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Tag: Clinical Nursing & Patient Care

  • [Solved] Nursing NR Homework PICO Question week 4

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    Executive Solution Overview

    **PICO Question Submission** **Purpose**: The purpose of this assignment is to submit your PICO question, which is the topic you have been researching over the past few weeks. This exercise will help you clarify your clinical question and ensure it is well-structured and focused. **Instructions**: 1…

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    Assignment Prompt & Instructions

    **PICO Question Submission**

    **Purpose**: The purpose of this assignment is to submit your PICO question, which is the topic you have been researching over the past few weeks. This exercise will help you clarify your clinical question and ensure it is well-structured and focused.

    **Instructions**:

    1. **Submit Your PICO Question**:

    – **Topic Submission**: Submit the PICO question that you have been researching. Ensure your question is clear, specific, and well-defined.
    – **PICO Framework**: Utilize the PICO framework to structure your question. Be sure to address each component of the framework:
    – **P**: Patient, Problem, or Population
    – **I**: Intervention
    – **C**: Comparison
    – **O**: Outcome
    – **T**: Timeframe, Type of Study, or Type of Question (if applicable)

    1. **PICO Framework Guidance**:

    – **Clarify Your Clinical Question**: Use the PICO mnemonic to help clarify your clinical question. Think specifically about different aspects of what you want to investigate. Ensure you are clear and specific about what you are looking for to target the right evidence to use in practice.

    1. **Good PICO vs. Bad PICO**:

    – **Good PICO**: A good clinical question will address most, if not all, parts of the PICO framework. It will be specific, define terms and outcomes if necessary, and investigate something new in terms of diagnosis, etiology, therapy, harm, etc.
    – **Bad PICO**: A bad PICO is usually a background question disguised as a research question. It may be too vague, lack specificity, and may not require in-depth research.

    1. **Search Strategies**:

    – **Literature Search**: When searching for existing literature, try searching for one or two components of your PICO question first if you cannot locate articles that address the entire question. Build your case by explaining the research that is out there, even if your articles do not 100% match your entire PICO question.

    1. **PICO Question Templates**:

    – **Intervention/Therapy**: In _______(P), what is the effect of _______(I) on ______(O) compared with _______(C) within ________ (T)?
    – **Etiology**: Are ____ (P) who have _______ (I) at ___ (Increased/decreased) risk for/of_______ (O) compared with ______ (P) with/without ______ (C) over _____ (T)?
    – **Diagnosis/Diagnostic Test**: Are (is) _________ (I) more accurate in diagnosing ________ (P) compared with ______ (C) for _______ (O)?
    – **Prevention**: For ________ (P) does the use of ______ (I) reduce the future risk of ________ (O) compared with _________ (C)?
    – **Prognosis/Predictions**: In__________ (P) how does ________ (I) compared to _______(C) influence _______ (O) over ______ (T)?
    – **Meaning**: How do ________ (P) diagnosed with _______ (I) perceive ______ (O) during _____ (T)?

    1. **Example PICO Questions**:

    – **Intervention/Therapy**: In school-age children (P), what is the effect of a school-based physical activity program (I) on a reduction in the incidence of childhood obesity (O) compared with no intervention (C) within a 1-year period (T)?
    – **Etiology**: Are males 50 years of age and older (P) who have a history of 1 year of smoking or less (I) at an increased risk of developing esophageal cancer (O) compared with males age 50 and older (P) who have no smoking history (C)?
    – **Diagnosis/Diagnostic Test**: Is a yearly mammogram (I) more effective in detecting breast cancer (O) compared with a mammogram every 3 years (C) in women under age 50 (P)?
    – **Prevention**: For women under age 60 (P), does the daily use of 81mg low-dose Aspirin (I) reduce the future risk of stroke (O) compared with no usage of low-dose Aspirin (C)?
    – **Prognosis/Predictions**: Does daily home blood pressure monitoring (I) influence compliance with medication regimens for hypertension (O) in adults over age 60 who have hypertension (P) during the first year after being diagnosed with the condition (T)?
    – **Meaning**: How do teenagers (P) diagnosed with cancer (I) perceive chemotherapy and radiation treatments (O) during the first 6 months after diagnosis (T)?

