Tag: Care Plans, Pathophysiology & Pharmacology

  • [Solved] Chapter 5 Outline

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    follow the sample and rubric **files (4)** – ## Module_5_Weekly_Note_Outline-note.docx – ## Week5Notes-RUBRIC.pdf – ## WEEKLY_NOT_SAMPLE.docx – Stahl_Chapter_5_159-244.pdf **## Module_5_Weekly_Note_Outline-note.docx** **Chapter 5 Outline** **Read** Chapter 5, pages 159- 244. **No refere…

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    Assignment Prompt & Instructions

    follow the sample and rubric

    **files (4)**

    – ## Module_5_Weekly_Note_Outline-note.docx

    – ## Week5Notes-RUBRIC.pdf

    – ## WEEKLY_NOT_SAMPLE.docx

    – Stahl_Chapter_5_159-244.pdf

    **## Module_5_Weekly_Note_Outline-note.docx**

    **Chapter 5 Outline**

    **Read** Chapter 5, pages 159- 244.
    **No reference needed.**

    **Targeting Dopamine and Serotonin Receptors for Psychosis, Mood, and Beyond: So-Called “Antipsychotics”**

    Module 5 Weekly Note. Address each heading in the yellow outline note.

    Targeting Mesolimbic/Mesostriatal Dopamine D2 Receptors Causes Antipsychotic Actions 161

    Targeting Dopamine D2 Receptors in Mesolimbic/ Mesostriatal and Mesocortical Pathways Causes Secondary Negative Symptoms 162

    Secondary Negative Symptoms Due to Targeting Mesolimbic Dopamine D2 Receptors 162

    Secondary Negative Symptoms Due to Targeting Mesocortical Dopamine D2 Receptors 163

    Targeting Tuberoinfundibular Dopamine D2 Receptors Causes Elevation of Prolactin 164

    Targeting Nigrostriatal Dopamine D2 Receptors Causes Motor Side Effects 165

    Drug-Induced Parkinsonism 166

    Drug-Induced Acute Dystonia 169

    Akathisia 169

    Neuroleptic Malignant Syndrome 169

    Tardive Dyskinesia 170

    Drugs Targeting Dopamine D2 Receptors: So-Called First Generation or Conventional “Antipsychotics” 179

    Drugs Targeting Serotonin 2A Receptors with or without Simultaneously Targeting Dopamine D2 Receptors 183

    5HT2A Receptor Regulation of Dopamine Release in Three Downstream Pathways 184

    Drugs Targeting Serotonin 1A Receptors and Dopamine D2 Receptors as Partial Agonists 189

    D2 Partial Agonism 189

    How Does D2 Partial Agonism Cause Fewer Motor Side Effects than D2 Antagonism? 192

    5HT1A Partial Agonism 193

    Links between Receptor Binding Properties of Drugs Used to Treat Psychosis and Other Therapeutic Actions and Side Effects 195

    Mania 195

    Antidepressant Actions in Bipolar and Unipolar Depression 195

    Anxiolytic Actions 196

    Agitation in Dementia 197

    Sedative Hypnotic and Sedating Actions 197

    Cardiometabolic Actions 198

    Pharmacological Properties of Selected Individual First-Generation D2 Antagonists 201

    Chlorpromazine 201

    Fluphenazine 202

    Haloperidol 202

    Sulpiride 202

    Amisulpride 203

    An Overview of the Pharmacological Properties of Individual 5HT2A/ D2 Antagonists and D2/5HT1A Partial Agonists: The Pines (Peens), Many Dones and a Rone, Two Pips and a Rip 204

    The Pines (Peens) 222

    Many Dones and a Rone 234

    Two Pips and a Rip 239

    Selective 5HT2A Antagonist 240

    The Others 240

    Future Treatments for Schizophrenia 241

    Roluperidone (MIN-101) 241

    D3 Antagonists 241

    Trace Amine Receptor Agonists and SEP- 363856 241

    Cholinergic Agonists 242

    A Few Other Ideas 242

    Summary 242

    ![](https://www.sweetstudy.com/questions/chapter-5-outline)

    ## image1.png

    **## Week5Notes-RUBRIC.pdf**

    Weekly Notes Rubric (1)

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 1/3

    Criteria Ratings Pts

    Content

    5 pts

    Organization

    5 pts

    Clarity

    5 pts

    Relevance

    5 pts

    Critical
    Thinking

    5 pts

    5 to >4.0 pts
    Excellent
    Comprehensive
    coverage of key
    concepts, details, and
    examples.

    4 to >3.0 pts
    Good
    Thorough coverage of
    most key concepts
    and details.

    3 to >2.0 pts
    Fair
    Adequate coverage of
    basic concepts

    2 to >1.0 pts
    Needs Improvement
    Incomplete coverage,
    missing important
    concepts.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Well-structured and
    logically organized.
    Subheadings reflect
    reading assignment

    4 to >3.0 pts
    Good
    Clear organization with
    headings or
    formatting.

    3 to >2.0 pts
    Fair
    Somewhat organized
    with inconsistencies.
    Some heading noted

    2 to >1.0 pts
    Needs Improvement
    Disorganized, difficult
    to follow, little to no
    headings

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Full Marks
    Very clear and concise
    language

    4 to >3.0 pts
    Good
    Clear language with
    few confusing parts.

    3 to >2.0 pts
    Fair
    Mostly clear, some
    parts confusing.

    2 pts
    Needs Improvement
    Unclear and
    convoluted language.

    2 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Directly addresses
    main themes and
    concepts.

    4 to >3.0 pts
    Good
    Focused on main
    themes, minimal
    irrelevant info.

    3 to >2.0 pts
    Fair
    Relevant info with
    tangential details.

    2 to >1.0 pts
    Needs Improvement
    Includes irrelevant
    details.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Insightful connections
    between concepts.

    4 to >3.0 pts
    Good
    Demonstrates
    understanding, some
    connections.

    3 to >2.0 pts
    Fair
    Basic understanding,
    limited connections.

    2 to >1.0 pts
    Needs Improvement
    Unclear
    understanding, lacks
    connections

    1 to >0 pts
    No Credit

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 2/3

    Criteria Ratings Pts

    Neatness
    and Format

    5 pts

    Overall
    Quality

    5 pts

    Total Points: 35

    5 to >4.0 pts
    Excellent
    Neat and visually
    appealing with proper
    formatting. *If
    handwritten, clear and
    legible writing, with
    appropriate spacing

    4 to >3.0 pts
    Good
    Neat and organized,
    effective formatting.
    Minor formatting and
    unorganized errors.

    3 to >2.0 pts
    Fair
    Mostly neat,
    inconsistent
    formatting.

    2 to >1.0 pts
    Needs Improvement
    Messy Unorganized,
    lacks formatting.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Exceptional quality
    with deep
    understanding.

    4 to >3.0 pts
    Good
    Good quality, clear
    understanding.

    3 to >2.0 pts
    Fair
    Adequate quality,
    needs improvement in
    areas mentioned
    above

    2 to >1.0 pts
    Needs Improvement
    Significantly deficient
    quality

    1 to >0 pts
    No Credit

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 3/3

    **## WEEKLY_NOT_SAMPLE.docx**

    1

    **4**

    **Weekly Notes – Chapter 2: Module 2**

    **Transporters, Receptors, and Enzymes as Targets of Psychopharmacological Drug Action**

    **Neurotransmitter Transporters as Targets of Drug Action.**

    Transporters control the transport of a neurotransmitter into and out of a neuron. They control the reuptake of neurotransmitters, which is the amount of time they spend in the synapse and thus affects communication between two neurons.

    **Classification and Structure – p. 29**

    Some of the neurotransmitter transporters have several transmembrane domains and are members of the SLC family. Their structure enables them to recognize specific chemical substances and transport them across the nerve cell membrane.

    These transporters in general have 12 transmembrane regions. Plasma-membrane transporters include the SLC6 and SLC1 gene families.

    **Monoamine Transporters (SLC6 Gene Family)– p. 31**

    **Major Monoamine Transporters**

    SERT = serotonin transporter
    NET = norepinephrine transporter
    DAT = dopamine transporter

    Serotonin, norepinephrine, and dopamine transporters are members of the SLC6 family. Inhibitory drugs of these transporters may lead to higher levels of neurotransmitters in the synaptic cleft, which has significant therapeutic effects in psychiatric conditions.

    **Other Neurotransmitter Transporters (SLC6 and SLC1 Gene Families)– p. 34**

    **GABA and Glutamate**

    GABA: There are several GABA transporters called GAT1–4.

    Glutamate: Glutamate transporters are called EAAT1–5 and belong to the SLC1 family.

    Other transporters control the levels of neurotransmitters such as GABA, glycine, and glutamate. Modifying these systems can also modify inhibitory or excitatory signaling and can have an impact on neurological and psychiatric symptoms.

    **Histamine and Neuropeptide Transporters– p. 35**

    Unlike monoamines, histamine and neuropeptides lack a presynaptic reuptake system. Their activity is regulated in other ways, such as being broken down by enzymes and diffused out of the cell.

    **Vesicular Transporters: Subtypes and Function.– p. 35**

    Neurotransmitters are taken into vesicles for release by vesicular transporters. They help to accumulate neurotransmitters within vesicles, ready for movement to the nerve cell for communication.

    VMAT2 → serotonin, norepinephrine, dopamine, histamine

    VAChT → acetylcholine

    VIAAT → GABA

    vGluT1–3 → glutamate

    **Vesicular Transporters as Drug Targets– p. 35**

    VMAT2 and other vesicular proteins can be influenced by psychotropic medications and stimulant drugs. Altered vesicular storage can significantly affect neurotransmitter release.

    **G-Protein-Linked Receptors– p. 36**

    These receptors have 7 membrane-spanning regions and convert binding of neurotransmitters into intracellular signals. The effects can be seen in the immediate receptor, but can also be seen in second messengers, proteins, and gene expression.

    **Structure and Function**

    The activity of receptors is not binary, but lies on a continuum from full activation to decreased activation. Agonists activate receptors; antagonists are molecules that don't activate receptors; partial agonists activate receptors, albeit not as strongly as full agonists; and inverse agonists decrease constitutive activity.

    **G-Protein-Linked Receptors as Targets of Psychotropic Drugs– p. 36**

    Several receptor types interact with psychotropic medications, including dopamine, serotonin, histamine, GABA, adrenergic, and melatonin receptors. The clinical effects of drugs vary depending on whether they stimulate, block, or stabilize receptor activity.

    **The Agonist Spectrum**

    Full agonist → Partial agonist → Antagonist → Inverse agonist

    Full agonist: Creates maximum receptor activation and signal transduction.

    Antagonist: Blocks agonist activity but does not independently activate the receptor. True antagonists are described as "silent".

    Partial Agonist: Produces more activity than an antagonist; however, it has less activity than a full agonist.
    _Partial agonists can function as stabilizers. When neurotransmitter activity is low, it increases activity; when full-agonist activity is high, it reduces activity to an intermediate level._

    Light/rheostat analogy:
    Full agonist = brightest light
    Partial agonist = dimmed light but still shining
    No agonist = light off

    Inverse Agonist: Reduces receptor activity below baseline constitutive activity. Inverse agonists are above simple antagonists and are neither neutral nor silent. It produces a conformational transformation in the G-protein-linked receptor that stabilizes the inactive form.

    Full agonist: ↑↑↑ activity
    Partial agonist: ↑ activity
    Antagonist: baseline
    Inverse agonist: ↓ below baseline

    **Enzymes as Sites of Psychopharmacological Drug Action -p. 45**

    Enzymes are yet another pharmaceutical target. The effects of drugs can alter the synthesis and degradation mechanisms of neurotransmitters or alter how they are used in the cell, which can change the function of the neurons.

    Enzymes convert a substrate into a product.

    Substrate → binds active site → enzyme modifies substrate → product

    Irreversible Inhibitor: Binds permanently to the enzyme and cannot be displaced by the substrate. Enzyme activity returns only after the cell synthesizes new enzyme molecules. Sometimes it is called a "suicide inhibitor." It is called this because it permanently inhibits the enzyme and therefore kills it.

    Reversible Inhibitor: Can be displaced by the enzyme's substrate because it is able to compete with it. Whether the inhibitor or substrate predominates depends on factors such as relative affinity and concentration.

    Important enzymes targeted by psychotropic drugs include:

    MAO – monoamine oxidase

    Acetylcholinesterase

    GSK – glycogen synthase kinase

    Lithium may inhibit GSK-3, potentially contributing to neuroprotective effects, long-term plasticity, and its antimanic/mood-stabilizing actions

    **Cytochrome P450 Drug-Metabolizing Enzymes As Targets Of Psychotropic Drugs-p. 49**

    CYP450 enzymes are mainly responsible for how medicines are metabolized in the body. Enzyme activity can vary, affecting drug concentration, efficacy, and the risk of adverse effects in treating psychological disorders, making metabolism a critical factor.

    **Pharmacokinetics vs. Pharmacodynamics**

    The CYP450 system is found primarily in the liver and gut and is important for drug metabolism.

    Pharmacokinetics = what the body does to the drug:
    A – Absorption
    D – Distribution
    M – Metabolism
    E – Excretion

    Pharmacodynamics = what the drug does to the body, including its mechanism of action, therapeutic effects, and adverse effects.

    Important CYP450 enzymes listed.
    CYP1A2, CYP2B6, CYP2D6, CYP2C9, CYP2C19, CYP3A4

    Poor/intermediate metabolizer: ↓ metabolism → potentially ↑ drug concentrations and adverse effects.
    Ultra-rapid metabolizer: ↑ metabolism → potentially ↓ drug concentrations and reduced effectiveness.

    Pharmacogenomic testing and therapeutic drug monitoring can sometimes help guide treatment, particularly in treatment-resistant patients.

    **Summary -p. 50**

    Transporters regulate neurotransmitter movement, receptors convert the chemical signal into a cellular response, and enzymes regulate biochemical processes. Drugs that affect the brain's chemistry, or signaling systems, are called psychotropic drugs, and they are used to achieve therapeutic effects.

    _Source: Stahl's Essential Psychopharmacology, Chapter 2, pp. 29–50._

    **Stahl_Chapter_5_159-244.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stahl-chapter-5-159-244-pdf)

    **Stahl_Chapter_5_159-244.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stahl-chapter-5-159-244-pdf)

    **## Module_5_Weekly_Note_Outline-note.docx**

    **Chapter 5 Outline**

    **Read** Chapter 5, pages 159- 244.
    **No reference needed.**

    **Targeting Dopamine and Serotonin Receptors for Psychosis, Mood, and Beyond: So-Called “Antipsychotics”**

    Module 5 Weekly Note. Address each heading in the yellow outline note.

