included?

· For example, determine if other dependable and/or tested instruments should have been included in this campaign.

· Describe if the campaign was successful and/or unsuccessful. If it was successful, what factors contributed to the success of the campaign? If it was unsuccessful, what factors contributed to the ineffectiveness of the campaign?

· Describe how the campaign was evaluated and critique how the evaluation was presented. Determine if other aspects of the campaign should have been evaluated and/or considered.

· Determine if a discussion on sustainability was included. If not, discuss how the campaign may be sustained.

Start by reading and following these instructions:

1.
**Review the rubric and the specifications** to ensure that your response aligns with all assignment expectations.

The following specifications are required for this assignment:

·
**Length:** 1500 words; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment.

·
**References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least
**FOUR (4) scholarly sources**.

**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 & Bartlett. Read chapters 6 & 10. (48 pages)

**Additional Resources**

Agency for Healthcare Research and Quality. (2022).
_Social determinants_ _of health._

[https://www.ahrq.gov/sdoh/index.html](https://www.ahrq.gov/sdoh/index.html)

Campaign for Action. (2021) Issues.
[https://campaignforaction.org/issues/](https://campaignforaction.org/issues/)

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

Institute of Medicine (U.S). (2011).
_The future of nursing: Leading change, advancing health._ National Library of Medicine.
[https://www.ncbi.nlm.nih.gov/books/NBK209880/](https://www.ncbi.nlm.nih.gov/books/NBK209880/)

U.S. Department of Health and Human Services. (2022).
_Healthy People 2030_. U.S. Department of Health and Human Services.
[www.health.gov/healthypeople](https://www.health.gov/healthypeople)

**## Module3Assignment-RUBRIC.docx**

9/19/26, 3:38 PM Preview Rubric: Graduate Formal Research Paper 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**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

points

8

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

10

points

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459321/View 1/5

1/5

**## Module3Assignment.docx**

**Module 3 assignment: Health Campaign Efficacy Essay**

Write a 1500-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with
**at least four (4) sources in your essay.** The cover page and reference page do not count toward the minimum word amount.

As addressed in this module, the social determinants of health have a significant impact on the health status of communities and populations. This information may inform healthcare providers on how to tailor interventions or develop campaigns to promote health and prevent disease. The purpose of this assignment is to critique the efficacy of a health campaign and/or program in a rural community and/or population.

This week’s assignment: use the following instructions
**(State of residence: NEW YORK)**

· Go to your state Public Health Department website and identify a campaign that has been implemented in a rural community and/or population. If you cannot identify a campaign via this method, please conduct a literature review and select a campaign that has been implemented and evaluated in a rural community and/or population. For example, you may identify a tobacco cessation campaign among rural Burmese community members.

· Once you have identified one campaign:

· Describe the purpose and goals of the campaign.

· Depict the rural community or population impacted by this campaign.

· Determine if a grant or other mechanism funded the implementation and evaluation of the campaign.

· Describe the activities embedded in the campaign and critique the feasibility and/or approach implemented in the campaign (Were there other variables that may have been included in the campaign?).

· Describe the outcome measures and critique if other outcome measures should have been included in the campaign. If so, what other outcomes would you have included?

· For example, determine if other dependable and/or tested instruments should have been included in this campaign.

· Describe if the campaign was successful and/or unsuccessful. If it was successful, what factors contributed to the success of the campaign? If it was unsuccessful, what factors contributed to the ineffectiveness of the campaign?

· Describe how the campaign was evaluated and critique how the evaluation was presented. Determine if other aspects of the campaign should have been evaluated and/or considered.

· Determine if a discussion on sustainability was included. If not, discuss how the campaign may be sustained.

Start by reading and following these instructions:

1.
**Review the rubric and the specifications** to ensure that your response aligns with all assignment expectations.

The following specifications are required for this assignment:

·
**Length:** 1500 words; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment.

·
**References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least
**FOUR (4) scholarly sources**.

**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 & Bartlett. Read chapters 6 & 10. (48 pages)

**Additional Resources**

Agency for Healthcare Research and Quality. (2022).
_Social determinants_ _of health._

[https://www.ahrq.gov/sdoh/index.html](https://www.ahrq.gov/sdoh/index.html)

Campaign for Action. (2021) Issues.
[https://campaignforaction.org/issues/](https://campaignforaction.org/issues/)

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

Institute of Medicine (U.S). (2011).
_The future of nursing: Leading change, advancing health._ National Library of Medicine.
[https://www.ncbi.nlm.nih.gov/books/NBK209880/](https://www.ncbi.nlm.nih.gov/books/NBK209880/)

U.S. Department of Health and Human Services. (2022).
_Healthy People 2030_. U.S. Department of Health and Human Services.
[www.health.gov/healthypeople](https://www.health.gov/healthypeople)

**## Module3Assignment-RUBRIC.docx**

9/19/26, 3:38 PM Preview Rubric: Graduate Formal Research Paper 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**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

points

8

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

10

points

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459321/View 1/5

1/5

November 6, 2026
[Solved] Module 4-WEEKLY NOTE – CHAPTER 4

✓ Verified Academic Solution Available

Executive Solution Overview

Psychosis, Schizophrenia, and the Neurotransmitter Networks Dopamine, Serotonin, and Glutamate – [\ \ Week4Notes-RUBRIC.pdf](https://www.sweetstudy.com/files/week4notes-rubric-pdf "Week4Notes-RUBRIC.pdf") – [\ \ Module4WeeklyNote.docx](https://www.sweetstudy.com/files/module4weeklynote-docx "Mod…

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Assignment Prompt & Instructions

Psychosis, Schizophrenia, and the Neurotransmitter Networks Dopamine, Serotonin, and Glutamate