    1. **Resources**:

    – **PICO Help**: Utilize the following resources to help structure your PICO question and build a well-defined clinical question:
    – **PICO Question Templates**: Use this guide to help structure your PICO question.
    – **The Well-Built Clinical Question**: Check out this guide to building a PICO question, developed by UNC.
    – **Asking Focused Questions**: PICO guide from the Centre for Evidence Based Medicine.
    – **Formulating Answerable Questions**: Practice building your PICO questions here.
    – **Forming Focused Questions with a Specialty**: A UNC Health Sciences Library guide about PICO questions within a specialty.

    1. **Submission Guidelines**:

    – **Format**: Ensure your PICO question is well-structured and formatted according to APA 7 guidelines.
    – **Clarity and Specificity**: Make sure your question is specific and clear, addressing all components of the PICO framework.
    – **Deadline**: Submit your PICO question by the specified deadline.

    ##### **ONLY THE QUESTION IS DUE**

    – 2 years ago

  • [Solved] Antibiotic Stewardship in a Pediatric Patient with Pneumonia

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    Executive Solution Overview

    **Objective: Explore appropriate antibiotic selection, dosing, and resistance concerns in pediatric care.** **Patient Profile**: – Age: 6 – Gender: Female – Weight: 44 lbs (20 kg) – Medical History: Recurrent ear infections, no known drug allergies – Current Medications: None – Diagnosis: Community-…

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    Assignment Prompt & Instructions

    **Objective: Explore appropriate antibiotic selection, dosing, and resistance concerns in pediatric care.**

    **Patient Profile**:

    – Age: 6
    – Gender: Female
    – Weight: 44 lbs (20 kg)
    – Medical History: Recurrent ear infections, no known drug allergies
    – Current Medications: None
    – Diagnosis: Community-Acquired Pneumonia (CAP)

    **Instructions for Students**:

    1. **Identify** the most likely pathogens causing pneumonia in this age group and discuss antibiotic options.
    2. **Select** an appropriate antibiotic regimen, including dosing, route, and frequency, based on guidelines for pediatric CAP.
    3. **Evaluate** the risk of antibiotic resistance and the importance of antibiotic stewardship in this case.
    4. **Monitor**: Define what clinical signs/symptoms and laboratory findings should be monitored to ensure the therapy is effective.
    5. **Adjust**: Outline any considerations if the patient fails to respond to first-line therapy or develops adverse effects.
    6. **Counsel**: Provide key teaching points for parents on the correct use of antibiotics, potential side effects, and the importance of completing the prescribed course.

    No less than 300 words, APA format, with 3 references no more than 5 years.

    – 2 years ago

  • [Solved] 1-1 Discussion: Peer Support Activity—Introduction

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    Executive Solution Overview

    In this discussion, begin by introducing yourself to the class and explaining your background. What do you hope to achieve from this course? Also, share your preliminary thoughts on the healthcare administration issue that you will focus on for your capstone project. A good place to start thinking a…

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    Assignment Prompt & Instructions

    In  this discussion, begin by introducing yourself to the class and explaining your background. What do you hope to achieve from this course?

    Also, share your preliminary thoughts on the healthcare administration issue that you will focus on for your capstone project. A good place to start thinking about a topic is your personal experience. Consider problems you have experienced professionally that interest you enough to do substantial research.

    You may link your proposed topic with your current internship, employment, or previous work in another course that may be expanded on for the capstone project in this course. Your instructor will provide feedback to help you refine and focus your proposed topic.