    Targeting Mesolimbic/Mesostriatal Dopamine D2 Receptors Causes Antipsychotic Actions 161

    Targeting Dopamine D2 Receptors in Mesolimbic/ Mesostriatal and Mesocortical Pathways Causes Secondary Negative Symptoms 162

    Secondary Negative Symptoms Due to Targeting Mesolimbic Dopamine D2 Receptors 162

    Secondary Negative Symptoms Due to Targeting Mesocortical Dopamine D2 Receptors 163

    Targeting Tuberoinfundibular Dopamine D2 Receptors Causes Elevation of Prolactin 164

    Targeting Nigrostriatal Dopamine D2 Receptors Causes Motor Side Effects 165

    Drug-Induced Parkinsonism 166

    Drug-Induced Acute Dystonia 169

    Akathisia 169

    Neuroleptic Malignant Syndrome 169

    Tardive Dyskinesia 170

    Drugs Targeting Dopamine D2 Receptors: So-Called First Generation or Conventional “Antipsychotics” 179

    Drugs Targeting Serotonin 2A Receptors with or without Simultaneously Targeting Dopamine D2 Receptors 183

    5HT2A Receptor Regulation of Dopamine Release in Three Downstream Pathways 184

    Drugs Targeting Serotonin 1A Receptors and Dopamine D2 Receptors as Partial Agonists 189

    D2 Partial Agonism 189

    How Does D2 Partial Agonism Cause Fewer Motor Side Effects than D2 Antagonism? 192

    5HT1A Partial Agonism 193

    Links between Receptor Binding Properties of Drugs Used to Treat Psychosis and Other Therapeutic Actions and Side Effects 195

    Mania 195

    Antidepressant Actions in Bipolar and Unipolar Depression 195

    Anxiolytic Actions 196

    Agitation in Dementia 197

    Sedative Hypnotic and Sedating Actions 197

    Cardiometabolic Actions 198

    Pharmacological Properties of Selected Individual First-Generation D2 Antagonists 201

    Chlorpromazine 201

    Fluphenazine 202

    Haloperidol 202

    Sulpiride 202

    Amisulpride 203

    An Overview of the Pharmacological Properties of Individual 5HT2A/ D2 Antagonists and D2/5HT1A Partial Agonists: The Pines (Peens), Many Dones and a Rone, Two Pips and a Rip 204

    The Pines (Peens) 222

    Many Dones and a Rone 234

    Two Pips and a Rip 239

    Selective 5HT2A Antagonist 240

    The Others 240

    Future Treatments for Schizophrenia 241

    Roluperidone (MIN-101) 241

    D3 Antagonists 241

    Trace Amine Receptor Agonists and SEP- 363856 241

    Cholinergic Agonists 242

    A Few Other Ideas 242

    Summary 242

    ![](https://www.sweetstudy.com/questions/chapter-5-outline)

    ## image1.png

    **## Week5Notes-RUBRIC.pdf**

    Weekly Notes Rubric (1)

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 1/3

    Criteria Ratings Pts

    Content

    5 pts

    Organization

    5 pts

    Clarity

    5 pts

    Relevance

    5 pts

    Critical
    Thinking

    5 pts

    5 to >4.0 pts
    Excellent
    Comprehensive
    coverage of key
    concepts, details, and
    examples.

    4 to >3.0 pts
    Good
    Thorough coverage of
    most key concepts
    and details.

    3 to >2.0 pts
    Fair
    Adequate coverage of
    basic concepts

    2 to >1.0 pts
    Needs Improvement
    Incomplete coverage,
    missing important
    concepts.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Well-structured and
    logically organized.
    Subheadings reflect
    reading assignment

    4 to >3.0 pts
    Good
    Clear organization with
    headings or
    formatting.

    3 to >2.0 pts
    Fair
    Somewhat organized
    with inconsistencies.
    Some heading noted

    2 to >1.0 pts
    Needs Improvement
    Disorganized, difficult
    to follow, little to no
    headings

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Full Marks
    Very clear and concise
    language

    4 to >3.0 pts
    Good
    Clear language with
    few confusing parts.

    3 to >2.0 pts
    Fair
    Mostly clear, some
    parts confusing.

    2 pts
    Needs Improvement
    Unclear and
    convoluted language.

    2 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Directly addresses
    main themes and
    concepts.

    4 to >3.0 pts
    Good
    Focused on main
    themes, minimal
    irrelevant info.

    3 to >2.0 pts
    Fair
    Relevant info with
    tangential details.

    2 to >1.0 pts
    Needs Improvement
    Includes irrelevant
    details.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Insightful connections
    between concepts.

    4 to >3.0 pts
    Good
    Demonstrates
    understanding, some
    connections.

    3 to >2.0 pts
    Fair
    Basic understanding,
    limited connections.

    2 to >1.0 pts
    Needs Improvement
    Unclear
    understanding, lacks
    connections

    1 to >0 pts
    No Credit

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 2/3

    Criteria Ratings Pts

    Neatness
    and Format

    5 pts

    Overall
    Quality

    5 pts

    Total Points: 35

    5 to >4.0 pts
    Excellent
    Neat and visually
    appealing with proper
    formatting. *If
    handwritten, clear and
    legible writing, with
    appropriate spacing

    4 to >3.0 pts
    Good
    Neat and organized,
    effective formatting.
    Minor formatting and
    unorganized errors.

    3 to >2.0 pts
    Fair
    Mostly neat,
    inconsistent
    formatting.

    2 to >1.0 pts
    Needs Improvement
    Messy Unorganized,
    lacks formatting.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Exceptional quality
    with deep
    understanding.

    4 to >3.0 pts
    Good
    Good quality, clear
    understanding.

    3 to >2.0 pts
    Fair
    Adequate quality,
    needs improvement in
    areas mentioned
    above

    2 to >1.0 pts
    Needs Improvement
    Significantly deficient
    quality

    1 to >0 pts
    No Credit

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 3/3

    **## WEEKLY_NOT_SAMPLE.docx**

    1

    **4**

    **Weekly Notes – Chapter 2: Module 2**

    **Transporters, Receptors, and Enzymes as Targets of Psychopharmacological Drug Action**

    **Neurotransmitter Transporters as Targets of Drug Action.**

    Transporters control the transport of a neurotransmitter into and out of a neuron. They control the reuptake of neurotransmitters, which is the amount of time they spend in the synapse and thus affects communication between two neurons.

    **Classification and Structure – p. 29**

    Some of the neurotransmitter transporters have several transmembrane domains and are members of the SLC family. Their structure enables them to recognize specific chemical substances and transport them across the nerve cell membrane.

    These transporters in general have 12 transmembrane regions. Plasma-membrane transporters include the SLC6 and SLC1 gene families.

    **Monoamine Transporters (SLC6 Gene Family)– p. 31**

    **Major Monoamine Transporters**

    SERT = serotonin transporter
    NET = norepinephrine transporter
    DAT = dopamine transporter

    Serotonin, norepinephrine, and dopamine transporters are members of the SLC6 family. Inhibitory drugs of these transporters may lead to higher levels of neurotransmitters in the synaptic cleft, which has significant therapeutic effects in psychiatric conditions.

    **Other Neurotransmitter Transporters (SLC6 and SLC1 Gene Families)– p. 34**

    **GABA and Glutamate**

    GABA: There are several GABA transporters called GAT1–4.

    Glutamate: Glutamate transporters are called EAAT1–5 and belong to the SLC1 family.

    Other transporters control the levels of neurotransmitters such as GABA, glycine, and glutamate. Modifying these systems can also modify inhibitory or excitatory signaling and can have an impact on neurological and psychiatric symptoms.

    **Histamine and Neuropeptide Transporters– p. 35**

    Unlike monoamines, histamine and neuropeptides lack a presynaptic reuptake system. Their activity is regulated in other ways, such as being broken down by enzymes and diffused out of the cell.

    **Vesicular Transporters: Subtypes and Function.– p. 35**

    Neurotransmitters are taken into vesicles for release by vesicular transporters. They help to accumulate neurotransmitters within vesicles, ready for movement to the nerve cell for communication.

    VMAT2 → serotonin, norepinephrine, dopamine, histamine

    VAChT → acetylcholine

    VIAAT → GABA

    vGluT1–3 → glutamate

    **Vesicular Transporters as Drug Targets– p. 35**

    VMAT2 and other vesicular proteins can be influenced by psychotropic medications and stimulant drugs. Altered vesicular storage can significantly affect neurotransmitter release.

    **G-Protein-Linked Receptors– p. 36**

    These receptors have 7 membrane-spanning regions and convert binding of neurotransmitters into intracellular signals. The effects can be seen in the immediate receptor, but can also be seen in second messengers, proteins, and gene expression.

    **Structure and Function**

    The activity of receptors is not binary, but lies on a continuum from full activation to decreased activation. Agonists activate receptors; antagonists are molecules that don't activate receptors; partial agonists activate receptors, albeit not as strongly as full agonists; and inverse agonists decrease constitutive activity.

    **G-Protein-Linked Receptors as Targets of Psychotropic Drugs– p. 36**

    Several receptor types interact with psychotropic medications, including dopamine, serotonin, histamine, GABA, adrenergic, and melatonin receptors. The clinical effects of drugs vary depending on whether they stimulate, block, or stabilize receptor activity.

    **The Agonist Spectrum**

    Full agonist → Partial agonist → Antagonist → Inverse agonist

    Full agonist: Creates maximum receptor activation and signal transduction.

    Antagonist: Blocks agonist activity but does not independently activate the receptor. True antagonists are described as "silent".

    Partial Agonist: Produces more activity than an antagonist; however, it has less activity than a full agonist.
    _Partial agonists can function as stabilizers. When neurotransmitter activity is low, it increases activity; when full-agonist activity is high, it reduces activity to an intermediate level._

    Light/rheostat analogy:
    Full agonist = brightest light
    Partial agonist = dimmed light but still shining
    No agonist = light off

    Inverse Agonist: Reduces receptor activity below baseline constitutive activity. Inverse agonists are above simple antagonists and are neither neutral nor silent. It produces a conformational transformation in the G-protein-linked receptor that stabilizes the inactive form.

    Full agonist: ↑↑↑ activity
    Partial agonist: ↑ activity
    Antagonist: baseline
    Inverse agonist: ↓ below baseline

    **Enzymes as Sites of Psychopharmacological Drug Action -p. 45**

    Enzymes are yet another pharmaceutical target. The effects of drugs can alter the synthesis and degradation mechanisms of neurotransmitters or alter how they are used in the cell, which can change the function of the neurons.

    Enzymes convert a substrate into a product.

    Substrate → binds active site → enzyme modifies substrate → product

    Irreversible Inhibitor: Binds permanently to the enzyme and cannot be displaced by the substrate. Enzyme activity returns only after the cell synthesizes new enzyme molecules. Sometimes it is called a "suicide inhibitor." It is called this because it permanently inhibits the enzyme and therefore kills it.

    Reversible Inhibitor: Can be displaced by the enzyme's substrate because it is able to compete with it. Whether the inhibitor or substrate predominates depends on factors such as relative affinity and concentration.

    Important enzymes targeted by psychotropic drugs include:

    MAO – monoamine oxidase

    Acetylcholinesterase

    GSK – glycogen synthase kinase

    Lithium may inhibit GSK-3, potentially contributing to neuroprotective effects, long-term plasticity, and its antimanic/mood-stabilizing actions

    **Cytochrome P450 Drug-Metabolizing Enzymes As Targets Of Psychotropic Drugs-p. 49**

    CYP450 enzymes are mainly responsible for how medicines are metabolized in the body. Enzyme activity can vary, affecting drug concentration, efficacy, and the risk of adverse effects in treating psychological disorders, making metabolism a critical factor.

    **Pharmacokinetics vs. Pharmacodynamics**

    The CYP450 system is found primarily in the liver and gut and is important for drug metabolism.

    Pharmacokinetics = what the body does to the drug:
    A – Absorption
    D – Distribution
    M – Metabolism
    E – Excretion

    Pharmacodynamics = what the drug does to the body, including its mechanism of action, therapeutic effects, and adverse effects.

    Important CYP450 enzymes listed.
    CYP1A2, CYP2B6, CYP2D6, CYP2C9, CYP2C19, CYP3A4

    Poor/intermediate metabolizer: ↓ metabolism → potentially ↑ drug concentrations and adverse effects.
    Ultra-rapid metabolizer: ↑ metabolism → potentially ↓ drug concentrations and reduced effectiveness.

    Pharmacogenomic testing and therapeutic drug monitoring can sometimes help guide treatment, particularly in treatment-resistant patients.

    **Summary -p. 50**

    Transporters regulate neurotransmitter movement, receptors convert the chemical signal into a cellular response, and enzymes regulate biochemical processes. Drugs that affect the brain's chemistry, or signaling systems, are called psychotropic drugs, and they are used to achieve therapeutic effects.

    _Source: Stahl's Essential Psychopharmacology, Chapter 2, pp. 29–50._

    **Stahl_Chapter_5_159-244.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stahl-chapter-5-159-244-pdf)

    **## Module_5_Weekly_Note_Outline-note.docx**

    **Chapter 5 Outline**

    **Read** Chapter 5, pages 159- 244.
    **No reference needed.**

    **Targeting Dopamine and Serotonin Receptors for Psychosis, Mood, and Beyond: So-Called “Antipsychotics”**

    Module 5 Weekly Note. Address each heading in the yellow outline note.

    Targeting Mesolimbic/Mesostriatal Dopamine D2 Receptors Causes Antipsychotic Actions 161

    Targeting Dopamine D2 Receptors in Mesolimbic/ Mesostriatal and Mesocortical Pathways Causes Secondary Negative Symptoms 162

    Secondary Negative Symptoms Due to Targeting Mesolimbic Dopamine D2 Receptors 162

    Secondary Negative Symptoms Due to Targeting Mesocortical Dopamine D2 Receptors 163

    Targeting Tuberoinfundibular Dopamine D2 Receptors Causes Elevation of Prolactin 164

    Targeting Nigrostriatal Dopamine D2 Receptors Causes Motor Side Effects 165

    Drug-Induced Parkinsonism 166

    Drug-Induced Acute Dystonia 169

    Akathisia 169

    Neuroleptic Malignant Syndrome 169

    Tardive Dyskinesia 170

    Drugs Targeting Dopamine D2 Receptors: So-Called First Generation or Conventional “Antipsychotics” 179

    Drugs Targeting Serotonin 2A Receptors with or without Simultaneously Targeting Dopamine D2 Receptors 183

    5HT2A Receptor Regulation of Dopamine Release in Three Downstream Pathways 184

    Drugs Targeting Serotonin 1A Receptors and Dopamine D2 Receptors as Partial Agonists 189

    D2 Partial Agonism 189

    How Does D2 Partial Agonism Cause Fewer Motor Side Effects than D2 Antagonism? 192

    5HT1A Partial Agonism 193

    Links between Receptor Binding Properties of Drugs Used to Treat Psychosis and Other Therapeutic Actions and Side Effects 195

    Mania 195

    Antidepressant Actions in Bipolar and Unipolar Depression 195

    Anxiolytic Actions 196

    Agitation in Dementia 197

    Sedative Hypnotic and Sedating Actions 197

    Cardiometabolic Actions 198

    Pharmacological Properties of Selected Individual First-Generation D2 Antagonists 201

    Chlorpromazine 201

    Fluphenazine 202

    Haloperidol 202

    Sulpiride 202

    Amisulpride 203

    An Overview of the Pharmacological Properties of Individual 5HT2A/ D2 Antagonists and D2/5HT1A Partial Agonists: The Pines (Peens), Many Dones and a Rone, Two Pips and a Rip 204

    The Pines (Peens) 222

    Many Dones and a Rone 234

    Two Pips and a Rip 239

    Selective 5HT2A Antagonist 240

    The Others 240

    Future Treatments for Schizophrenia 241

    Roluperidone (MIN-101) 241

    D3 Antagonists 241

    Trace Amine Receptor Agonists and SEP- 363856 241

    Cholinergic Agonists 242

    A Few Other Ideas 242

    Summary 242

    ![](https://www.sweetstudy.com/questions/chapter-5-outline)

    ## image1.png

    **## Week5Notes-RUBRIC.pdf**

    Weekly Notes Rubric (1)

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 1/3

    Criteria Ratings Pts

    Content

    5 pts

    Organization

    5 pts

    Clarity

    5 pts

    Relevance

    5 pts

    Critical
    Thinking

    5 pts

    5 to >4.0 pts
    Excellent
    Comprehensive
    coverage of key
    concepts, details, and
    examples.