– [\
\
Week4Notes-RUBRIC.pdf](https://www.sweetstudy.com/files/week4notes-rubric-pdf "Week4Notes-RUBRIC.pdf")
– [\
\
Module4WeeklyNote.docx](https://www.sweetstudy.com/files/module4weeklynote-docx "Module4WeeklyNote.docx")
– [\
\
Stahl_Chapter_4_Pages_77-158.pdf](https://www.sweetstudy.com/files/stahl-chapter-4-pages-77-158-pdf "Stahl_Chapter_4_Pages_77-158.pdf")
– [\
\
WEEKLY_NOT_SAMPLE.docx](https://www.sweetstudy.com/files/weekly-not-sample-docx "WEEKLY_NOT_SAMPLE.docx")

– a month ago

November 6, 2026
[Solved] Module 4: Patient-Centered Treatment Plan

✓ Verified Academic Solution Available

Executive Solution Overview

Module 4: Patient-Centered Treatment Plan – a month ago **files (5)** – ## Module4_Patient-CenteredTreatmentPlan-ASSIGNMENT.docx – ## SMART_Goals_Transcript_TIME_BESIDE_TEXT.docx – PatientCenteredTreatmentPlan-TEMPLATE.docx – Treatment_Planning_Transcript_WITH_TIMES.docx – Wheeler_Chapter…

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Module 4: Patient-Centered Treatment Plan

– a month ago

**files (5)**

– ## Module4_Patient-CenteredTreatmentPlan-ASSIGNMENT.docx

– ## SMART_Goals_Transcript_TIME_BESIDE_TEXT.docx

– PatientCenteredTreatmentPlan-TEMPLATE.docx
– Treatment_Planning_Transcript_WITH_TIMES.docx
– Wheeler_Chapter_4_Exact_Copy.pdf

**## Module4_Patient-CenteredTreatmentPlan-ASSIGNMENT.docx**

Module 4: Patient-Centered Treatment Plan

Once you have read, reviewed, and gained a thorough understanding of treatment planning documentation in this weeks module, watch the below Patient Simulation video and complete the attached treatment plan template. Review the SMART goals video for more details on measurable goals.

[https://www.youtube.com/watch?v=VGdWk7YRS1c](https://www.youtube.com/watch?v=VGdWk7YRS1c)

[https://www.youtube.com/watch?v=msbmM4moLWk](https://www.youtube.com/watch?v=msbmM4moLWk)