    Examples might include financial challenges, implementation/operationalization of new legislation (such as the No Surprises Act), patient safety and quality, improving internal cybersecurity, or improving the organizational culture. Identify the target audience for your proposal, such as a hospital CEO, board of directors, etc. This assignment will help you complete Milestone One due in Module Two.

    – 2 years ago

  • [Solved] WK 5 RESP DATA

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK5DISDATA.docx **## WK5DISDATA.docx** Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. T…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK5DISDATA.docx

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    RESPOND TO THIS DISCUSSION POST

    Michelle

    · ANOVA (Analysis of Variance) is a statistical test used to compare the means of three or more groups to see if at least one group is different from the others. It works well when the data is normally distributed and the variance (spread of data) is the same across all groups. For example, if you're comparing the grief scores of three different groups based on their work duration, ANOVA would test whether the average scores are different between these groups. However, if these conditions aren’t met, an alternative test like the Kruskal-Wallis test is used. This test compares the ranks of the data instead of the actual values, making it more suitable when the data isn't normally distributed or has unequal variances.

    · Turgut and Yıldız (2023) used ANOVA to study the impact of work duration on grief scores using the Texas Revised Inventory of Grief. If they are comparing multiple groups (like people with different years of work experience), ANOVA would be the right choice, as long as the data fits the assumptions of normality and equal variance. If the data didn’t meet these assumptions, they would have needed to use the Kruskal-Wallis test instead. In their study, ANOVA would also be suitable for comparing grief scores across multiple groups if other factors, such as work role or age, are involved, as long as the data is normally distributed.

    · For the comparison of grief scores based on education about terminal periods, Turgut and Yıldız used a t-test, which is correct when comparing just two groups. For example, they might compare grief scores between those who received education about terminal periods and those who didn’t. This test works well if the data follows a normal distribution and the variance is similar

    · between the two groups. However, if there are more than two groups or if the normality assumption is violated, they would need to use ANOVA (for multiple groups) or a non-parametric test like the Mann-Whitney U test for two groups. Maintaining statistical rigor ensures the appropriate use of statistical analyses that uphold the scientific method and contribute credible results to the scientific literature (Hodges et al., 2023). Overall, the tests they used seem appropriate, but only if the data meets the necessary assumptions.

    ·
    **References**

    · Hodges, C. B., Stone, B. M., Johnson, P. K., Carter III, J. H., Sawyers, C. K., Roby, P. R., & Lindsey, H. M. (2023). Researcher degrees of freedom in statistical software contribute to unreliable results: A comparison of nonparametric analyses conducted in SPSS, SAS, Stata, and R.
    _Behavior Research Methods_,
    _55_(6), 2813-2837.

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study.
    _BMC Palliative Care, 22_(1), 195.

    ·

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    RESPOND TO THIS DISCUSSION POST

    Michelle

    · ANOVA (Analysis of Variance) is a statistical test used to compare the means of three or more groups to see if at least one group is different from the others. It works well when the data is normally distributed and the variance (spread of data) is the same across all groups. For example, if you're comparing the grief scores of three different groups based on their work duration, ANOVA would test whether the average scores are different between these groups. However, if these conditions aren’t met, an alternative test like the Kruskal-Wallis test is used. This test compares the ranks of the data instead of the actual values, making it more suitable when the data isn't normally distributed or has unequal variances.

    · Turgut and Yıldız (2023) used ANOVA to study the impact of work duration on grief scores using the Texas Revised Inventory of Grief. If they are comparing multiple groups (like people with different years of work experience), ANOVA would be the right choice, as long as the data fits the assumptions of normality and equal variance. If the data didn’t meet these assumptions, they would have needed to use the Kruskal-Wallis test instead. In their study, ANOVA would also be suitable for comparing grief scores across multiple groups if other factors, such as work role or age, are involved, as long as the data is normally distributed.