    4 to >3.0 pts
    Good
    Thorough coverage of
    most key concepts
    and details.

    3 to >2.0 pts
    Fair
    Adequate coverage of
    basic concepts

    2 to >1.0 pts
    Needs Improvement
    Incomplete coverage,
    missing important
    concepts.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Well-structured and
    logically organized.
    Subheadings reflect
    reading assignment

    4 to >3.0 pts
    Good
    Clear organization with
    headings or
    formatting.

    3 to >2.0 pts
    Fair
    Somewhat organized
    with inconsistencies.
    Some heading noted

    2 to >1.0 pts
    Needs Improvement
    Disorganized, difficult
    to follow, little to no
    headings

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Full Marks
    Very clear and concise
    language

    4 to >3.0 pts
    Good
    Clear language with
    few confusing parts.

    3 to >2.0 pts
    Fair
    Mostly clear, some
    parts confusing.

    2 pts
    Needs Improvement
    Unclear and
    convoluted language.

    2 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Directly addresses
    main themes and
    concepts.

    4 to >3.0 pts
    Good
    Focused on main
    themes, minimal
    irrelevant info.

    3 to >2.0 pts
    Fair
    Relevant info with
    tangential details.

    2 to >1.0 pts
    Needs Improvement
    Includes irrelevant
    details.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Insightful connections
    between concepts.

    4 to >3.0 pts
    Good
    Demonstrates
    understanding, some
    connections.

    3 to >2.0 pts
    Fair
    Basic understanding,
    limited connections.

    2 to >1.0 pts
    Needs Improvement
    Unclear
    understanding, lacks
    connections

    1 to >0 pts
    No Credit

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 2/3

    Criteria Ratings Pts

    Neatness
    and Format

    5 pts

    Overall
    Quality

    5 pts

    Total Points: 35

    5 to >4.0 pts
    Excellent
    Neat and visually
    appealing with proper
    formatting. *If
    handwritten, clear and
    legible writing, with
    appropriate spacing

    4 to >3.0 pts
    Good
    Neat and organized,
    effective formatting.
    Minor formatting and
    unorganized errors.

    3 to >2.0 pts
    Fair
    Mostly neat,
    inconsistent
    formatting.

    2 to >1.0 pts
    Needs Improvement
    Messy Unorganized,
    lacks formatting.

    1 to >0 pts
    No Credit

    5 to >4.0 pts
    Excellent
    Exceptional quality
    with deep
    understanding.

    4 to >3.0 pts
    Good
    Good quality, clear
    understanding.

    3 to >2.0 pts
    Fair
    Adequate quality,
    needs improvement in
    areas mentioned
    above

    2 to >1.0 pts
    Needs Improvement
    Significantly deficient
    quality

    1 to >0 pts
    No Credit

    9/26/26, 8:49 AM Week 5 Notes

    https://dyc.instructure.com/courses/52441/assignments/452952?module_item_id=1196142 3/3

    **## WEEKLY_NOT_SAMPLE.docx**

    1

    **4**

    **Weekly Notes – Chapter 2: Module 2**

    **Transporters, Receptors, and Enzymes as Targets of Psychopharmacological Drug Action**

    **Neurotransmitter Transporters as Targets of Drug Action.**

    Transporters control the transport of a neurotransmitter into and out of a neuron. They control the reuptake of neurotransmitters, which is the amount of time they spend in the synapse and thus affects communication between two neurons.

    **Classification and Structure – p. 29**

    Some of the neurotransmitter transporters have several transmembrane domains and are members of the SLC family. Their structure enables them to recognize specific chemical substances and transport them across the nerve cell membrane.

    These transporters in general have 12 transmembrane regions. Plasma-membrane transporters include the SLC6 and SLC1 gene families.

    **Monoamine Transporters (SLC6 Gene Family)– p. 31**

    **Major Monoamine Transporters**

    SERT = serotonin transporter
    NET = norepinephrine transporter
    DAT = dopamine transporter

    Serotonin, norepinephrine, and dopamine transporters are members of the SLC6 family. Inhibitory drugs of these transporters may lead to higher levels of neurotransmitters in the synaptic cleft, which has significant therapeutic effects in psychiatric conditions.

    **Other Neurotransmitter Transporters (SLC6 and SLC1 Gene Families)– p. 34**

    **GABA and Glutamate**

    GABA: There are several GABA transporters called GAT1–4.

    Glutamate: Glutamate transporters are called EAAT1–5 and belong to the SLC1 family.

    Other transporters control the levels of neurotransmitters such as GABA, glycine, and glutamate. Modifying these systems can also modify inhibitory or excitatory signaling and can have an impact on neurological and psychiatric symptoms.

    **Histamine and Neuropeptide Transporters– p. 35**

    Unlike monoamines, histamine and neuropeptides lack a presynaptic reuptake system. Their activity is regulated in other ways, such as being broken down by enzymes and diffused out of the cell.

    **Vesicular Transporters: Subtypes and Function.– p. 35**

    Neurotransmitters are taken into vesicles for release by vesicular transporters. They help to accumulate neurotransmitters within vesicles, ready for movement to the nerve cell for communication.

    VMAT2 → serotonin, norepinephrine, dopamine, histamine

    VAChT → acetylcholine

    VIAAT → GABA

    vGluT1–3 → glutamate

    **Vesicular Transporters as Drug Targets– p. 35**

    VMAT2 and other vesicular proteins can be influenced by psychotropic medications and stimulant drugs. Altered vesicular storage can significantly affect neurotransmitter release.

    **G-Protein-Linked Receptors– p. 36**

    These receptors have 7 membrane-spanning regions and convert binding of neurotransmitters into intracellular signals. The effects can be seen in the immediate receptor, but can also be seen in second messengers, proteins, and gene expression.

    **Structure and Function**

    The activity of receptors is not binary, but lies on a continuum from full activation to decreased activation. Agonists activate receptors; antagonists are molecules that don't activate receptors; partial agonists activate receptors, albeit not as strongly as full agonists; and inverse agonists decrease constitutive activity.

    **G-Protein-Linked Receptors as Targets of Psychotropic Drugs– p. 36**

    Several receptor types interact with psychotropic medications, including dopamine, serotonin, histamine, GABA, adrenergic, and melatonin receptors. The clinical effects of drugs vary depending on whether they stimulate, block, or stabilize receptor activity.

    **The Agonist Spectrum**

    Full agonist → Partial agonist → Antagonist → Inverse agonist

    Full agonist: Creates maximum receptor activation and signal transduction.

    Antagonist: Blocks agonist activity but does not independently activate the receptor. True antagonists are described as "silent".

    Partial Agonist: Produces more activity than an antagonist; however, it has less activity than a full agonist.
    _Partial agonists can function as stabilizers. When neurotransmitter activity is low, it increases activity; when full-agonist activity is high, it reduces activity to an intermediate level._

    Light/rheostat analogy:
    Full agonist = brightest light
    Partial agonist = dimmed light but still shining
    No agonist = light off

    Inverse Agonist: Reduces receptor activity below baseline constitutive activity. Inverse agonists are above simple antagonists and are neither neutral nor silent. It produces a conformational transformation in the G-protein-linked receptor that stabilizes the inactive form.

    Full agonist: ↑↑↑ activity
    Partial agonist: ↑ activity
    Antagonist: baseline
    Inverse agonist: ↓ below baseline

    **Enzymes as Sites of Psychopharmacological Drug Action -p. 45**

    Enzymes are yet another pharmaceutical target. The effects of drugs can alter the synthesis and degradation mechanisms of neurotransmitters or alter how they are used in the cell, which can change the function of the neurons.

    Enzymes convert a substrate into a product.

    Substrate → binds active site → enzyme modifies substrate → product

    Irreversible Inhibitor: Binds permanently to the enzyme and cannot be displaced by the substrate. Enzyme activity returns only after the cell synthesizes new enzyme molecules. Sometimes it is called a "suicide inhibitor." It is called this because it permanently inhibits the enzyme and therefore kills it.

    Reversible Inhibitor: Can be displaced by the enzyme's substrate because it is able to compete with it. Whether the inhibitor or substrate predominates depends on factors such as relative affinity and concentration.

    Important enzymes targeted by psychotropic drugs include:

    MAO – monoamine oxidase

    Acetylcholinesterase

    GSK – glycogen synthase kinase

    Lithium may inhibit GSK-3, potentially contributing to neuroprotective effects, long-term plasticity, and its antimanic/mood-stabilizing actions

    **Cytochrome P450 Drug-Metabolizing Enzymes As Targets Of Psychotropic Drugs-p. 49**

    CYP450 enzymes are mainly responsible for how medicines are metabolized in the body. Enzyme activity can vary, affecting drug concentration, efficacy, and the risk of adverse effects in treating psychological disorders, making metabolism a critical factor.

    **Pharmacokinetics vs. Pharmacodynamics**

    The CYP450 system is found primarily in the liver and gut and is important for drug metabolism.

    Pharmacokinetics = what the body does to the drug:
    A – Absorption
    D – Distribution
    M – Metabolism
    E – Excretion

    Pharmacodynamics = what the drug does to the body, including its mechanism of action, therapeutic effects, and adverse effects.

    Important CYP450 enzymes listed.
    CYP1A2, CYP2B6, CYP2D6, CYP2C9, CYP2C19, CYP3A4

    Poor/intermediate metabolizer: ↓ metabolism → potentially ↑ drug concentrations and adverse effects.
    Ultra-rapid metabolizer: ↑ metabolism → potentially ↓ drug concentrations and reduced effectiveness.

    Pharmacogenomic testing and therapeutic drug monitoring can sometimes help guide treatment, particularly in treatment-resistant patients.

    **Summary -p. 50**

    Transporters regulate neurotransmitter movement, receptors convert the chemical signal into a cellular response, and enzymes regulate biochemical processes. Drugs that affect the brain's chemistry, or signaling systems, are called psychotropic drugs, and they are used to achieve therapeutic effects.

    _Source: Stahl's Essential Psychopharmacology, Chapter 2, pp. 29–50._

    **Stahl_Chapter_5_159-244.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stahl-chapter-5-159-244-pdf)

  • [Solved] Can you help me with APA style

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    I need help with this assignment I don't quite understand how to do APA style format 7th edition, I keep getting it wrong I attend Post university, I'm supposed to attach scholarly journals and all, I feel like this is becoming overwhelmed and I don't know what else to do someone referred me to this sight.

    – [\
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  • [Solved] Board of Nursing or Nursing Association Advisory Board,

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    Board of Nursing or Nursing Association Advisory Board, **files (2)** – ## Module4.3Assignment_HealthPolicyImpactBrief.docx – ## Module4Assignment-Rubric4.3.docx **## Module4.3Assignment_HealthPolicyImpactBrief.docx** **Module 4 assignment: Health Policy Impact Brief** Write 1500 words developing …

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    Board of Nursing or Nursing Association Advisory Board,

    **files (2)**

    – ## Module4.3Assignment_HealthPolicyImpactBrief.docx

    – ## Module4Assignment-Rubric4.3.docx

    **## Module4.3Assignment_HealthPolicyImpactBrief.docx**

    **Module 4 assignment: Health Policy Impact Brief**

    Write 1500 words developing a health policy impact brief. Address each of the following points/questions below. Be sure to completely answer all the questions for each bullet point. There should be four sections, one for each bullet below. 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) citations in your essay. Make sure to reference the citations using the APA writing style for the essay**. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

    The purpose of this essay assignment is to develop a Health Policy Impact Brief (see the CDC resources link in additional resources) to the geared towards your state legislative representatives and stakeholders. Please identify an emerging and relevant health-related issue impacting an underserved and/or underprivileged community or population in the United States that has legislative and policy implications at the state level. Please note that this assignment is about identifying a systematic healthcare issue and not a policy or procedure at your place of employment. Some emerging healthcare issues may be identified in your State Public Health Department, Board of Nursing website, or National Public Health Association websites.

    This week’s assignment, please use the following instructions:

    · Identify and describe an emerging and relevant healthcare issue and community/population.

    · Describe the underserved and/or underprivileged demographic community and/or population impacted by the issue.

    · Describe the emerging issue that has federal and/or state policy and legislative implications.

    · Describe the healthcare issue with the support of research studies, bills that have been introduced to the legislature, national association position statements, and reliable electronic health-related sources (i.e. Centers for Disease Control and Prevention).

    · Identify prospective stakeholders and constituents who may support the Health Policy Impact brief.

    · Identify and describe at least one federal legislative bill (or joint resolution) that has been proposed regarding this emerging issue. In addition, identify and describe at least one state legislative bill (or joint resolution) that has been proposed on this emerging issue. If your state legislature is not proposing a bill on your emerging topic, you may identify a legislative bill from another state for this assignment.

    · Draft a plan which may capitalize from a proposed federal health campaign or proposed legislative bill. Include at least two objectives that you hope to achieve. The plan should seek to create a new or modify an existing federal and/or state policy.

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

    1. Study the required chapter(s) of the textbook and any additional recommended resources.

    2.
    **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 amount 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 citations.**

    **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. ISBN: 9781284166606.
    **Read chapter 13. (24 pages)**

    **Additional Resources**

    American Academy of Nurse Practitioners. (2022).
    _AANP Advocacy:_

    _Championing the NP Role and Amplifying the NP Voice_.
    [https://www.aanp.org/advocacy](https://www.aanp.org/advocacy)

    Centers for Disease Control and Prevention. (2022).
    _Resources for writing_

    _briefs._ [https://www.cdc.gov/polaris/php/policy-resources-trainings/writing-briefs.html](https://www.cdc.gov/polaris/php/policy-resources-trainings/writing-briefs.html)

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

    Health Affairs. (2022).
    _Health Policy Briefs_.