Use full APA 7th edition format;
**Minimum of 4 references**

**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. 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. 4**

**## SMART_Goals_Transcript_TIME_BESIDE_TEXT.docx**

**SMART Goals Transcript With Time**

**0:00 —** what is a smart goal

**0:01 —** how do i write one

**0:03 —** do all of the goals on my treatment plan

**0:05 —** need to be smart goals

**0:07 —** these are exactly the questions we are

**0:09 —** tackling in today's video

**0:11 —** and we're even going to write a goal

**0:13 —** together so you can see how it works

**0:15 —** hi i'm dr melissa mccaffrey founder of

**0:17 —** the free private practice paperwork

**0:19 —** crash course and today we are talking

**0:22 —** about smart goals

**0:23 —** first let's dive into what the heck is a

**0:26 —** smart goal anyway

**0:28 —** a smart goal is a specific way of

**0:30 —** writing a goal that makes the goal

**0:32 —** really observable

**0:34 —** easy to understand and easy to track

**0:37 —** smart is an acronym and it stands for

**0:40 —** specific

**0:41 —** measurable

**0:43 —** attainable or achievable

**0:46 —** realistic and time-bound

**0:49 —** now at this point you might be saying uh

**0:51 —** melissa that sounds complicated

**0:53 —** and do i really need to write all of my

**0:55 —** client goals as smart goals

**0:58 —** as is often the case in documentation

**1:00 —** the answer that question is

**1:02 —** maybe

**1:03 —** so if you work with medicare or medicaid

**1:07 —** yes

**1:08 —** all of your goals should be smart goals

**1:10 —** 100 of the time

**1:12 —** if you work with private insurance or if

**1:15 —** you give clients a super bill and their

**1:17 —** insurance might actually review your

**1:19 —** files at some point

**1:20 —** then it's a good guideline to have you

**1:23 —** don't have to worry

**1:24 —** so much about sticking to the specific

**1:27 —** formula i'm going to teach you

**1:29 —** but it's a helpful guideline and trust

**1:31 —** me it's going to be pretty easy once you

**1:33 —** learn this formula anyway

**1:35 —** if your clients are 100

**1:38 —** private pay then you can take it or

**1:40 —** leave it as far as smart goals go but

**1:42 —** you still want to follow a lot of the

**1:43 —** same principles of making the goal

**1:46 —** really observable easy for anyone to

**1:49 —** understand and easy to track this helps

**1:52 —** both you and your clients with knowing

**1:55 —** whether or not therapy is working

**1:57 —** let's go step by step together and write

**2:00 —** a smart goal

**2:01 —** first we have specific so specific is

**2:04 —** talking about the type of behavior for

**2:06 —** example maybe we want to create a goal

**2:08 —** to reduce depressive symptoms

**2:11 —** so you might think well

**2:13 —** depression or depressive symptoms are

**2:15 —** specific enough but they are not because

**2:17 —** how do we measure depression

**2:20 —** and any good therapist and actually most

**2:22 —** people know that depression looks

**2:24 —** different in different people

**2:26 —** so we want to be specific about what

**2:28 —** depression or depressive symptoms look

**2:30 —** like in this specific person

**2:32 —** and if you checked out our last video

**2:35 —** where we talked about the only two goals

**2:37 —** you need for every treatment plan

**2:39 —** you'll see that we're going to go with

**2:41 —** the symptoms goal right now so if you

**2:43 —** haven't checked that video out go do

**2:44 —** that now we'll put a card here so it's

**2:46 —** easy to link to

**2:48 —** okay so the easiest way to get specific

**2:51 —** is to

**2:52 —** use our symptoms so depressive symptoms

**2:55 —** anxiety symptoms we're going to stick

**2:56 —** with depression for this video client

**2:58 —** will reduce depressive symptoms and then

**3:01 —** use parentheses

**3:02 —** so your parentheses are going to

**3:04 —** describe what depression looks like for

**3:07 —** this particular client

**3:09 —** so for example client will reduce

**3:11 —** depressive symptoms parentheses

**3:14 —** depressed mood insomnia

**3:17 —** low concentration low motivation etc so

**3:21 —** you don't have to list out every single

**3:23 —** criteria but a good sample of what

**3:25 —** depression looks like for this person

**3:28 —** another example would look like client

**3:29 —** will reduce depressed symptoms

**3:31 —** parentheses depressed mood passive

**3:34 —** suicidal ideation feelings of guilt

**3:37 —** and hypersomnia

**3:40 —** so there we have two very different sets

**3:42 —** of depressive symptoms but they both

**3:43 —** meet the criteria

**3:45 —** and you're able to see specifically how

**3:47 —** depression is impacting this person

**3:50 —** next is measurable so this is literally

**3:53 —** assigning a number to the symptoms or

**3:56 —** whatever it is that your goal is about

**3:58 —** so that you can track it

**4:00 —** for a symptoms goal we want to know how

**4:03 —** often these things happen for a client

**4:06 —** and yes it is a little weird you're

**4:08 —** probably not going to ask someone

**4:10 —** how many times a day do you experience a

**4:12 —** depressed mood or lack of motivation and

**4:15 —** it can be difficult for people to track

**4:17 —** and put into a number but we're still

**4:19 —** going to do it

**4:21 —** and we're going to make it easy and it's

**4:23 —** actually going to be helpful clinically

**4:25 —** so the easiest way to do this is to ask

**4:27 —** your client

**4:28 —** and give them some help with figuring

**4:31 —** out that time frame

**4:32 —** and it's okay at times like this to tell

**4:35 —** your clients something like i know this

**4:37 —** sounds a little weird or i know this is

**4:40 —** kind of difficult to put into numbers

**4:42 —** but this is how insurance wants to see

**4:44 —** this goal written or this is how it will

**4:47 —** make things easier for us to track so

**4:50 —** acknowledge if you feel awkward doing it

**4:52 —** or if the process feels awkward or like

**4:54 —** it's not quite capturing everything

**4:56 —** most people will be understanding as

**4:59 —** long as you acknowledge the awkwardness

**5:01 —** of the process

**5:02 —** the easiest way to get people to give

**5:05 —** you some numbers as far as how often

**5:07 —** things occur for them is to break down

**5:08 —** their day so

**5:10 —** about how often do you think these

**5:13 —** thoughts or have these feelings or

**5:15 —** notice these feelings in the morning so

**5:17 —** between the time that you wake up until

**5:19 —** you go to work or before you go to

**5:22 —** school or between the time you get and

**5:24 —** then literally break it down between the

**5:26 —** time you get to work and before you have

**5:28 —** your first lunch break or between the

**5:30 —** time you get to work and leave leave

**5:32 —** from work

**5:33 —** and then you just keep continuing

**5:34 —** through the day break it down based on

**5:37 —** whatever your client's schedule is and

**5:39 —** what makes the most sense for them

**5:41 —** now i know it seems kind of silly but

**5:44 —** this is another one of those things that

**5:45 —** can actually turn into a really valuable

**5:47 —** clinical discussion because sometimes

**5:50 —** people are surprised by how often or how

**5:52 —** little they're experiencing a symptom

**5:54 —** that they were previously telling you

**5:56 —** about

**5:56 —** especially with kids this is really

**5:59 —** helpful to do with the parents

**6:01 —** involvement because it helps parents

**6:03 —** later on down the line when they might

**6:05 —** be thinking he's still having a tantrum

**6:08 —** every day

**6:09 —** but if you were able to identify that a

**6:11 —** child had a tantrum

**6:13 —** three times a day and now it's only once

**6:15 —** a day you're able to highlight the

**6:17 —** progress they're making over time

**6:19 —** and one last tip about measurement the m

**6:21 —** part of our smart goal

**6:23 —** stick with times

**6:25 —** avoid percentages percentages just get

**6:29 —** really confusing and no one understands

**6:30 —** what you're tracking and it's too

**6:32 —** ambiguous whereas times per day are a

**6:35 —** lot easier to track regardless of what

**6:37 —** it is stick with times per day times per

**6:40 —** week or times per month and you're good

**6:42 —** to go so what does our goal look like so

**6:44 —** far well we have reduced depressive

**6:46 —** symptoms

**6:47 —** example

**6:48 —** depressed mood passive suicidal ideation

**6:52 —** hyperinsomnia and feelings of guilt

**6:54 —** from

**6:55 —** six times a day to two times a day so

**6:58 —** now this is a goal we can actually track

**7:01 —** and it's pretty specific to this client

**7:04 —** and why from six times a day to two

**7:07 —** times a day well that comes into the

**7:09 —** rest of our smart goal attainable and

**7:13 —** realistic we all know it's probably not

**7:16 —** realistic for our client to have zero

**7:18 —** depressive symptoms in a matter of a few

**7:20 —** months so this is a combination of

**7:23 —** creating a goal that is attainable and

**7:26 —** can show progress and be encouraging in

**7:28 —** that way for your client but still

**7:31 —** capture enough of what you need to cover

**7:33 —** over a longer period of time so you're

**7:35 —** not constantly having to redo all of

**7:37 —** your goals

**7:38 —** lastly we have time bound so now our

**7:41 —** goal is fully smart

**7:42 —** and time bound just means what's the

**7:45 —** time frame within this treatment plan or

**7:48 —** within which you'll be working on this

**7:49 —** particular goal

**7:50 —** this time frame can vary based on what

**7:52 —** contracts you might have sometimes

**7:54 —** medicare or medicaid want you to check

**7:56 —** in on the goals every three months not

**7:58 —** necessarily redo the whole treatment

**8:00 —** plan but a good rule of thumb is that

**8:02 —** your treatment plan is for a year and

**8:05 —** you probably want to check in on the

**8:07 —** goals after the first three months and

**8:09 —** at least within the first three to six

**8:11 —** months that's one of my guidelines

**8:13 —** because practically when you meet with

**8:16 —** people things often come up or change as

**8:18 —** you get to know your clients so the

**8:21 —** first three months you're still kind of

**8:23 —** in that process of getting to know them

**8:24 —** but between three to six months you have

**8:26 —** a good idea of what's impacting them and

**8:28 —** if there was something they didn't feel

**8:29 —** comfortable sharing with you then they

**8:31 —** might have brought that up by then and

**8:33 —** if you're just private pay and not

**8:35 —** really worried about insurance then i

**8:37 —** would recommend create some good broad

**8:40 —** goals that will apply over time and just

**8:42 —** check in on your treatment plans

**8:43 —** annually and no you don't usually need

**8:46 —** to actually write the time frame within

**8:47 —** the goal because it's kind of inherent

**8:49 —** in the treatment plan for however long

**8:51 —** you've set that up if you want more

**8:53 —** examples of smart goals and how they

**8:56 —** intertwine with your progress notes and

**8:57 —** your intake assessment and all the

**8:59 —** wonderful things that you need for

**9:00 —** medical necessity then check out my paid

**9:03 —** course documentation made easy it is

**9:06 —** your one stop shop as a therapist for

**9:09 —** everything you need related to

**9:10 —** documentation

**9:12 —** so click in the description below to

**9:13 —** check it out and until next time happy

**9:16 —** writing

**PatientCenteredTreatmentPlan-TEMPLATE.docx**

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

**Treatment_Planning_Transcript_WITH_TIMES.docx**

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

**Wheeler_Chapter_4_Exact_Copy.pdf**

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**Wheeler_Chapter_4_Exact_Copy.pdf**

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**## Module4_Patient-CenteredTreatmentPlan-ASSIGNMENT.docx**

Module 4: Patient-Centered Treatment Plan

Once you have read, reviewed, and gained a thorough understanding of treatment planning documentation in this weeks module, watch the below Patient Simulation video and complete the attached treatment plan template. Review the SMART goals video for more details on measurable goals.

[https://www.youtube.com/watch?v=VGdWk7YRS1c](https://www.youtube.com/watch?v=VGdWk7YRS1c)

[https://www.youtube.com/watch?v=msbmM4moLWk](https://www.youtube.com/watch?v=msbmM4moLWk)