    [https://www.healthaffairs.org/briefs](https://www.healthaffairs.org/briefs)

    Jaffe, S. (2009). Health policy brief: key issues in health reform.
    _Health_

    _Affairs_.
    [https://www.healthaffairs.org/do/10.1377/hpb20090820.922429](https://www.healthaffairs.org/do/10.1377/hpb20090820.922429)

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

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

    **## Module4Assignment-Rubric4.3.docx**

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Graduate Simple Essay Rubric v1: Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

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

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

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/20/26, 1:04 PM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    **## Module4Assignment-Rubric4.3.docx**

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Graduate Simple Essay Rubric v1: Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

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

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

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/20/26, 1:04 PM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    **## Module4.3Assignment_HealthPolicyImpactBrief.docx**

    **Module 4 assignment: Health Policy Impact Brief**

    Write 1500 words developing a health policy impact brief. Address each of the following points/questions below. Be sure to completely answer all the questions for each bullet point. There should be four sections, one for each bullet below. 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) citations in your essay. Make sure to reference the citations using the APA writing style for the essay**. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

    The purpose of this essay assignment is to develop a Health Policy Impact Brief (see the CDC resources link in additional resources) to the geared towards your state legislative representatives and stakeholders. Please identify an emerging and relevant health-related issue impacting an underserved and/or underprivileged community or population in the United States that has legislative and policy implications at the state level. Please note that this assignment is about identifying a systematic healthcare issue and not a policy or procedure at your place of employment. Some emerging healthcare issues may be identified in your State Public Health Department, Board of Nursing website, or National Public Health Association websites.

    This week’s assignment, please use the following instructions:

    · Identify and describe an emerging and relevant healthcare issue and community/population.

    · Describe the underserved and/or underprivileged demographic community and/or population impacted by the issue.

    · Describe the emerging issue that has federal and/or state policy and legislative implications.

    · Describe the healthcare issue with the support of research studies, bills that have been introduced to the legislature, national association position statements, and reliable electronic health-related sources (i.e. Centers for Disease Control and Prevention).

    · Identify prospective stakeholders and constituents who may support the Health Policy Impact brief.

    · Identify and describe at least one federal legislative bill (or joint resolution) that has been proposed regarding this emerging issue. In addition, identify and describe at least one state legislative bill (or joint resolution) that has been proposed on this emerging issue. If your state legislature is not proposing a bill on your emerging topic, you may identify a legislative bill from another state for this assignment.

    · Draft a plan which may capitalize from a proposed federal health campaign or proposed legislative bill. Include at least two objectives that you hope to achieve. The plan should seek to create a new or modify an existing federal and/or state policy.

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

    1. Study the required chapter(s) of the textbook and any additional recommended resources.

    2.
    **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 amount 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 citations.**

    **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. ISBN: 9781284166606.
    **Read chapter 13. (24 pages)**

    **Additional Resources**

    American Academy of Nurse Practitioners. (2022).
    _AANP Advocacy:_

    _Championing the NP Role and Amplifying the NP Voice_.
    [https://www.aanp.org/advocacy](https://www.aanp.org/advocacy)

    Centers for Disease Control and Prevention. (2022).
    _Resources for writing_

    _briefs._ [https://www.cdc.gov/polaris/php/policy-resources-trainings/writing-briefs.html](https://www.cdc.gov/polaris/php/policy-resources-trainings/writing-briefs.html)

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

    Health Affairs. (2022).
    _Health Policy Briefs_.

    [https://www.healthaffairs.org/briefs](https://www.healthaffairs.org/briefs)

    Jaffe, S. (2009). Health policy brief: key issues in health reform.
    _Health_

    _Affairs_.
    [https://www.healthaffairs.org/do/10.1377/hpb20090820.922429](https://www.healthaffairs.org/do/10.1377/hpb20090820.922429)

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

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

    **## Module4Assignment-Rubric4.3.docx**

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Graduate Simple Essay Rubric v1: Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

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

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

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/20/26, 1:04 PM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    **## Module4.3Assignment_HealthPolicyImpactBrief.docx**

    **Module 4 assignment: Health Policy Impact Brief**

    Write 1500 words developing a health policy impact brief. Address each of the following points/questions below. Be sure to completely answer all the questions for each bullet point. There should be four sections, one for each bullet below. 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) citations in your essay. Make sure to reference the citations using the APA writing style for the essay**. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

    The purpose of this essay assignment is to develop a Health Policy Impact Brief (see the CDC resources link in additional resources) to the geared towards your state legislative representatives and stakeholders. Please identify an emerging and relevant health-related issue impacting an underserved and/or underprivileged community or population in the United States that has legislative and policy implications at the state level. Please note that this assignment is about identifying a systematic healthcare issue and not a policy or procedure at your place of employment. Some emerging healthcare issues may be identified in your State Public Health Department, Board of Nursing website, or National Public Health Association websites.

    This week’s assignment, please use the following instructions:

    · Identify and describe an emerging and relevant healthcare issue and community/population.

    · Describe the underserved and/or underprivileged demographic community and/or population impacted by the issue.

    · Describe the emerging issue that has federal and/or state policy and legislative implications.

    · Describe the healthcare issue with the support of research studies, bills that have been introduced to the legislature, national association position statements, and reliable electronic health-related sources (i.e. Centers for Disease Control and Prevention).

    · Identify prospective stakeholders and constituents who may support the Health Policy Impact brief.

    · Identify and describe at least one federal legislative bill (or joint resolution) that has been proposed regarding this emerging issue. In addition, identify and describe at least one state legislative bill (or joint resolution) that has been proposed on this emerging issue. If your state legislature is not proposing a bill on your emerging topic, you may identify a legislative bill from another state for this assignment.

    · Draft a plan which may capitalize from a proposed federal health campaign or proposed legislative bill. Include at least two objectives that you hope to achieve. The plan should seek to create a new or modify an existing federal and/or state policy.

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

    1. Study the required chapter(s) of the textbook and any additional recommended resources.

    2.
    **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 amount 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 citations.**

    **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. ISBN: 9781284166606.
    **Read chapter 13. (24 pages)**

    **Additional Resources**

    American Academy of Nurse Practitioners. (2022).
    _AANP Advocacy:_

    _Championing the NP Role and Amplifying the NP Voice_.
    [https://www.aanp.org/advocacy](https://www.aanp.org/advocacy)

    Centers for Disease Control and Prevention. (2022).
    _Resources for writing_

    _briefs._ [https://www.cdc.gov/polaris/php/policy-resources-trainings/writing-briefs.html](https://www.cdc.gov/polaris/php/policy-resources-trainings/writing-briefs.html)

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

    Health Affairs. (2022).
    _Health Policy Briefs_.

    [https://www.healthaffairs.org/briefs](https://www.healthaffairs.org/briefs)

    Jaffe, S. (2009). Health policy brief: key issues in health reform.
    _Health_

    _Affairs_.
    [https://www.healthaffairs.org/do/10.1377/hpb20090820.922429](https://www.healthaffairs.org/do/10.1377/hpb20090820.922429)

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

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

    **## Module4Assignment-Rubric4.3.docx**

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Graduate Simple Essay Rubric v1: Course: DNP875 Sect1 Population Health and Person-Centered Care

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

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

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

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    9/20/26, 1:04 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    9/20/26, 1:04 PM

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

    https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459339/View 1/5

  • [Solved] Vulnerable Population

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Select one of the following vulnerable populations (homeless individuals, elderly adults, refugees/immigrants, low-income families, individuals with mental illness, rural populations, veterans, incarcerated individuals, children). **Your presentation should include:** – Introduction to the populatio…

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    Assignment Prompt & Instructions

    Select one of the following vulnerable populations (homeless individuals, elderly adults, refugees/immigrants, low-income families, individuals with mental illness, rural populations, veterans, incarcerated individuals, children).

    **Your presentation should include:**

    – Introduction to the population chosen with statistics about the population.
    – Description and key characteristics of the selected vulnerable population
    – Epidemiological data (incidence, prevalence, health risks/risk factors of at least 1 health issue)
    – Health Disparities and Barriers to Care (Access issues, cultural barriers, economic factors). Discuss at least 2.
    – Nursing Assessment Considerations (Risk factors, screening priorities: provide at least 2)
    – Evidence-Based Interventions (Minimum of 2 nursing or community-based interventions) Be specific.
    – Community Resources (Local, state, and national support services: Apply one resource for each category including a description of the resource.
    – Role of the BSN Nurse (advocacy, education, policy, and care coordination: address at least 3)
    – Conclusion (Summary of key points using bullet points)
    – References

    **Instructions/Presentation Requirements:**

    – The PowerPoint is to be clear and concise
    – The PowerPoint will consist of no more than 12 slides (excluding title and reference slides; no abstract needed). Do not need speaker notes.
    – Use bullet points (avoid overcrowding text)
    – Incorporate visuals (charts, graphs, images)
    – APA formatting for citations and references
    – Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions).

  • [Solved] The Case Study(Use escitalopram (Lexapro)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **The Case Study(Use escitalopram (Lexapro)** **files (2)** – ## CaseStudy1_Mod_5.docx – ## CaseStudy1-Mod5_Rubric.pdf **## CaseStudy1_Mod_5.docx** **Part I – The Case Study(Use escitalopram (Lexapro)** Mary Bates, a 45-year-old African American CIS female, has presented with several symptoms. …

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    Assignment Prompt & Instructions

    **The Case Study(Use escitalopram (Lexapro)**

    **files (2)**

    – ## CaseStudy1_Mod_5.docx

    – ## CaseStudy1-Mod5_Rubric.pdf

    **## CaseStudy1_Mod_5.docx**

    **Part I – The Case Study(Use escitalopram (Lexapro)**

    Mary Bates, a 45-year-old African American CIS female, has presented with several symptoms. Over the past month, she has been struggling to fall asleep, experiencing daily bouts of crying, enduring daily low energy levels, and expressing a pervasive feeling of sadness along with a desire to cease existing. Activities she once enjoyed, such as hiking and kayaking on a weekly basis, no longer bring her pleasure. She hasn’t engaged in these activities in several weeks. Mary has also seen a significant weight loss of 25 pounds, dropping from 150 to 125 pounds, due to a diminished appetite. While she has no immediate plans or intentions to end her life, she is seeking help to alleviate her distress and regain control of her life.

    **Questions:(Use APA format; please use the questions for the headings and answers below; please cite work; minimum of 5 scholarly peer-reviewed references, North American only )**

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

    · What neurotransmitters are involved with her current symptoms?

    · What classification of medications would best treat her 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:

    · Dose you started the patient on and why.

    · Common Labs 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.

    · This video is to be a max of 2 min and will be uploaded via Canvas.

    · You will also upload a written case study, answering the above question. Needs to be cited.

    **## CaseStudy1-Mod5_Rubric.pdf**

    Cae Study Rubric

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 1/3

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

    4 pts
    Proficient
    Well-written and
    organized, with minor
    lapses in writing style
    or formatting.
    Citations and
    references are mostly
    consistent with the
    required style guide.

    3 pts
    Competent
    Writing is generally
    clear but may contain
    errors or
    inconsistencies in
    style and formatting.
    Citations and
    references are
    somewhat
    inconsistent.

    2 pts
    Developing
    Writing style is unclear
    or contains significant
    errors, detracting from
    the overall
    presentation. Citations
    and references are
    inconsistent or
    incorrect.

    1 pts
    Limited
    Writing is incoherent
    or unreadable, and
    formatting, citations,
    and references are
    severely flawed

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 2/3

    Criteria Ratings Pts

    Patient
    Education

    5 pts

    Overall
    Assessment

    5 pts

    Total Points: 25

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

    4 pts
    Proficient
    Presents a solid
    understanding of
    psychopharmacology
    concepts, with good
    analytical skills,
    critical thinking, and
    patient education
    principles. Meets
    expectations for a
    graduate-level
    assignment.

    3 pts
    Competent
    Demonstrates a
    satisfactory
    understanding of
    psychopharmacology
    concepts, but
    analytical skills,
    critical thinking, or
    patient education
    principles could be
    further developed.
    Approaches
    expectations for a
    graduate-level
    assignment.

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

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 3/3

    **## CaseStudy1-Mod5_Rubric.pdf**

    Cae Study Rubric

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 1/3

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

    4 pts
    Proficient
    Well-written and
    organized, with minor
    lapses in writing style
    or formatting.
    Citations and
    references are mostly
    consistent with the
    required style guide.

    3 pts
    Competent
    Writing is generally
    clear but may contain
    errors or
    inconsistencies in
    style and formatting.
    Citations and
    references are
    somewhat
    inconsistent.

    2 pts
    Developing
    Writing style is unclear
    or contains significant
    errors, detracting from
    the overall
    presentation. Citations
    and references are
    inconsistent or
    incorrect.

    1 pts
    Limited
    Writing is incoherent
    or unreadable, and
    formatting, citations,
    and references are
    severely flawed

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 2/3

    Criteria Ratings Pts

    Patient
    Education

    5 pts

    Overall
    Assessment

    5 pts

    Total Points: 25

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

    4 pts
    Proficient
    Presents a solid
    understanding of
    psychopharmacology
    concepts, with good
    analytical skills,
    critical thinking, and
    patient education
    principles. Meets
    expectations for a
    graduate-level
    assignment.

    3 pts
    Competent
    Demonstrates a
    satisfactory
    understanding of
    psychopharmacology
    concepts, but
    analytical skills,
    critical thinking, or
    patient education
    principles could be
    further developed.
    Approaches
    expectations for a
    graduate-level
    assignment.

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

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 3/3

    **## CaseStudy1_Mod_5.docx**

    **Part I – The Case Study(Use escitalopram (Lexapro)**

    Mary Bates, a 45-year-old African American CIS female, has presented with several symptoms. Over the past month, she has been struggling to fall asleep, experiencing daily bouts of crying, enduring daily low energy levels, and expressing a pervasive feeling of sadness along with a desire to cease existing. Activities she once enjoyed, such as hiking and kayaking on a weekly basis, no longer bring her pleasure. She hasn’t engaged in these activities in several weeks. Mary has also seen a significant weight loss of 25 pounds, dropping from 150 to 125 pounds, due to a diminished appetite. While she has no immediate plans or intentions to end her life, she is seeking help to alleviate her distress and regain control of her life.

    **Questions:(Use APA format; please use the questions for the headings and answers below; please cite work; minimum of 5 scholarly peer-reviewed references, North American only )**

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

    · What neurotransmitters are involved with her current symptoms?

    · What classification of medications would best treat her 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:

    · Dose you started the patient on and why.

    · Common Labs 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.

    · This video is to be a max of 2 min and will be uploaded via Canvas.

    · You will also upload a written case study, answering the above question. Needs to be cited.

    **## CaseStudy1-Mod5_Rubric.pdf**

    Cae Study Rubric

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 1/3

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

    4 pts
    Proficient
    Well-written and
    organized, with minor
    lapses in writing style
    or formatting.
    Citations and
    references are mostly
    consistent with the
    required style guide.

    3 pts
    Competent
    Writing is generally
    clear but may contain
    errors or
    inconsistencies in
    style and formatting.
    Citations and
    references are
    somewhat
    inconsistent.

    2 pts
    Developing
    Writing style is unclear
    or contains significant
    errors, detracting from
    the overall
    presentation. Citations
    and references are
    inconsistent or
    incorrect.

    1 pts
    Limited
    Writing is incoherent
    or unreadable, and
    formatting, citations,
    and references are
    severely flawed

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 2/3

    Criteria Ratings Pts

    Patient
    Education

    5 pts

    Overall
    Assessment

    5 pts

    Total Points: 25

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

    4 pts
    Proficient
    Presents a solid
    understanding of
    psychopharmacology
    concepts, with good
    analytical skills,
    critical thinking, and
    patient education
    principles. Meets
    expectations for a
    graduate-level
    assignment.

    3 pts
    Competent
    Demonstrates a
    satisfactory
    understanding of
    psychopharmacology
    concepts, but
    analytical skills,
    critical thinking, or
    patient education
    principles could be
    further developed.
    Approaches
    expectations for a
    graduate-level
    assignment.

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

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 3/3

    **## CaseStudy1_Mod_5.docx**

    **Part I – The Case Study(Use escitalopram (Lexapro)**

    Mary Bates, a 45-year-old African American CIS female, has presented with several symptoms. Over the past month, she has been struggling to fall asleep, experiencing daily bouts of crying, enduring daily low energy levels, and expressing a pervasive feeling of sadness along with a desire to cease existing. Activities she once enjoyed, such as hiking and kayaking on a weekly basis, no longer bring her pleasure. She hasn’t engaged in these activities in several weeks. Mary has also seen a significant weight loss of 25 pounds, dropping from 150 to 125 pounds, due to a diminished appetite. While she has no immediate plans or intentions to end her life, she is seeking help to alleviate her distress and regain control of her life.

    **Questions:(Use APA format; please use the questions for the headings and answers below; please cite work; minimum of 5 scholarly peer-reviewed references, North American only )**

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

    · What neurotransmitters are involved with her current symptoms?

    · What classification of medications would best treat her 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:

    · Dose you started the patient on and why.

    · Common Labs 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.

    · This video is to be a max of 2 min and will be uploaded via Canvas.

    · You will also upload a written case study, answering the above question. Needs to be cited.

    **## CaseStudy1-Mod5_Rubric.pdf**

    Cae Study Rubric

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 1/3

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

    4 pts
    Proficient
    Well-written and
    organized, with minor
    lapses in writing style
    or formatting.
    Citations and
    references are mostly
    consistent with the
    required style guide.

    3 pts
    Competent
    Writing is generally
    clear but may contain
    errors or
    inconsistencies in
    style and formatting.
    Citations and
    references are
    somewhat
    inconsistent.

    2 pts
    Developing
    Writing style is unclear
    or contains significant
    errors, detracting from
    the overall
    presentation. Citations
    and references are
    inconsistent or
    incorrect.

    1 pts
    Limited
    Writing is incoherent
    or unreadable, and
    formatting, citations,
    and references are
    severely flawed

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 2/3

    Criteria Ratings Pts

    Patient
    Education

    5 pts

    Overall
    Assessment

    5 pts

    Total Points: 25

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

    4 pts
    Proficient
    Presents a solid
    understanding of
    psychopharmacology
    concepts, with good
    analytical skills,
    critical thinking, and
    patient education
    principles. Meets
    expectations for a
    graduate-level
    assignment.

    3 pts
    Competent
    Demonstrates a
    satisfactory
    understanding of
    psychopharmacology
    concepts, but
    analytical skills,
    critical thinking, or
    patient education
    principles could be
    further developed.
    Approaches
    expectations for a
    graduate-level
    assignment.

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

    9/26/26, 8:36 AM Case Study #1

    https://dyc.instructure.com/courses/52441/assignments/452939 3/3

  • [Solved] Reflection Journal Week 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **NGR 6636 –Health Promotion & Role Development in Adv. Nursing Practice Practicum Reflection Journal** To be completed and submitted in the designated weeks as specified in the instructions below: This reflective journal is designed to help you make meaningful connections between your practicum act…

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    Assignment Prompt & Instructions

    **NGR 6636 –Health Promotion & Role Development in Adv. Nursing Practice Practicum Reflection Journal**

    To be completed and submitted in the designated weeks as specified in the instructions below:

    This reflective journal is designed to help you make meaningful connections between your practicum activities and the development of your Health Promotion Program Proposal. Each entry should demonstrate thoughtful analysis, integration of course concepts, and growing professional insight as an advanced practice nurse.

    Please complete all sections below and submit this journal together with your updated practicum log each week.

    4. **How did you apply evidence‑based practice or theoretical frameworks? Due Week 5**

    Describe how you used research, guidelines, health promotion models, or course theories (e.g., epidemiology, behavior change theories, health education principles) to guide your decisions or interpret what you observed.

    The reflective journal entry should be at least 250 words and developed to be reflective of what you have accomplished and hope to do in the coming week as it aligns with your health promotion proposal.

    Ensure you submit the reflective journal and the log.

    **23. Maternal Nutrition & Anemia**

    – **Topic:** Iron Deficiency Anemia Prevention and Nutritional Counseling

  • [Solved] Book reflection

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## NURS472BookReflectionDQPostAssignment1.221.pdf **## NURS472BookReflectionDQPostAssignment1.221.pdf** Minnesota State University Moorhead Nursing 472 – Leadership and Professional Development I’m Here – Book Reflection/Discussion Question Post Worth 20 points Purpose: Compose a det…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## NURS472BookReflectionDQPostAssignment1.221.pdf

    **## NURS472BookReflectionDQPostAssignment1.221.pdf**

    Minnesota State University Moorhead
    Nursing 472 – Leadership and Professional Development

    I’m Here – Book Reflection/Discussion Question Post

    Worth 20 points

    Purpose: Compose a detailed discussion question post that reflects upon a contemporary
    leadership book:

    Engel, M. (2010). I’m here: Compassionate communication in patient care. Phillips Press:

    Orlando, FL. ISBN: 978-0972000-2-4

    Due Date: See course calendar for due dates. You will post your response to the DQ thread
    only.

    Assignment Details: Apply and reflect on elements related to nursing and leadership after
    reading a contemporary book related to the patient experience and compassionate
    communication. This discussion question response should be detailed, provide a reflection on
    the book, and bring in outside evidence to support your answer/reflection. This assignment is
    worth more points than other discussions so expect the word limit to be more. Writing succinctly,
    compose a response and post your answer to the discussion question thread in the
    communication forum that addresses these elements:

    After reading the book by Engel (2010), answer the following questions in your initial
    discussion post:
    1. What elements of this book surprised you?
    2. Do you believe this represents the care and communication that occurs in our

    organizations (select the organization that best represents you) today? Why or why?
    3. What is one key leadership concept that you can take away and apply to your

    nursing practice? When describing that key concept, utilize at least one evidence
    based article that relates to this key concept, along with an example of application to
    practice. (For example: patient engagement could be a concept – describe what it is
    and how you might change your practice based on the readings).

    Course Learning Outcomes that apply to this assignment

    1. Analyze the role of the nurse leader as it relates to the provision of ethical, economically
    sustainable, evidence-based care to individuals, families, groups, and populations.

    2. Examine concepts and theories of leadership in managing care.
    3. Explore strategies for navigating change, mediating conflict, delegating and building

    teams within systems.
    4. Explore the role of the nurse leader as a member of the interdisciplinary healthcare

    team.

    Grading Criteria
    Component Points

    received
    Clarity/Organization/Development – 5pts

    • Grammatically correct sentences (subject-verb agreement,
    appropriate verb tense, etc.).

    • Appropriate sentence structure and punctuation (no run-on
    sentences, sentence fragments or awkwardly constructed
    sentences; correct use of commas, periods, colons, and
    semicolons).

    • Appropriate word usage (no unprofessional or
    informal/conversational word usage, clichés, jargon,
    acronyms, misspelled or misused words).

    • Appropriate organization of content into unified and coherent
    paragraphs.

    • Logical and clear arrangement of paragraphs.
    • Clear and appropriate topic sentences.
    • Documentation includes information and subject matter that

    addresses the questions and information outlined in
    Assignment Details.

    • APA format used correctly. Reflects APA style guidelines.
    • Utilizes at least 1 evidence-based article to support answer

    Critical Thinking/Synthesis – 10pts
    • Interpretation of assignment, fulfillment of assignment

    requirements and guidelines
    • Range and depth of ideas presented
    • Evidence of synthesis of ideas
    • Evidence of original thought
    • Tone, frame of reference, terminology and articulation of

    ideas appropriate to audience and consistent with purpose
    of assignment

    Participation – 5 pts
    • Responds to at least two peer reflections with a substantial

    posting that brings in new evidence, asks questions or offers
    professional/personal examples in that response.

    Total Points /20 /20

    **## NURS472BookReflectionDQPostAssignment1.221.pdf**

    Minnesota State University Moorhead
    Nursing 472 – Leadership and Professional Development

    I’m Here – Book Reflection/Discussion Question Post

    Worth 20 points

    Purpose: Compose a detailed discussion question post that reflects upon a contemporary
    leadership book:

    Engel, M. (2010). I’m here: Compassionate communication in patient care. Phillips Press:

    Orlando, FL. ISBN: 978-0972000-2-4

    Due Date: See course calendar for due dates. You will post your response to the DQ thread
    only.

    Assignment Details: Apply and reflect on elements related to nursing and leadership after
    reading a contemporary book related to the patient experience and compassionate
    communication. This discussion question response should be detailed, provide a reflection on
    the book, and bring in outside evidence to support your answer/reflection. This assignment is
    worth more points than other discussions so expect the word limit to be more. Writing succinctly,
    compose a response and post your answer to the discussion question thread in the
    communication forum that addresses these elements:

    After reading the book by Engel (2010), answer the following questions in your initial
    discussion post:
    1. What elements of this book surprised you?
    2. Do you believe this represents the care and communication that occurs in our

    organizations (select the organization that best represents you) today? Why or why?
    3. What is one key leadership concept that you can take away and apply to your

    nursing practice? When describing that key concept, utilize at least one evidence
    based article that relates to this key concept, along with an example of application to
    practice. (For example: patient engagement could be a concept – describe what it is
    and how you might change your practice based on the readings).

    Course Learning Outcomes that apply to this assignment

    1. Analyze the role of the nurse leader as it relates to the provision of ethical, economically
    sustainable, evidence-based care to individuals, families, groups, and populations.

    2. Examine concepts and theories of leadership in managing care.
    3. Explore strategies for navigating change, mediating conflict, delegating and building

    teams within systems.
    4. Explore the role of the nurse leader as a member of the interdisciplinary healthcare

    team.

    Grading Criteria
    Component Points

    received
    Clarity/Organization/Development – 5pts

    • Grammatically correct sentences (subject-verb agreement,
    appropriate verb tense, etc.).

    • Appropriate sentence structure and punctuation (no run-on
    sentences, sentence fragments or awkwardly constructed
    sentences; correct use of commas, periods, colons, and
    semicolons).

    • Appropriate word usage (no unprofessional or
    informal/conversational word usage, clichés, jargon,
    acronyms, misspelled or misused words).

    • Appropriate organization of content into unified and coherent
    paragraphs.

    • Logical and clear arrangement of paragraphs.
    • Clear and appropriate topic sentences.
    • Documentation includes information and subject matter that

    addresses the questions and information outlined in
    Assignment Details.

    • APA format used correctly. Reflects APA style guidelines.
    • Utilizes at least 1 evidence-based article to support answer

    Critical Thinking/Synthesis – 10pts
    • Interpretation of assignment, fulfillment of assignment

    requirements and guidelines
    • Range and depth of ideas presented
    • Evidence of synthesis of ideas
    • Evidence of original thought
    • Tone, frame of reference, terminology and articulation of

    ideas appropriate to audience and consistent with purpose
    of assignment

    Participation – 5 pts
    • Responds to at least two peer reflections with a substantial

    posting that brings in new evidence, asks questions or offers
    professional/personal examples in that response.

    Total Points /20 /20

  • [Solved] concept map

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The concept should be perfusion **files (1)** – ## DFCConceptMapTemplateLevel3-Unlocked.docx **## DFCConceptMapTemplateLevel3-Unlocked.docx** | | | | | | | — | — | — | — | — | | NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET | | | | Name: | Click or tap he…

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    Assignment Prompt & Instructions

    The concept should be perfusion

    **files (1)**

    – ## DFCConceptMapTemplateLevel3-Unlocked.docx

    **## DFCConceptMapTemplateLevel3-Unlocked.docx**

    | | | | | |
    | — | — | — | — | — |
    | NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
    | |
    | Name: | Click or tap here to enter text. |
    | Course: | Click or tap here to enter text. |
    | | |
    | Client Information (SBAR) | | Concept of the Map |
    | Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
    | Background | Click or tap here to enter text. | | |
    | Assessment | Click or tap here to enter text. | | |
    | Recommendation | Click or tap here to enter text. | |
    | | |
    | Recognize Cues | | Analyze Cues |
    | Click or tap here to enter text. | | Click or tap here to enter text. |
    | |
    | Prioritize Hypotheses | | Generate Solutions |
    | 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
    | | | | 2. | Click or tap here to enter text. |
    | 2. | Click or tap here to enter text. | | 3. | Click or tap here to enter text. |
    | | | | 4. | Click or tap here to enter text. |
    | 3. | Click or tap here to enter text. | | 5. | Click or tap here to enter text. |
    | | | |
    | Take Action |
    | 1. | Click or tap here to enter text. |
    | 2. | Click or tap here to enter text. |
    | 3. | Click or tap here to enter text. |
    | 4. | Click or tap here to enter text. |
    | 5. | Click or tap here to enter text. |
    | | |
    | Evaluate Outcomes |
    | 1. | Click or tap here to enter text. |
    | 2. | Click or tap here to enter text. |
    | 3. | Click or tap here to enter text. |
    | 4. | Click or tap here to enter text. |
    | 5. | Click or tap here to enter text. |

    ![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/concept-map-20986309)

    **References**

    Author. (publication year).
    _Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

    Author. (publication year).
    _Title of the textbook_ (xxx ed.). Publisher.

    ## image1.png

    **## DFCConceptMapTemplateLevel3-Unlocked.docx**

    | | | | | |
    | — | — | — | — | — |
    | NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
    | |
    | Name: | Click or tap here to enter text. |
    | Course: | Click or tap here to enter text. |
    | | |
    | Client Information (SBAR) | | Concept of the Map |
    | Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
    | Background | Click or tap here to enter text. | | |
    | Assessment | Click or tap here to enter text. | | |
    | Recommendation | Click or tap here to enter text. | |
    | | |
    | Recognize Cues | | Analyze Cues |
    | Click or tap here to enter text. | | Click or tap here to enter text. |
    | |
    | Prioritize Hypotheses | | Generate Solutions |
    | 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
    | | | | 2. | Click or tap here to enter text. |
    | 2. | Click or tap here to enter text. | | 3. | Click or tap here to enter text. |
    | | | | 4. | Click or tap here to enter text. |
    | 3. | Click or tap here to enter text. | | 5. | Click or tap here to enter text. |
    | | | |
    | Take Action |
    | 1. | Click or tap here to enter text. |
    | 2. | Click or tap here to enter text. |
    | 3. | Click or tap here to enter text. |
    | 4. | Click or tap here to enter text. |
    | 5. | Click or tap here to enter text. |
    | | |
    | Evaluate Outcomes |
    | 1. | Click or tap here to enter text. |
    | 2. | Click or tap here to enter text. |
    | 3. | Click or tap here to enter text. |
    | 4. | Click or tap here to enter text. |
    | 5. | Click or tap here to enter text. |

    ![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/concept-map-20986309)

    **References**

    Author. (publication year).
    _Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

    Author. (publication year).
    _Title of the textbook_ (xxx ed.). Publisher.