Use full APA 7th edition format;
**Minimum of 4 references**

**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. 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. 4**

**## SMART_Goals_Transcript_TIME_BESIDE_TEXT.docx**

**SMART Goals Transcript With Time**

**0:00 —** what is a smart goal

**0:01 —** how do i write one

**0:03 —** do all of the goals on my treatment plan

**0:05 —** need to be smart goals

**0:07 —** these are exactly the questions we are

**0:09 —** tackling in today's video

**0:11 —** and we're even going to write a goal

**0:13 —** together so you can see how it works

**0:15 —** hi i'm dr melissa mccaffrey founder of

**0:17 —** the free private practice paperwork

**0:19 —** crash course and today we are talking

**0:22 —** about smart goals

**0:23 —** first let's dive into what the heck is a

**0:26 —** smart goal anyway

**0:28 —** a smart goal is a specific way of

**0:30 —** writing a goal that makes the goal

**0:32 —** really observable

**0:34 —** easy to understand and easy to track

**0:37 —** smart is an acronym and it stands for

**0:40 —** specific

**0:41 —** measurable

**0:43 —** attainable or achievable

**0:46 —** realistic and time-bound

**0:49 —** now at this point you might be saying uh

**0:51 —** melissa that sounds complicated

**0:53 —** and do i really need to write all of my

**0:55 —** client goals as smart goals

**0:58 —** as is often the case in documentation

**1:00 —** the answer that question is

**1:02 —** maybe

**1:03 —** so if you work with medicare or medicaid

**1:07 —** yes

**1:08 —** all of your goals should be smart goals

**1:10 —** 100 of the time

**1:12 —** if you work with private insurance or if

**1:15 —** you give clients a super bill and their

**1:17 —** insurance might actually review your

**1:19 —** files at some point

**1:20 —** then it's a good guideline to have you

**1:23 —** don't have to worry

**1:24 —** so much about sticking to the specific

**1:27 —** formula i'm going to teach you

**1:29 —** but it's a helpful guideline and trust

**1:31 —** me it's going to be pretty easy once you

**1:33 —** learn this formula anyway

**1:35 —** if your clients are 100

**1:38 —** private pay then you can take it or

**1:40 —** leave it as far as smart goals go but

**1:42 —** you still want to follow a lot of the

**1:43 —** same principles of making the goal

**1:46 —** really observable easy for anyone to

**1:49 —** understand and easy to track this helps

**1:52 —** both you and your clients with knowing

**1:55 —** whether or not therapy is working

**1:57 —** let's go step by step together and write

**2:00 —** a smart goal

**2:01 —** first we have specific so specific is

**2:04 —** talking about the type of behavior for

**2:06 —** example maybe we want to create a goal

**2:08 —** to reduce depressive symptoms

**2:11 —** so you might think well

**2:13 —** depression or depressive symptoms are

**2:15 —** specific enough but they are not because

**2:17 —** how do we measure depression

**2:20 —** and any good therapist and actually most

**2:22 —** people know that depression looks

**2:24 —** different in different people

**2:26 —** so we want to be specific about what

**2:28 —** depression or depressive symptoms look

**2:30 —** like in this specific person

**2:32 —** and if you checked out our last video

**2:35 —** where we talked about the only two goals

**2:37 —** you need for every treatment plan

**2:39 —** you'll see that we're going to go with

**2:41 —** the symptoms goal right now so if you

**2:43 —** haven't checked that video out go do

**2:44 —** that now we'll put a card here so it's

**2:46 —** easy to link to

**2:48 —** okay so the easiest way to get specific

**2:51 —** is to

**2:52 —** use our symptoms so depressive symptoms

**2:55 —** anxiety symptoms we're going to stick

**2:56 —** with depression for this video client

**2:58 —** will reduce depressive symptoms and then

**3:01 —** use parentheses

**3:02 —** so your parentheses are going to

**3:04 —** describe what depression looks like for

**3:07 —** this particular client

**3:09 —** so for example client will reduce

**3:11 —** depressive symptoms parentheses

**3:14 —** depressed mood insomnia

**3:17 —** low concentration low motivation etc so

**3:21 —** you don't have to list out every single

**3:23 —** criteria but a good sample of what

**3:25 —** depression looks like for this person

**3:28 —** another example would look like client

**3:29 —** will reduce depressed symptoms

**3:31 —** parentheses depressed mood passive

**3:34 —** suicidal ideation feelings of guilt

**3:37 —** and hypersomnia

**3:40 —** so there we have two very different sets

**3:42 —** of depressive symptoms but they both

**3:43 —** meet the criteria

**3:45 —** and you're able to see specifically how

**3:47 —** depression is impacting this person

**3:50 —** next is measurable so this is literally

**3:53 —** assigning a number to the symptoms or

**3:56 —** whatever it is that your goal is about

**3:58 —** so that you can track it

**4:00 —** for a symptoms goal we want to know how

**4:03 —** often these things happen for a client

**4:06 —** and yes it is a little weird you're

**4:08 —** probably not going to ask someone

**4:10 —** how many times a day do you experience a

**4:12 —** depressed mood or lack of motivation and

**4:15 —** it can be difficult for people to track

**4:17 —** and put into a number but we're still

**4:19 —** going to do it

**4:21 —** and we're going to make it easy and it's

**4:23 —** actually going to be helpful clinically

**4:25 —** so the easiest way to do this is to ask

**4:27 —** your client

**4:28 —** and give them some help with figuring

**4:31 —** out that time frame

**4:32 —** and it's okay at times like this to tell

**4:35 —** your clients something like i know this

**4:37 —** sounds a little weird or i know this is

**4:40 —** kind of difficult to put into numbers

**4:42 —** but this is how insurance wants to see

**4:44 —** this goal written or this is how it will

**4:47 —** make things easier for us to track so

**4:50 —** acknowledge if you feel awkward doing it

**4:52 —** or if the process feels awkward or like

**4:54 —** it's not quite capturing everything

**4:56 —** most people will be understanding as

**4:59 —** long as you acknowledge the awkwardness

**5:01 —** of the process

**5:02 —** the easiest way to get people to give

**5:05 —** you some numbers as far as how often

**5:07 —** things occur for them is to break down

**5:08 —** their day so

**5:10 —** about how often do you think these

**5:13 —** thoughts or have these feelings or

**5:15 —** notice these feelings in the morning so

**5:17 —** between the time that you wake up until

**5:19 —** you go to work or before you go to

**5:22 —** school or between the time you get and

**5:24 —** then literally break it down between the

**5:26 —** time you get to work and before you have

**5:28 —** your first lunch break or between the

**5:30 —** time you get to work and leave leave

**5:32 —** from work

**5:33 —** and then you just keep continuing

**5:34 —** through the day break it down based on

**5:37 —** whatever your client's schedule is and

**5:39 —** what makes the most sense for them

**5:41 —** now i know it seems kind of silly but

**5:44 —** this is another one of those things that

**5:45 —** can actually turn into a really valuable

**5:47 —** clinical discussion because sometimes

**5:50 —** people are surprised by how often or how

**5:52 —** little they're experiencing a symptom

**5:54 —** that they were previously telling you

**5:56 —** about

**5:56 —** especially with kids this is really

**5:59 —** helpful to do with the parents

**6:01 —** involvement because it helps parents

**6:03 —** later on down the line when they might

**6:05 —** be thinking he's still having a tantrum

**6:08 —** every day

**6:09 —** but if you were able to identify that a

**6:11 —** child had a tantrum

**6:13 —** three times a day and now it's only once

**6:15 —** a day you're able to highlight the

**6:17 —** progress they're making over time

**6:19 —** and one last tip about measurement the m

**6:21 —** part of our smart goal

**6:23 —** stick with times

**6:25 —** avoid percentages percentages just get

**6:29 —** really confusing and no one understands

**6:30 —** what you're tracking and it's too

**6:32 —** ambiguous whereas times per day are a

**6:35 —** lot easier to track regardless of what

**6:37 —** it is stick with times per day times per

**6:40 —** week or times per month and you're good

**6:42 —** to go so what does our goal look like so

**6:44 —** far well we have reduced depressive

**6:46 —** symptoms

**6:47 —** example

**6:48 —** depressed mood passive suicidal ideation

**6:52 —** hyperinsomnia and feelings of guilt

**6:54 —** from

**6:55 —** six times a day to two times a day so

**6:58 —** now this is a goal we can actually track

**7:01 —** and it's pretty specific to this client

**7:04 —** and why from six times a day to two

**7:07 —** times a day well that comes into the

**7:09 —** rest of our smart goal attainable and

**7:13 —** realistic we all know it's probably not

**7:16 —** realistic for our client to have zero

**7:18 —** depressive symptoms in a matter of a few

**7:20 —** months so this is a combination of

**7:23 —** creating a goal that is attainable and

**7:26 —** can show progress and be encouraging in

**7:28 —** that way for your client but still

**7:31 —** capture enough of what you need to cover

**7:33 —** over a longer period of time so you're

**7:35 —** not constantly having to redo all of

**7:37 —** your goals

**7:38 —** lastly we have time bound so now our

**7:41 —** goal is fully smart

**7:42 —** and time bound just means what's the

**7:45 —** time frame within this treatment plan or

**7:48 —** within which you'll be working on this

**7:49 —** particular goal

**7:50 —** this time frame can vary based on what

**7:52 —** contracts you might have sometimes

**7:54 —** medicare or medicaid want you to check

**7:56 —** in on the goals every three months not

**7:58 —** necessarily redo the whole treatment

**8:00 —** plan but a good rule of thumb is that

**8:02 —** your treatment plan is for a year and

**8:05 —** you probably want to check in on the

**8:07 —** goals after the first three months and

**8:09 —** at least within the first three to six

**8:11 —** months that's one of my guidelines

**8:13 —** because practically when you meet with

**8:16 —** people things often come up or change as

**8:18 —** you get to know your clients so the

**8:21 —** first three months you're still kind of

**8:23 —** in that process of getting to know them

**8:24 —** but between three to six months you have

**8:26 —** a good idea of what's impacting them and

**8:28 —** if there was something they didn't feel

**8:29 —** comfortable sharing with you then they

**8:31 —** might have brought that up by then and

**8:33 —** if you're just private pay and not

**8:35 —** really worried about insurance then i

**8:37 —** would recommend create some good broad

**8:40 —** goals that will apply over time and just

**8:42 —** check in on your treatment plans

**8:43 —** annually and no you don't usually need

**8:46 —** to actually write the time frame within

**8:47 —** the goal because it's kind of inherent

**8:49 —** in the treatment plan for however long

**8:51 —** you've set that up if you want more

**8:53 —** examples of smart goals and how they

**8:56 —** intertwine with your progress notes and

**8:57 —** your intake assessment and all the

**8:59 —** wonderful things that you need for

**9:00 —** medical necessity then check out my paid

**9:03 —** course documentation made easy it is

**9:06 —** your one stop shop as a therapist for

**9:09 —** everything you need related to

**9:10 —** documentation

**9:12 —** so click in the description below to

**9:13 —** check it out and until next time happy

**9:16 —** writing

**PatientCenteredTreatmentPlan-TEMPLATE.docx**

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

**Treatment_Planning_Transcript_WITH_TIMES.docx**

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

**Wheeler_Chapter_4_Exact_Copy.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wheeler-chapter-4-exact-copy-pdf)

**## Module4_Patient-CenteredTreatmentPlan-ASSIGNMENT.docx**

Module 4: Patient-Centered Treatment Plan

Once you have read, reviewed, and gained a thorough understanding of treatment planning documentation in this weeks module, watch the below Patient Simulation video and complete the attached treatment plan template. Review the SMART goals video for more details on measurable goals.

[https://www.youtube.com/watch?v=VGdWk7YRS1c](https://www.youtube.com/watch?v=VGdWk7YRS1c)

[https://www.youtube.com/watch?v=msbmM4moLWk](https://www.youtube.com/watch?v=msbmM4moLWk)