    ## image1.png

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    see the attachments **files (8)** – ## detailforROLandtheme.docx – ## MethodsandPARISMA.docx – ## PICOTtable.docx – ## BackgroundSignificanceandStudyImpetus.docx – ## Thepaper1_15.pptx – ComprehensivePaperRubric.docx – papersampleHF.docx – 15Articles.docx **## detailforROLandtheme.docx** _Section d…

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    Assignment Prompt & Instructions

    see the attachments

    **files (8)**

    – ## detailforROLandtheme.docx

    – ## MethodsandPARISMA.docx

    – ## PICOTtable.docx

    – ## BackgroundSignificanceandStudyImpetus.docx

    – ## Thepaper1_15.pptx

    – ComprehensivePaperRubric.docx
    – papersampleHF.docx
    – 15Articles.docx

    **## detailforROLandtheme.docx**

    _Section drafts are to be submitted as a cumulative Word document (each week, your document will include all of the previous sections). Although not graded, students who turn their drafts in on time will receive valuable feedback from the instructor._

    Add the thematic analysis of the ROL to your paper and submit it for instructor review.

    Please write Review of literature, with search words, PRISMA diagram and at least 2 themes.

    **Topic**: Improving Medication Reconciliation to Reduce Polypharmacy in Older Adults

    (I attached the
    **Background and Significance part) Now, the review of literature and at least 2 themes are needed. I also attached the sample paper; you can use it for these sections**

    **## MethodsandPARISMA.docx**

    **Methods**

    A literature search was conducted to identify current research related to medication reconciliation and reducing polypharmacy in older adults. The main concepts used for the search were medication reconciliation, medication review, polypharmacy, potentially inappropriate medications, older adults, and deprescribing. Search terms included “medication reconciliation” OR “comprehensive medication review” OR “medication review,” AND “polypharmacy” OR “potentially inappropriate medications,” AND “older adults” OR “elderly” OR “geriatric.” The term “deprescribing” was also used to help identify studies evaluating interventions to reduce unnecessary medication use in older adults. These terms were based on the concepts identified in the PICOT question.

    The literature search was conducted using PubMed and four databases available through EBSCOhost: CINAHL Complete, MEDLINE with Full Text, Health Source: Nursing/Academic Edition, and Alt HealthWatch. The search focused on research published within the past five years. In EBSCOhost, the search was limited to peer-reviewed articles published from August 25, 2021, through August 25, 2026, and secondary sources were excluded. After applying the search terms and filters, 98 articles remained. In PubMed, the search was limited to the past five years and filtered to include clinical trials, controlled clinical trials, pragmatic clinical trials, and randomized controlled trials. After applying these filters, 50 articles remained.

    Articles were initially reviewed by title and abstract for relevance to the PICOT question. Studies were considered for inclusion if they focused on older adults with polypharmacy or potentially inappropriate medication use and evaluated an intervention involving medication reconciliation, medication review, medication optimization, or deprescribing. Studies were further reviewed for interventions and outcomes related to medication burden, potentially inappropriate medications, medication safety, or implementation of medication review. Articles that did not address the population, intervention, or outcomes related to the clinical question were excluded. After screening and reviewing the full-text articles, 13 studies from PubMed and 2 unique studies from the EBSCOhost databases were selected, resulting in a total of 15 studies included in the literature review.

    **Identification of studies via databases and registers**

    Duplicate records removed (n = 0)
    Records marked as ineligible by automation tools (n = 0)
    Records removed for other reasons (n = 0)

    Records identified through database searching
    EBSCOhost (n = 98)
    PubMed (n = 50)
    Total (n = 148)

    **Identification**

    Records screened

    (n = 148)

    Records excluded**

    (n =128)

    Reports sought for retrieval

    (n = 20)

    Reports not retrieved

    (n = 0)

    **Screening**

    Reports assessed for eligibility

    (n = 20)

    Reports excluded (n = 5):
    Duplicate reports (n = 2)
    Study protocol/no outcomes (n = 1)
    Scoping review/secondary source (n = 1)
    Did not evaluate an intervention of interest (n = 1)

    Studies included in review

    (n = 15)

    Reports of included studies

    (n = 15)

    **Included**

    **## PICOTtable.docx**

    | | | |
    | — | — | — |
    | **PICOT** | | |
    | — |
    | **Your Project** |

    | |
    | — |
    | |

    | |
    | — |
    | |

    | |
    | — |
    | | | **Keywords/Search Terms** |
    | P – Population | Older adults with polypharmacy | older adults OR elderly OR geriatric |
    | I – Intervention | Structured medication reconciliation or medication review | “medication reconciliation” OR “comprehensive medication review” OR “medication review” |
    | C – Comparison | Usual care or no structured medication review | “usual care” OR “standard care” |
    | O – Outcome | Reduction in polypharmacy and potentially inappropriate medications | polypharmacy OR “potentially inappropriate medications” OR deprescribing |
    | T – Time | During the intervention and follow-up period | No specific search term |

    PICOT Question:

    In older adults with polypharmacy, how does a structured medication reconciliation or medication review intervention, compared with usual care, affect polypharmacy and potentially inappropriate medication use?

    **## BackgroundSignificanceandStudyImpetus.docx**

    **Background and Significance**

    Polypharmacy is a common problem among older adults, especially those who have multiple chronic conditions and are followed by different healthcare providers. Somerville et al. (2026 defined polypharmacy as the use of five or more medications at the same time. The authors noted that polypharmacy can increase the risk of potentially inappropriate medications, duplicate medications, drug interactions, medication errors, falls, cognitive and functional decline, and difficulty managing medications correctly. These concerns make medication safety especially important for older adults.

    Primary care has an important role in identifying and managing polypharmacy because the primary care provider often sees the overall picture of the patient's health and medication regimen. However, older adults may receive medications from several specialists, and the medication list in the electronic health record may not always represent exactly what the patient is taking at home. Martinez et al. (2022) studied 44,570 adults aged 65 and older in primary care and found that patients were taking an average of 6.8 medications. The study also found variation in prescribing between physicians. Physicians with lower prescribing rates performed better on medication reconciliation and prescribed fewer potentially inappropriate medications. The authors suggested that improving medication reconciliation may help reduce polypharmacy.

    Medication reconciliation and medication review can provide an opportunity to identify medications that are duplicated, unnecessary, inappropriate, or no longer needed. Kornholt et al. (2022) conducted a randomized clinical trial in geriatric outpatients taking nine or more medications. The intervention included an additional consultation with a physician who reviewed the patient's medications, provided medication education, and improved communication with the patient's primary care provider. The intervention reduced the number of medications by 2.0 medications at four months and by 1.3 medications at 13 months. The authors concluded that additional attention to medication review and communication with patients and primary care providers can result in a continued reduction in medication use among older adults with polypharmacy.

    Medication reconciliation can also help identify potentially inappropriate medications and medication-related problems before they cause harm. Lee et al. (2023) studied a comprehensive medication reconciliation intervention in patients age 65 and older who were taking at least five medications. The intervention focused on potentially inappropriate medications and medication regimen complexity. At the 30-day follow-up, no adverse drug events were reported in the intervention group compared with five events in the control group. These findings support the importance of reviewing medication regimens carefully and improving communication among healthcare providers when caring for older adults with polypharmacy.

    **Study Impetus**

    I became interested in this topic because I have been completing my clinical rotations at the same primary care office since my first clinical course, and approximately 90% of the patient population I see is geriatric. One issue that I frequently notice is that many of these patients are taking several medications, sometimes prescribed by different providers and specialists. During visits, it can be difficult to know if the medication list in the chart is completely accurate or if the patient is still taking every medication that is listed.

    I have also noticed that some older patients do not fully understand what their medications are for, why they need to take them, or the importance of taking the correct dose and frequency. Some patients recognize their medications mainly by the color or appearance of the pill instead of the medication name. I have also seen patients take medications that were prescribed to a spouse or friend because they had a similar health problem. Other patients may start taking vitamins or supplements after seeing advertisements without first discussing them with their healthcare provider. These situations can create safety concerns because patients may take duplicate medications, continue medications that were supposed to be discontinued, take an incorrect dose, or combine medications and supplements that may interact with each other.

    At my clinical site, I have seen how important patient education is when reviewing medications. The provider takes time to explain medications and supplements to patients and, when appropriate, discusses how certain vitamins and nutrients can also be obtained through dietary sources. He sometimes uses pictures to help patients better understand this information. Seeing this has helped me understand that medication reconciliation is not only about updating the medication list in the chart. It is also an opportunity to find out what the patient is actually taking at home and make sure the patient understands what they are taking and why.

    These experiences are what made me interested in improving medication reconciliation in older adults. I believe a more structured medication reconciliation process in primary care can help identify duplicate or potentially inappropriate medications, improve the accuracy of the medication list, improve communication between providers, and give patients a better understanding of their medications. This topic is important to me because these are problems I see regularly in clinical practice, and improving this process may help make medication use safer and easier for older adults.

    **References**

    Kornholt, J., Feizi, S. T., Hansen, A. S., Laursen, J. T., Reuther, L. Ø., Petersen, T. S., Pressel, E., & Christensen, M. B. (2022). Effects of a comprehensive medication review intervention on health-related quality of life and other clinical outcomes in geriatric outpatients with polypharmacy: A pragmatic randomized clinical trial.
    _British Journal of Clinical Pharmacology, 88_(7), 3360–3369.
    [https://doi.org/10.1111/bcp.15287](https://doi.org/10.1111/bcp.15287)

    Lee, S., Yu, Y. M., Han, E., Park, M. S., Lee, J.-H., & Chang, M. J. (2023). Effect of pharmacist-led intervention in elderly patients through a comprehensive medication reconciliation: A randomized clinical trial.
    _Yonsei Medical Journal, 64_(5), 336–343.
    [https://doi.org/10.3349/ymj.2022.0620](https://doi.org/10.3349/ymj.2022.0620)

    Martinez, K. A., Linfield, D. T., Gupta, N. M., Alapati, M. V., Moussa, D., Hu, B., Kim, L. D., Lam, S., Russo-Alvarez, G., & Rothberg, M. B. (2022). Patient and physician factors contributing to polypharmacy among older patients.
    _Current Medical Research and Opinion, 38_(1), 123–130.
    [https://doi.org/10.1080/03007995.2021.1982683](https://doi.org/10.1080/03007995.2021.1982683)

    Somerville, E., Bollinger, R. M., Haxton, M., Holden, B., Chen, S.-W., Keleman, A., Sarrami, B., Yan, Y., & Stark, S. (2026). Feasibility, acceptability, and preliminary efficacy of a medication intervention for older adults.
    _OTJR: Occupational Therapy Journal of Research_.
    [https://doi.org/10.1177/15394492261442163](https://doi.org/10.1177/15394492261442163)

    **## Thepaper1_15.pptx**

    The Paper

    I am studying……………………

    Because I want to find out……………………….

    I want to help my reader better understand……………………

    The purpose of this paper is to improve lung cancer screening…..

    The Phenomenon of Interest

    Introductory statement

    Identify the problem

    Articulate the particular populations and clinical setting

    Ex: “Lung cancer is the number one cause of cancer related deaths…..”

    Select a Problem

    Are there specific areas of concern?

    What is the impact(s) of these

    Is the impact significant? Who is affected?

    Is it common?

    Is there a need to change practice? Could things be done differently?

    Practice guidelines

    Is there an unmet need?

    Does something need to be done?

    Why is this important?

    Browsing the Literature

    Is this problem worth exploring?

    Is there enough material available ?

    Are there possible solutions?

    Prepare a problem statement

    What is the problem and how can it be addressed?

    Can something be done about it?

    Identify the issue, describe it clearly and succinctly, and articulate why it is important

    What is the purpose of this paper?

    Eg. Problem statement

    The purpose of this paper is to identify lung cancer screening barriers among providers in outpatient settings and to address an educational intervention aimed at increasing overall lung cancer screening and decreasing mortality rates. The proposed intervention will promote lung cancer screening in outpatient setting by involving both providers and patients in the educational process.

    Operational Definitions

    Define key terms

    Pathophysiologic or health assessment issues

    Brief description of the role of the nurse in solving problem

    Personal or professional impetus

    Lung cancer

    Smoking

    Low-dose computed tomography (LDCT)

    Outpatient setting

    Background and Significance

    Why is it important

    Cite statistics

    Any statements by large organizations

    Prevalence, incidence

    What research has been done around the problem and has evidence been generated to support solutions?

    LDCT is recommended for screening

    Poor prognosis for tx of lung cancer

    Follow the guidelines, follow the evidence

    USPT recommends screening for lung cancer with LDCT in patients 55-80 with a 30 pack year history, however, screening is not routinely practiced. Roughly 4 per cent of eligible smokers were screened with LDCT.

    What are the consequences of this?

    Why does this happen? So what?

    The Literature Review

    Examine the problem in light of the current literature

    What databases were used

    Publication dates

    Key words

    Identify themes in the literature

    The literature search was carried out using the databases…using the following key terms….. Lung cancer screening, LDCT, primary care, outpatient, intervention, …… The studies included in this review were published between…… with most articles publishied within the last 5 years.

    Process is articulated with PRISMA in paper and a Table of Evidence (TOE) in the appendix

    ROL Discussion

    Identify Themes in the literature and group your articles into themes

    Discuss the articles within the same theme critically

    How are they the same, how are they different

    What are the findings, are they valid reliable, well done or not

    Include both supportive and non supportive articles

    Include a summary statement at the end of each theme

    Example: ROL themes

    Provider’s Barriers to Screening

    Specialists versus PCPs

    Patient Barriers to Screening

    Interventions to Increase Lung Cancer Screening

    Patient Decision Aids

    Shared Decision Making

    In the ROL you should be finding possible solutions and interventions to address your problem

    What has been done? What has worked?

    You need to find RESEARCH that has been done and demonstrated results

    This drives the Evidence Based Practice change that is your intervention

    Read the Methods section of each research article. This will help you determine an intervention

    Related socioeconomic, political, cultural, and health literacy issues

    Education, health literacy, economics, access

    Related spiritual, ethical, family and community issues

    Spiritual, ethical implications for individual, family and community

    Theoretical Framework or Conceptual Model

    The perspective through which the problem is explored

    Pertinent research that has used conceptual model

    The conceptual framework for your intervention

    Patient self care

    Autonomy

    Peplau’s theory of interpersonal relationships

    MSN Scope and Role

    ”APNs are accustomed to discussing health outcomes at a level the patient understands and providing education about a patient’s disease process. “

    “APNs are able to promote policy change and standardization of care. To improve ACP, they can suggest ways to standardize the process, making it a routine practice in the primary care setting.”