Use full APA 7th edition format;
**Minimum of 4 references**

**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. 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. 4**

**## SMART_Goals_Transcript_TIME_BESIDE_TEXT.docx**

**SMART Goals Transcript With Time**

**0:00 —** what is a smart goal

**0:01 —** how do i write one

**0:03 —** do all of the goals on my treatment plan

**0:05 —** need to be smart goals

**0:07 —** these are exactly the questions we are

**0:09 —** tackling in today's video

**0:11 —** and we're even going to write a goal

**0:13 —** together so you can see how it works

**0:15 —** hi i'm dr melissa mccaffrey founder of

**0:17 —** the free private practice paperwork

**0:19 —** crash course and today we are talking

**0:22 —** about smart goals

**0:23 —** first let's dive into what the heck is a

**0:26 —** smart goal anyway

**0:28 —** a smart goal is a specific way of

**0:30 —** writing a goal that makes the goal

**0:32 —** really observable

**0:34 —** easy to understand and easy to track

**0:37 —** smart is an acronym and it stands for

**0:40 —** specific

**0:41 —** measurable

**0:43 —** attainable or achievable

**0:46 —** realistic and time-bound

**0:49 —** now at this point you might be saying uh

**0:51 —** melissa that sounds complicated

**0:53 —** and do i really need to write all of my

**0:55 —** client goals as smart goals

**0:58 —** as is often the case in documentation

**1:00 —** the answer that question is

**1:02 —** maybe

**1:03 —** so if you work with medicare or medicaid

**1:07 —** yes

**1:08 —** all of your goals should be smart goals

**1:10 —** 100 of the time

**1:12 —** if you work with private insurance or if

**1:15 —** you give clients a super bill and their

**1:17 —** insurance might actually review your

**1:19 —** files at some point

**1:20 —** then it's a good guideline to have you

**1:23 —** don't have to worry

**1:24 —** so much about sticking to the specific

**1:27 —** formula i'm going to teach you

**1:29 —** but it's a helpful guideline and trust

**1:31 —** me it's going to be pretty easy once you

**1:33 —** learn this formula anyway

**1:35 —** if your clients are 100

**1:38 —** private pay then you can take it or

**1:40 —** leave it as far as smart goals go but

**1:42 —** you still want to follow a lot of the

**1:43 —** same principles of making the goal

**1:46 —** really observable easy for anyone to

**1:49 —** understand and easy to track this helps

**1:52 —** both you and your clients with knowing

**1:55 —** whether or not therapy is working

**1:57 —** let's go step by step together and write

**2:00 —** a smart goal

**2:01 —** first we have specific so specific is

**2:04 —** talking about the type of behavior for

**2:06 —** example maybe we want to create a goal

**2:08 —** to reduce depressive symptoms

**2:11 —** so you might think well

**2:13 —** depression or depressive symptoms are

**2:15 —** specific enough but they are not because

**2:17 —** how do we measure depression

**2:20 —** and any good therapist and actually most

**2:22 —** people know that depression looks

**2:24 —** different in different people

**2:26 —** so we want to be specific about what

**2:28 —** depression or depressive symptoms look

**2:30 —** like in this specific person

**2:32 —** and if you checked out our last video

**2:35 —** where we talked about the only two goals

**2:37 —** you need for every treatment plan

**2:39 —** you'll see that we're going to go with

**2:41 —** the symptoms goal right now so if you

**2:43 —** haven't checked that video out go do

**2:44 —** that now we'll put a card here so it's

**2:46 —** easy to link to

**2:48 —** okay so the easiest way to get specific

**2:51 —** is to

**2:52 —** use our symptoms so depressive symptoms

**2:55 —** anxiety symptoms we're going to stick

**2:56 —** with depression for this video client

**2:58 —** will reduce depressive symptoms and then

**3:01 —** use parentheses

**3:02 —** so your parentheses are going to

**3:04 —** describe what depression looks like for

**3:07 —** this particular client

**3:09 —** so for example client will reduce

**3:11 —** depressive symptoms parentheses

**3:14 —** depressed mood insomnia

**3:17 —** low concentration low motivation etc so

**3:21 —** you don't have to list out every single

**3:23 —** criteria but a good sample of what

**3:25 —** depression looks like for this person

**3:28 —** another example would look like client

**3:29 —** will reduce depressed symptoms

**3:31 —** parentheses depressed mood passive

**3:34 —** suicidal ideation feelings of guilt

**3:37 —** and hypersomnia

**3:40 —** so there we have two very different sets

**3:42 —** of depressive symptoms but they both

**3:43 —** meet the criteria

**3:45 —** and you're able to see specifically how

**3:47 —** depression is impacting this person

**3:50 —** next is measurable so this is literally

**3:53 —** assigning a number to the symptoms or

**3:56 —** whatever it is that your goal is about

**3:58 —** so that you can track it

**4:00 —** for a symptoms goal we want to know how

**4:03 —** often these things happen for a client

**4:06 —** and yes it is a little weird you're

**4:08 —** probably not going to ask someone

**4:10 —** how many times a day do you experience a

**4:12 —** depressed mood or lack of motivation and

**4:15 —** it can be difficult for people to track

**4:17 —** and put into a number but we're still

**4:19 —** going to do it

**4:21 —** and we're going to make it easy and it's

**4:23 —** actually going to be helpful clinically

**4:25 —** so the easiest way to do this is to ask

**4:27 —** your client

**4:28 —** and give them some help with figuring

**4:31 —** out that time frame

**4:32 —** and it's okay at times like this to tell

**4:35 —** your clients something like i know this

**4:37 —** sounds a little weird or i know this is

**4:40 —** kind of difficult to put into numbers

**4:42 —** but this is how insurance wants to see

**4:44 —** this goal written or this is how it will

**4:47 —** make things easier for us to track so

**4:50 —** acknowledge if you feel awkward doing it

**4:52 —** or if the process feels awkward or like

**4:54 —** it's not quite capturing everything

**4:56 —** most people will be understanding as

**4:59 —** long as you acknowledge the awkwardness

**5:01 —** of the process

**5:02 —** the easiest way to get people to give

**5:05 —** you some numbers as far as how often

**5:07 —** things occur for them is to break down

**5:08 —** their day so

**5:10 —** about how often do you think these

**5:13 —** thoughts or have these feelings or

**5:15 —** notice these feelings in the morning so

**5:17 —** between the time that you wake up until

**5:19 —** you go to work or before you go to

**5:22 —** school or between the time you get and

**5:24 —** then literally break it down between the

**5:26 —** time you get to work and before you have

**5:28 —** your first lunch break or between the

**5:30 —** time you get to work and leave leave

**5:32 —** from work

**5:33 —** and then you just keep continuing

**5:34 —** through the day break it down based on

**5:37 —** whatever your client's schedule is and

**5:39 —** what makes the most sense for them

**5:41 —** now i know it seems kind of silly but

**5:44 —** this is another one of those things that

**5:45 —** can actually turn into a really valuable

**5:47 —** clinical discussion because sometimes

**5:50 —** people are surprised by how often or how

**5:52 —** little they're experiencing a symptom

**5:54 —** that they were previously telling you

**5:56 —** about

**5:56 —** especially with kids this is really

**5:59 —** helpful to do with the parents

**6:01 —** involvement because it helps parents

**6:03 —** later on down the line when they might

**6:05 —** be thinking he's still having a tantrum

**6:08 —** every day

**6:09 —** but if you were able to identify that a

**6:11 —** child had a tantrum

**6:13 —** three times a day and now it's only once

**6:15 —** a day you're able to highlight the

**6:17 —** progress they're making over time

**6:19 —** and one last tip about measurement the m

**6:21 —** part of our smart goal

**6:23 —** stick with times

**6:25 —** avoid percentages percentages just get

**6:29 —** really confusing and no one understands

**6:30 —** what you're tracking and it's too

**6:32 —** ambiguous whereas times per day are a

**6:35 —** lot easier to track regardless of what

**6:37 —** it is stick with times per day times per

**6:40 —** week or times per month and you're good

**6:42 —** to go so what does our goal look like so

**6:44 —** far well we have reduced depressive

**6:46 —** symptoms

**6:47 —** example

**6:48 —** depressed mood passive suicidal ideation

**6:52 —** hyperinsomnia and feelings of guilt

**6:54 —** from

**6:55 —** six times a day to two times a day so

**6:58 —** now this is a goal we can actually track

**7:01 —** and it's pretty specific to this client

**7:04 —** and why from six times a day to two

**7:07 —** times a day well that comes into the

**7:09 —** rest