    Proposed intervention

    What is the intervention you propose and how does it relate to the conceptual model?

    How will the outcome be evaluated/timelines?

    “With the guidance of Peplau’s Theory of Interpersonal Relations, the educational intervention will help healthcare staff identify personal barriers they have to discussing ACP. “

    Conclusion and Recommendations

    Reiterate the problem

    Summarize the research, discuss any limitations and directions for future research

    Implications for nursing

    Tie the theoretical framework to the overall paper

    Conclude with wrap up

    ## image2.png

    ## image3.png

    ## image1.png

    **ComprehensivePaperRubric.docx**

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

    **papersampleHF.docx**

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

    **15Articles.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/15articles-docx)

    **15Articles.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/15articles-docx)

    **## detailforROLandtheme.docx**

    _Section drafts are to be submitted as a cumulative Word document (each week, your document will include all of the previous sections). Although not graded, students who turn their drafts in on time will receive valuable feedback from the instructor._

    Add the thematic analysis of the ROL to your paper and submit it for instructor review.

    Please write Review of literature, with search words, PRISMA diagram and at least 2 themes.

    **Topic**: Improving Medication Reconciliation to Reduce Polypharmacy in Older Adults

    (I attached the
    **Background and Significance part) Now, the review of literature and at least 2 themes are needed. I also attached the sample paper; you can use it for these sections**

    **## MethodsandPARISMA.docx**

    **Methods**

    A literature search was conducted to identify current research related to medication reconciliation and reducing polypharmacy in older adults. The main concepts used for the search were medication reconciliation, medication review, polypharmacy, potentially inappropriate medications, older adults, and deprescribing. Search terms included “medication reconciliation” OR “comprehensive medication review” OR “medication review,” AND “polypharmacy” OR “potentially inappropriate medications,” AND “older adults” OR “elderly” OR “geriatric.” The term “deprescribing” was also used to help identify studies evaluating interventions to reduce unnecessary medication use in older adults. These terms were based on the concepts identified in the PICOT question.

    The literature search was conducted using PubMed and four databases available through EBSCOhost: CINAHL Complete, MEDLINE with Full Text, Health Source: Nursing/Academic Edition, and Alt HealthWatch. The search focused on research published within the past five years. In EBSCOhost, the search was limited to peer-reviewed articles published from August 25, 2021, through August 25, 2026, and secondary sources were excluded. After applying the search terms and filters, 98 articles remained. In PubMed, the search was limited to the past five years and filtered to include clinical trials, controlled clinical trials, pragmatic clinical trials, and randomized controlled trials. After applying these filters, 50 articles remained.

    Articles were initially reviewed by title and abstract for relevance to the PICOT question. Studies were considered for inclusion if they focused on older adults with polypharmacy or potentially inappropriate medication use and evaluated an intervention involving medication reconciliation, medication review, medication optimization, or deprescribing. Studies were further reviewed for interventions and outcomes related to medication burden, potentially inappropriate medications, medication safety, or implementation of medication review. Articles that did not address the population, intervention, or outcomes related to the clinical question were excluded. After screening and reviewing the full-text articles, 13 studies from PubMed and 2 unique studies from the EBSCOhost databases were selected, resulting in a total of 15 studies included in the literature review.

    **Identification of studies via databases and registers**

    Duplicate records removed (n = 0)
    Records marked as ineligible by automation tools (n = 0)
    Records removed for other reasons (n = 0)

    Records identified through database searching
    EBSCOhost (n = 98)
    PubMed (n = 50)
    Total (n = 148)

    **Identification**

    Records screened

    (n = 148)

    Records excluded**

    (n =128)

    Reports sought for retrieval

    (n = 20)

    Reports not retrieved

    (n = 0)

    **Screening**

    Reports assessed for eligibility

    (n = 20)

    Reports excluded (n = 5):
    Duplicate reports (n = 2)
    Study protocol/no outcomes (n = 1)
    Scoping review/secondary source (n = 1)
    Did not evaluate an intervention of interest (n = 1)

    Studies included in review

    (n = 15)

    Reports of included studies

    (n = 15)

    **Included**

    **## PICOTtable.docx**

    | | | |
    | — | — | — |
    | **PICOT** | | |
    | — |
    | **Your Project** |

    | |
    | — |
    | |

    | |
    | — |
    | |

    | |
    | — |
    | | | **Keywords/Search Terms** |
    | P – Population | Older adults with polypharmacy | older adults OR elderly OR geriatric |
    | I – Intervention | Structured medication reconciliation or medication review | “medication reconciliation” OR “comprehensive medication review” OR “medication review” |
    | C – Comparison | Usual care or no structured medication review | “usual care” OR “standard care” |
    | O – Outcome | Reduction in polypharmacy and potentially inappropriate medications | polypharmacy OR “potentially inappropriate medications” OR deprescribing |
    | T – Time | During the intervention and follow-up period | No specific search term |

    PICOT Question:

    In older adults with polypharmacy, how does a structured medication reconciliation or medication review intervention, compared with usual care, affect polypharmacy and potentially inappropriate medication use?

    **## BackgroundSignificanceandStudyImpetus.docx**

    **Background and Significance**

    Polypharmacy is a common problem among older adults, especially those who have multiple chronic conditions and are followed by different healthcare providers. Somerville et al. (2026 defined polypharmacy as the use of five or more medications at the same time. The authors noted that polypharmacy can increase the risk of potentially inappropriate medications, duplicate medications, drug interactions, medication errors, falls, cognitive and functional decline, and difficulty managing medications correctly. These concerns make medication safety especially important for older adults.

    Primary care has an important role in identifying and managing polypharmacy because the primary care provider often sees the overall picture of the patient's health and medication regimen. However, older adults may receive medications from several specialists, and the medication list in the electronic health record may not always represent exactly what the patient is taking at home. Martinez et al. (2022) studied 44,570 adults aged 65 and older in primary care and found that patients were taking an average of 6.8 medications. The study also found variation in prescribing between physicians. Physicians with lower prescribing rates performed better on medication reconciliation and prescribed fewer potentially inappropriate medications. The authors suggested that improving medication reconciliation may help reduce polypharmacy.

    Medication reconciliation and medication review can provide an opportunity to identify medications that are duplicated, unnecessary, inappropriate, or no longer needed. Kornholt et al. (2022) conducted a randomized clinical trial in geriatric outpatients taking nine or more medications. The intervention included an additional consultation with a physician who reviewed the patient's medications, provided medication education, and improved communication with the patient's primary care provider. The intervention reduced the number of medications by 2.0 medications at four months and by 1.3 medications at 13 months. The authors concluded that additional attention to medication review and communication with patients and primary care providers can result in a continued reduction in medication use among older adults with polypharmacy.

    Medication reconciliation can also help identify potentially inappropriate medications and medication-related problems before they cause harm. Lee et al. (2023) studied a comprehensive medication reconciliation intervention in patients age 65 and older who were taking at least five medications. The intervention focused on potentially inappropriate medications and medication regimen complexity. At the 30-day follow-up, no adverse drug events were reported in the intervention group compared with five events in the control group. These findings support the importance of reviewing medication regimens carefully and improving communication among healthcare providers when caring for older adults with polypharmacy.

    **Study Impetus**

    I became interested in this topic because I have been completing my clinical rotations at the same primary care office since my first clinical course, and approximately 90% of the patient population I see is geriatric. One issue that I frequently notice is that many of these patients are taking several medications, sometimes prescribed by different providers and specialists. During visits, it can be difficult to know if the medication list in the chart is completely accurate or if the patient is still taking every medication that is listed.

    I have also noticed that some older patients do not fully understand what their medications are for, why they need to take them, or the importance of taking the correct dose and frequency. Some patients recognize their medications mainly by the color or appearance of the pill instead of the medication name. I have also seen patients take medications that were prescribed to a spouse or friend because they had a similar health problem. Other patients may start taking vitamins or supplements after seeing advertisements without first discussing them with their healthcare provider. These situations can create safety concerns because patients may take duplicate medications, continue medications that were supposed to be discontinued, take an incorrect dose, or combine medications and supplements that may interact with each other.

    At my clinical site, I have seen how important patient education is when reviewing medications. The provider takes time to explain medications and supplements to patients and, when appropriate, discusses how certain vitamins and nutrients can also be obtained through dietary sources. He sometimes uses pictures to help patients better understand this information. Seeing this has helped me understand that medication reconciliation is not only about updating the medication list in the chart. It is also an opportunity to find out what the patient is actually taking at home and make sure the patient understands what they are taking and why.

    These experiences are what made me interested in improving medication reconciliation in older adults. I believe a more structured medication reconciliation process in primary care can help identify duplicate or potentially inappropriate medications, improve the accuracy of the medication list, improve communication between providers, and give patients a better understanding of their medications. This topic is important to me because these are problems I see regularly in clinical practice, and improving this process may help make medication use safer and easier for older adults.

    **References**

    Kornholt, J., Feizi, S. T., Hansen, A. S., Laursen, J. T., Reuther, L. Ø., Petersen, T. S., Pressel, E., & Christensen, M. B. (2022). Effects of a comprehensive medication review intervention on health-related quality of life and other clinical outcomes in geriatric outpatients with polypharmacy: A pragmatic randomized clinical trial.
    _British Journal of Clinical Pharmacology, 88_(7), 3360–3369.
    [https://doi.org/10.1111/bcp.15287](https://doi.org/10.1111/bcp.15287)

    Lee, S., Yu, Y. M., Han, E., Park, M. S., Lee, J.-H., & Chang, M. J. (2023). Effect of pharmacist-led intervention in elderly patients through a comprehensive medication reconciliation: A randomized clinical trial.
    _Yonsei Medical Journal, 64_(5), 336–343.
    [https://doi.org/10.3349/ymj.2022.0620](https://doi.org/10.3349/ymj.2022.0620)

    Martinez, K. A., Linfield, D. T., Gupta, N. M., Alapati, M. V., Moussa, D., Hu, B., Kim, L. D., Lam, S., Russo-Alvarez, G., & Rothberg, M. B. (2022). Patient and physician factors contributing to polypharmacy among older patients.
    _Current Medical Research and Opinion, 38_(1), 123–130.
    [https://doi.org/10.1080/03007995.2021.1982683](https://doi.org/10.1080/03007995.2021.1982683)

    Somerville, E., Bollinger, R. M., Haxton, M., Holden, B., Chen, S.-W., Keleman, A., Sarrami, B., Yan, Y., & Stark, S. (2026). Feasibility, acceptability, and preliminary efficacy of a medication intervention for older adults.
    _OTJR: Occupational Therapy Journal of Research_.
    [https://doi.org/10.1177/15394492261442163](https://doi.org/10.1177/15394492261442163)

    **## Thepaper1_15.pptx**

    The Paper

    I am studying……………………

    Because I want to find out……………………….

    I want to help my reader better understand……………………

    The purpose of this paper is to improve lung cancer screening…..

    The Phenomenon of Interest

    Introductory statement

    Identify the problem

    Articulate the particular populations and clinical setting

    Ex: “Lung cancer is the number one cause of cancer related deaths…..”

    Select a Problem

    Are there specific areas of concern?

    What is the impact(s) of these

    Is the impact significant? Who is affected?

    Is it common?

    Is there a need to change practice? Could things be done differently?

    Practice guidelines

    Is there an unmet need?

    Does something need to be done?

    Why is this important?

    Browsing the Literature

    Is this problem worth exploring?

    Is there enough material available ?

    Are there possible solutions?

    Prepare a problem statement

    What is the problem and how can it be addressed?

    Can something be done about it?

    Identify the issue, describe it clearly and succinctly, and articulate why it is important

    What is the purpose of this paper?

    Eg. Problem statement

    The purpose of this paper is to identify lung cancer screening barriers among providers in outpatient settings and to address an educational intervention aimed at increasing overall lung cancer screening and decreasing mortality rates. The proposed intervention will promote lung cancer screening in outpatient setting by involving both providers and patients in the educational process.

    Operational Definitions

    Define key terms

    Pathophysiologic or health assessment issues

    Brief description of the role of the nurse in solving problem

    Personal or professional impetus

    Lung cancer

    Smoking

    Low-dose computed tomography (LDCT)

    Outpatient setting

    Background and Significance

    Why is it important

    Cite statistics

    Any statements by large organizations

    Prevalence, incidence

    What research has been done around the problem and has evidence been generated to support solutions?

    LDCT is recommended for screening

    Poor prognosis for tx of lung cancer

    Follow the guidelines, follow the evidence

    USPT recommends screening for lung cancer with LDCT in patients 55-80 with a 30 pack year history, however, screening is not routinely practiced. Roughly 4 per cent of eligible smokers were screened with LDCT.

    What are the consequences of this?

    Why does this happen? So what?

    The Literature Review

    Examine the problem in light of the current literature

    What databases were used

    Publication dates

    Key words

    Identify themes in the literature

    The literature search was carried out using the databases…using the following key terms….. Lung cancer screening, LDCT, primary care, outpatient, intervention, …… The studies included in this review were published between…… with most articles publishied within the last 5 years.

    Process is articulated with PRISMA in paper and a Table of Evidence (TOE) in the appendix

    ROL Discussion

    Identify Themes in the literature and group your articles into themes

    Discuss the articles within the same theme critically

    How are they the same, how are they different

    What are the findings, are they valid reliable, well done or not

    Include both supportive and non supportive articles

    Include a summary statement at the end of each theme

    Example: ROL themes

    Provider’s Barriers to Screening

    Specialists versus PCPs

    Patient Barriers to Screening

    Interventions to Increase Lung Cancer Screening

    Patient Decision Aids

    Shared Decision Making

    In the ROL you should be finding possible solutions and interventions to address your problem

    What has been done? What has worked?

    You need to find RESEARCH that has been done and demonstrated results

    This drives the Evidence Based Practice change that is your intervention

    Read the Methods section of each research article. This will help you determine an intervention

    Related socioeconomic, political, cultural, and health literacy issues

    Education, health literacy, economics, access

    Related spiritual, ethical, family and community issues

    Spiritual, ethical implications for individual, family and community

    Theoretical Framework or Conceptual Model

    The perspective through which the problem is explored

    Pertinent research that has used conceptual model

    The conceptual framework for your intervention

    Patient self care

    Autonomy

    Peplau’s theory of interpersonal relationships

    MSN Scope and Role

    ”APNs are accustomed to discussing health outcomes at a level the patient understands and providing education about a patient’s disease process. “

    “APNs are able to promote policy change and standardization of care. To improve ACP, they can suggest ways to standardize the process, making it a routine practice in the primary care setting.”

    Proposed intervention

    What is the intervention you propose and how does it relate to the conceptual model?

    How will the outcome be evaluated/timelines?