of our smart goal attainable and

**7:13 —** realistic we all know it's probably not

**7:16 —** realistic for our client to have zero

**7:18 —** depressive symptoms in a matter of a few

**7:20 —** months so this is a combination of

**7:23 —** creating a goal that is attainable and

**7:26 —** can show progress and be encouraging in

**7:28 —** that way for your client but still

**7:31 —** capture enough of what you need to cover

**7:33 —** over a longer period of time so you're

**7:35 —** not constantly having to redo all of

**7:37 —** your goals

**7:38 —** lastly we have time bound so now our

**7:41 —** goal is fully smart

**7:42 —** and time bound just means what's the

**7:45 —** time frame within this treatment plan or

**7:48 —** within which you'll be working on this

**7:49 —** particular goal

**7:50 —** this time frame can vary based on what

**7:52 —** contracts you might have sometimes

**7:54 —** medicare or medicaid want you to check

**7:56 —** in on the goals every three months not

**7:58 —** necessarily redo the whole treatment

**8:00 —** plan but a good rule of thumb is that

**8:02 —** your treatment plan is for a year and

**8:05 —** you probably want to check in on the

**8:07 —** goals after the first three months and

**8:09 —** at least within the first three to six

**8:11 —** months that's one of my guidelines

**8:13 —** because practically when you meet with

**8:16 —** people things often come up or change as

**8:18 —** you get to know your clients so the

**8:21 —** first three months you're still kind of

**8:23 —** in that process of getting to know them

**8:24 —** but between three to six months you have

**8:26 —** a good idea of what's impacting them and

**8:28 —** if there was something they didn't feel

**8:29 —** comfortable sharing with you then they

**8:31 —** might have brought that up by then and

**8:33 —** if you're just private pay and not

**8:35 —** really worried about insurance then i

**8:37 —** would recommend create some good broad

**8:40 —** goals that will apply over time and just

**8:42 —** check in on your treatment plans

**8:43 —** annually and no you don't usually need

**8:46 —** to actually write the time frame within

**8:47 —** the goal because it's kind of inherent

**8:49 —** in the treatment plan for however long

**8:51 —** you've set that up if you want more

**8:53 —** examples of smart goals and how they

**8:56 —** intertwine with your progress notes and

**8:57 —** your intake assessment and all the

**8:59 —** wonderful things that you need for

**9:00 —** medical necessity then check out my paid

**9:03 —** course documentation made easy it is

**9:06 —** your one stop shop as a therapist for

**9:09 —** everything you need related to

**9:10 —** documentation

**9:12 —** so click in the description below to

**9:13 —** check it out and until next time happy

**9:16 —** writing

**PatientCenteredTreatmentPlan-TEMPLATE.docx**

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

**Treatment_Planning_Transcript_WITH_TIMES.docx**

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**Wheeler_Chapter_4_Exact_Copy.pdf**

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November 6, 2026
[Solved] Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspective

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**Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspective** – a month ago **files (2)** – ## Module3JournalQuestion.docx – ## Module_Journal_RUBRIC.docx **## Module3JournalQuestion.docx** **Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspe…

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Assignment Prompt & Instructions

**Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspective**

– a month ago

**files (2)**

– ## Module3JournalQuestion.docx

– ## Module_Journal_RUBRIC.docx

**## Module3JournalQuestion.docx**

**Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspective**

Describe the key determinants of population health and identify one evidence-based approach that evaluates the impact of healthy behavior (i.e., tobacco use, diet and exercise, or alcohol and drug use), clinical care (i.e., access to care and quality of care), or social and economic factors (i.e., education, employment, income, and family/social support) in a rural population and/or community.

**Journal Response Expectations**

Each short-answer Journal response will be a minimum of 300 words;
**no citation, reference, or APA style is necessary.**

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1. Population Health and Person-Centered Care

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1. Population Health and Person-Centered Care

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

**## Module3JournalQuestion.docx**

**Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspective**

Describe the key determinants of population health and identify one evidence-based approach that evaluates the impact of healthy behavior (i.e., tobacco use, diet and exercise, or alcohol and drug use), clinical care (i.e., access to care and quality of care), or social and economic factors (i.e., education, employment, income, and family/social support) in a rural population and/or community.

**Journal Response Expectations**

Each short-answer Journal response will be a minimum of 300 words;
**no citation, reference, or APA style is necessary.**

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1. Population Health and Person-Centered Care

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

**## Module3JournalQuestion.docx**

**Module 3 Journal Question: Evidence-Based Practices from a Public Health Perspective**

Describe the key determinants of population health and identify one evidence-based approach that evaluates the impact of healthy behavior (i.e., tobacco use, diet and exercise, or alcohol and drug use), clinical care (i.e., access to care and quality of care), or social and economic factors (i.e., education, employment, income, and family/social support) in a rural population and/or community.

**Journal Response Expectations**

Each short-answer Journal response will be a minimum of 300 words;
**no citation, reference, or APA style is necessary.**

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1. Population Health and Person-Centered Care

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

November 6, 2026
[Solved] Unit 4

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Assignment Prompt & Instructions

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November 6, 2026
[Solved] help me

✓ Verified Academic Solution Available

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In-depth study guidance and analytical solution covering help me.

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Assignment Prompt & Instructions

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

November 6, 2026
[Solved] Powerpoint

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Submit your PowerPoint Presentation here. Then critique least five (5) of your classmate's PowerPoints. **Instructions: water therapy** 1. Submit your 8 – 10 slide PowerPoint presentation summarizing the type of CAM you selected from STEP 1. 2. When you prepare your PowerPoint, be sure that the view…

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Assignment Prompt & Instructions

Submit your PowerPoint Presentation here. Then critique least five (5) of your classmate's PowerPoints.

**Instructions: water therapy**

1. Submit your 8 – 10 slide PowerPoint presentation summarizing the type of CAM you selected from STEP 1.
2. When you prepare your PowerPoint, be sure that the viewer will know the following six (6) items:
1. What the CAM practice actually is?
2. Who are its practitioners?
3. How it is typically used?
4. Why people use this type of CAM?
5. Its current status in the Medical world.
6. What evidence is there that supports its use?
3. If you use graphics in your presentation, please be sure that they are small in size and suitable for the PowerPoint format.
4. Title your presentation with the subject of your presentation, and attach it in this Discussion Forum.
5. Next, You will view at least five (5) of your classmate's PowerPoints, and critique them as follows:
1. Were all six (6) items from Part 1 adequately addressed?
2. What questions if any do you have about this topic?
3. What was the most important point (or points) you learned from this presentation?
6. Be sure to:
– Proofread your PowerPoint Presentation before submitting. You will not be able to edit once you submit.
– Type the title of your presentation in the subject line.
– Respond to each of the five (5) PowerPoints directly in the Discussion Forum. In other words, do not respond to all five presentations with one original post. Reply to each students' individual post.
– Use standard English grammar and spelling in your responses.

– a month ago

November 6, 2026
[Solved] Nursing Assignment help

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Assignment Prompt & Instructions

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November 6, 2026