    “With the guidance of Peplau’s Theory of Interpersonal Relations, the educational intervention will help healthcare staff identify personal barriers they have to discussing ACP. “

    Conclusion and Recommendations

    Reiterate the problem

    Summarize the research, discuss any limitations and directions for future research

    Implications for nursing

    Tie the theoretical framework to the overall paper

    Conclude with wrap up

    ## image2.png

    ## image3.png

    ## image1.png

    **ComprehensivePaperRubric.docx**

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    **papersampleHF.docx**

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    **15Articles.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/15articles-docx)

    **## detailforROLandtheme.docx**

    _Section drafts are to be submitted as a cumulative Word document (each week, your document will include all of the previous sections). Although not graded, students who turn their drafts in on time will receive valuable feedback from the instructor._

    Add the thematic analysis of the ROL to your paper and submit it for instructor review.

    Please write Review of literature, with search words, PRISMA diagram and at least 2 themes.

    **Topic**: Improving Medication Reconciliation to Reduce Polypharmacy in Older Adults

    (I attached the
    **Background and Significance part) Now, the review of literature and at least 2 themes are needed. I also attached the sample paper; you can use it for these sections**

    **## MethodsandPARISMA.docx**

    **Methods**

    A literature search was conducted to identify current research related to medication reconciliation and reducing polypharmacy in older adults. The main concepts used for the search were medication reconciliation, medication review, polypharmacy, potentially inappropriate medications, older adults, and deprescribing. Search terms included “medication reconciliation” OR “comprehensive medication review” OR “medication review,” AND “polypharmacy” OR “potentially inappropriate medications,” AND “older adults” OR “elderly” OR “geriatric.” The term “deprescribing” was also used to help identify studies evaluating interventions to reduce unnecessary medication use in older adults. These terms were based on the concepts identified in the PICOT question.

    The literature search was conducted using PubMed and four databases available through EBSCOhost: CINAHL Complete, MEDLINE with Full Text, Health Source: Nursing/Academic Edition, and Alt HealthWatch. The search focused on research published within the past five years. In EBSCOhost, the search was limited to peer-reviewed articles published from August 25, 2021, through August 25, 2026, and secondary sources were excluded. After applying the search terms and filters, 98 articles remained. In PubMed, the search was limited to the past five years and filtered to include clinical trials, controlled clinical trials, pragmatic clinical trials, and randomized controlled trials. After applying these filters, 50 articles remained.

    Articles were initially reviewed by title and abstract for relevance to the PICOT question. Studies were considered for inclusion if they focused on older adults with polypharmacy or potentially inappropriate medication use and evaluated an intervention involving medication reconciliation, medication review, medication optimization, or deprescribing. Studies were further reviewed for interventions and outcomes related to medication burden, potentially inappropriate medications, medication safety, or implementation of medication review. Articles that did not address the population, intervention, or outcomes related to the clinical question were excluded. After screening and reviewing the full-text articles, 13 studies from PubMed and 2 unique studies from the EBSCOhost databases were selected, resulting in a total of 15 studies included in the literature review.

    **Identification of studies via databases and registers**

    Duplicate records removed (n = 0)
    Records marked as ineligible by automation tools (n = 0)
    Records removed for other reasons (n = 0)

    Records identified through database searching
    EBSCOhost (n = 98)
    PubMed (n = 50)
    Total (n = 148)

    **Identification**

    Records screened

    (n = 148)

    Records excluded**

    (n =128)

    Reports sought for retrieval

    (n = 20)

    Reports not retrieved

    (n = 0)

    **Screening**

    Reports assessed for eligibility

    (n = 20)

    Reports excluded (n = 5):
    Duplicate reports (n = 2)
    Study protocol/no outcomes (n = 1)
    Scoping review/secondary source (n = 1)
    Did not evaluate an intervention of interest (n = 1)

    Studies included in review

    (n = 15)

    Reports of included studies

    (n = 15)

    **Included**

    **## PICOTtable.docx**

    | | | |
    | — | — | — |
    | **PICOT** | | |
    | — |
    | **Your Project** |

    | |
    | — |
    | |

    | |
    | — |
    | |

    | |
    | — |
    | | | **Keywords/Search Terms** |
    | P – Population | Older adults with polypharmacy | older adults OR elderly OR geriatric |
    | I – Intervention | Structured medication reconciliation or medication review | “medication reconciliation” OR “comprehensive medication review” OR “medication review” |
    | C – Comparison | Usual care or no structured medication review | “usual care” OR “standard care” |
    | O – Outcome | Reduction in polypharmacy and potentially inappropriate medications | polypharmacy OR “potentially inappropriate medications” OR deprescribing |
    | T – Time | During the intervention and follow-up period | No specific search term |

    PICOT Question:

    In older adults with polypharmacy, how does a structured medication reconciliation or medication review intervention, compared with usual care, affect polypharmacy and potentially inappropriate medication use?

    **## BackgroundSignificanceandStudyImpetus.docx**

    **Background and Significance**

    Polypharmacy is a common problem among older adults, especially those who have multiple chronic conditions and are followed by different healthcare providers. Somerville et al. (2026 defined polypharmacy as the use of five or more medications at the same time. The authors noted that polypharmacy can increase the risk of potentially inappropriate medications, duplicate medications, drug interactions, medication errors, falls, cognitive and functional decline, and difficulty managing medications correctly. These concerns make medication safety especially important for older adults.

    Primary care has an important role in identifying and managing polypharmacy because the primary care provider often sees the overall picture of the patient's health and medication regimen. However, older adults may receive medications from several specialists, and the medication list in the electronic health record may not always represent exactly what the patient is taking at home. Martinez et al. (2022) studied 44,570 adults aged 65 and older in primary care and found that patients were taking an average of 6.8 medications. The study also found variation in prescribing between physicians. Physicians with lower prescribing rates performed better on medication reconciliation and prescribed fewer potentially inappropriate medications. The authors suggested that improving medication reconciliation may help reduce polypharmacy.

    Medication reconciliation and medication review can provide an opportunity to identify medications that are duplicated, unnecessary, inappropriate, or no longer needed. Kornholt et al. (2022) conducted a randomized clinical trial in geriatric outpatients taking nine or more medications. The intervention included an additional consultation with a physician who reviewed the patient's medications, provided medication education, and improved communication with the patient's primary care provider. The intervention reduced the number of medications by 2.0 medications at four months and by 1.3 medications at 13 months. The authors concluded that additional attention to medication review and communication with patients and primary care providers can result in a continued reduction in medication use among older adults with polypharmacy.

    Medication reconciliation can also help identify potentially inappropriate medications and medication-related problems before they cause harm. Lee et al. (2023) studied a comprehensive medication reconciliation intervention in patients age 65 and older who were taking at least five medications. The intervention focused on potentially inappropriate medications and medication regimen complexity. At the 30-day follow-up, no adverse drug events were reported in the intervention group compared with five events in the control group. These findings support the importance of reviewing medication regimens carefully and improving communication among healthcare providers when caring for older adults with polypharmacy.

    **Study Impetus**

    I became interested in this topic because I have been completing my clinical rotations at the same primary care office since my first clinical course, and approximately 90% of the patient population I see is geriatric. One issue that I frequently notice is that many of these patients are taking several medications, sometimes prescribed by different providers and specialists. During visits, it can be difficult to know if the medication list in the chart is completely accurate or if the patient is still taking every medication that is listed.

    I have also noticed that some older patients do not fully understand what their medications are for, why they need to take them, or the importance of taking the correct dose and frequency. Some patients recognize their medications mainly by the color or appearance of the pill instead of the medication name. I have also seen patients take medications that were prescribed to a spouse or friend because they had a similar health problem. Other patients may start taking vitamins or supplements after seeing advertisements without first discussing them with their healthcare provider. These situations can create safety concerns because patients may take duplicate medications, continue medications that were supposed to be discontinued, take an incorrect dose, or combine medications and supplements that may interact with each other.

    At my clinical site, I have seen how important patient education is when reviewing medications. The provider takes time to explain medications and supplements to patients and, when appropriate, discusses how certain vitamins and nutrients can also be obtained through dietary sources. He sometimes uses pictures to help patients better understand this information. Seeing this has helped me understand that medication reconciliation is not only about updating the medication list in the chart. It is also an opportunity to find out what the patient is actually taking at home and make sure the patient understands what they are taking and why.

    These experiences are what made me interested in improving medication reconciliation in older adults. I believe a more structured medication reconciliation process in primary care can help identify duplicate or potentially inappropriate medications, improve the accuracy of the medication list, improve communication between providers, and give patients a better understanding of their medications. This topic is important to me because these are problems I see regularly in clinical practice, and improving this process may help make medication use safer and easier for older adults.

    **References**

    Kornholt, J., Feizi, S. T., Hansen, A. S., Laursen, J. T., Reuther, L. Ø., Petersen, T. S., Pressel, E., & Christensen, M. B. (2022). Effects of a comprehensive medication review intervention on health-related quality of life and other clinical outcomes in geriatric outpatients with polypharmacy: A pragmatic randomized clinical trial.
    _British Journal of Clinical Pharmacology, 88_(7), 3360–3369.
    [https://doi.org/10.1111/bcp.15287](https://doi.org/10.1111/bcp.15287)

    Lee, S., Yu, Y. M., Han, E., Park, M. S., Lee, J.-H., & Chang, M. J. (2023). Effect of pharmacist-led intervention in elderly patients through a comprehensive medication reconciliation: A randomized clinical trial.
    _Yonsei Medical Journal, 64_(5), 336–343.
    [https://doi.org/10.3349/ymj.2022.0620](https://doi.org/10.3349/ymj.2022.0620)

    Martinez, K. A., Linfield, D. T., Gupta, N. M., Alapati, M. V., Moussa, D., Hu, B., Kim, L. D., Lam, S., Russo-Alvarez, G., & Rothberg, M. B. (2022). Patient and physician factors contributing to polypharmacy among older patients.
    _Current Medical Research and Opinion, 38_(1), 123–130.
    [https://doi.org/10.1080/03007995.2021.1982683](https://doi.org/10.1080/03007995.2021.1982683)

    Somerville, E., Bollinger, R. M., Haxton, M., Holden, B., Chen, S.-W., Keleman, A., Sarrami, B., Yan, Y., & Stark, S. (2026). Feasibility, acceptability, and preliminary efficacy of a medication intervention for older adults.
    _OTJR: Occupational Therapy Journal of Research_.
    [https://doi.org/10.1177/15394492261442163](https://doi.org/10.1177/15394492261442163)

    **## Thepaper1_15.pptx**

    The Paper

    I am studying……………………

    Because I want to find out……………………….

    I want to help my reader better understand……………………

    The purpose of this paper is to improve lung cancer screening…..

    The Phenomenon of Interest

    Introductory statement

    Identify the problem

    Articulate the particular populations and clinical setting

    Ex: “Lung cancer is the number one cause of cancer related deaths…..”

    Select a Problem

    Are there specific areas of concern?

    What is the impact(s) of these

    Is the impact significant? Who is affected?

    Is it common?

    Is there a need to change practice? Could things be done differently?

    Practice guidelines

    Is there an unmet need?

    Does something need to be done?

    Why is this important?

    Browsing the Literature

    Is this problem worth exploring?

    Is there enough material available ?

    Are there possible solutions?

    Prepare a problem statement

    What is the problem and how can it be addressed?

    Can something be done about it?

    Identify the issue, describe it clearly and succinctly, and articulate why it is important

    What is the purpose of this paper?

    Eg. Problem statement

    The purpose of this paper is to identify lung cancer screening barriers among providers in outpatient settings and to address an educational intervention aimed at increasing overall lung cancer screening and decreasing mortality rates. The proposed intervention will promote lung cancer screening in outpatient setting by involving both providers and patients in the educational process.

    Operational Definitions

    Define key terms

    Pathophysiologic or health assessment issues

    Brief description of the role of the nurse in solving problem

    Personal or professional impetus

    Lung cancer

    Smoking

    Low-dose computed tomography (LDCT)

    Outpatient setting

    Background and Significance

    Why is it important

    Cite statistics

    Any statements by large organizations

    Prevalence, incidence

    What research has been done around the problem and has evidence been generated to support solutions?

    LDCT is recommended for screening

    Poor prognosis for tx of lung cancer

    Follow the guidelines, follow the evidence

    USPT recommends screening for lung cancer with LDCT in patients 55-80 with a 30 pack year history, however, screening is not routinely practiced. Roughly 4 per cent of eligible smokers were screened with LDCT.

    What are the consequences of this?

    Why does this happen? So what?

    The Literature Review

    Examine the problem in light of the current literature

    What databases were used

    Publication dates

    Key words

    Identify themes in the literature

    The literature search was carried out using the databases…using the following key terms….. Lung cancer screening, LDCT, primary care, outpatient, intervention, …… The studies included in this review were published between…… with most articles publishied within the last 5 years.

    Process is articulated with PRISMA in paper and a Table of Evidence (TOE) in the appendix

    ROL Discussion

    Identify Themes in the literature and group your articles into themes

    Discuss the articles within the same theme critically

    How are they the same, how are they different

    What are the findings, are they valid reliable, well done or not

    Include both supportive and non supportive articles

    Include a summary statement at the end of each theme

    Example: ROL themes

    Provider’s Barriers to Screening

    Specialists versus PCPs

    Patient Barriers to Screening

    Interventions to Increase Lung Cancer Screening

    Patient Decision Aids

    Shared Decision Making

    In the ROL you should be finding possible solutions and interventions to address your problem

    What has been done? What has worked?

    You need to find RESEARCH that has been done and demonstrated results

    This drives the Evidence Based Practice change that is your intervention

    Read the Methods section of each research article. This will help you determine an intervention

    Related socioeconomic, political, cultural, and health literacy issues

    Education, health literacy, economics, access

    Related spiritual, ethical, family and community issues

    Spiritual, ethical implications for individual, family and community

    Theoretical Framework or Conceptual Model

    The perspective through which the problem is explored

    Pertinent research that has used conceptual model

    The conceptual framework for your intervention

    Patient self care

    Autonomy

    Peplau’s theory of interpersonal relationships

    MSN Scope and Role

    ”APNs are accustomed to discussing health outcomes at a level the patient understands and providing education about a patient’s disease process. “

    “APNs are able to promote policy change and standardization of care. To improve ACP, they can suggest ways to standardize the process, making it a routine practice in the primary care setting.”

    Proposed intervention

    What is the intervention you propose and how does it relate to the conceptual model?

    How will the outcome be evaluated/timelines?

    “With the guidance of Peplau’s Theory of Interpersonal Relations, the educational intervention will help healthcare staff identify personal barriers they have to discussing ACP. “

    Conclusion and Recommendations

    Reiterate the problem

    Summarize the research, discuss any limitations and directions for future research

    Implications for nursing

    Tie the theoretical framework to the overall paper

    Conclude with wrap up

    ## image2.png

    ## image3.png

    ## image1.png

    **ComprehensivePaperRubric.docx**

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    **papersampleHF.docx**

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    **15Articles.docx**

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