    · For the comparison of grief scores based on education about terminal periods, Turgut and Yıldız used a t-test, which is correct when comparing just two groups. For example, they might compare grief scores between those who received education about terminal periods and those who didn’t. This test works well if the data follows a normal distribution and the variance is similar

    · between the two groups. However, if there are more than two groups or if the normality assumption is violated, they would need to use ANOVA (for multiple groups) or a non-parametric test like the Mann-Whitney U test for two groups. Maintaining statistical rigor ensures the appropriate use of statistical analyses that uphold the scientific method and contribute credible results to the scientific literature (Hodges et al., 2023). Overall, the tests they used seem appropriate, but only if the data meets the necessary assumptions.

    ·
    **References**

    · Hodges, C. B., Stone, B. M., Johnson, P. K., Carter III, J. H., Sawyers, C. K., Roby, P. R., & Lindsey, H. M. (2023). Researcher degrees of freedom in statistical software contribute to unreliable results: A comparison of nonparametric analyses conducted in SPSS, SAS, Stata, and R.
    _Behavior Research Methods_,
    _55_(6), 2813-2837.

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study.
    _BMC Palliative Care, 22_(1), 195.

    ·

  • [Solved] What role does your facility play in keeping people healthy? Would the Health Leads program work in your facility? Why or why not?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering What role does your facility play in keeping people healthy? Would the Health Leads program work in your facility? Why or why not?.

    Instant Solution Download

    $6.99

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    Assignment Prompt & Instructions

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

  • [Solved] Tiff week 4 700

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Tiff week 4 700 – 2 years ago **files (1)** – ## NU700Unit4AssignmentResourceLinks.pdf **## NU700Unit4AssignmentResourceLinks.pdf** NU700 Unit 4 Assignment Resource Links Please select from the following articles, resources you can use for this unit’s assignment: 1. Arkan, G., Ordin, Y. S., Ozturk,…

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    Assignment Prompt & Instructions

    Tiff week 4 700

    – 2 years ago

    **files (1)**

    – ## NU700Unit4AssignmentResourceLinks.pdf

    **## NU700Unit4AssignmentResourceLinks.pdf**

    NU700 Unit 4 Assignment Resource Links
    Please select from the following articles, resources you can use for this unit’s assignment:

    1. Arkan, G., Ordin, Y. S., Ozturk, V., & Ala, R. T. (2022). Investigation of medication adherence
    and factors affecting it in patients with stroke.. Journal of Neuroscience Nursing, 54(1), 35–
    41. https://doi.org/10.1097/jnn.0000000000000621

    2. Vo, T. N., Chiu, H., Chuang, Y., & Huang, H. (2022). Prevalence of stress and anxiety among
    nursing students.. Nurse Educator, 48(3), E90–E95.
    https://doi.org/10.1097/nne.0000000000001343

    3. Gennaro, S., Melnyk, B. M., Szalacha, L. A., Hoying, J., Cooper, A., Aviles, M. M., O’Connor,
    C., & Gibeau, A. (2023). Depression, anxiety, and stress in pregnant Black people.. The
    Nurse Practitioner, 48(12), 37–46. https://doi.org/10.1097/01.npr.0000000000000117

    4. Duncan, I., Stocking, A., Fitzner, K., Ahmed, T., & Huynh, N. (2024). The prevalence of
    incontinence and its association with urinary tract infections, dermatitis, slips and falls, and
    behavioral disturbances among older adults in Medicare Fee-for-Service.. Journal of Wound
    Ostomy and Continence Nursing, 51(2), 138–145.
    https://doi.org/10.1097/won.0000000000001054

    5. Preston, D., Nguyen, T. N., Visvanathan, R., & Wilson, A. (2018). Nutrition and the
    community-dwelling older person.. International Journal of Evidence-Based
    Healthcare, 16(1), 73–80. https://doi.org/10.1097/xeb.0000000000000124

    6. Cuevas, H. E., & Brown, S. A. (2018). Self-Management decision making of Cuban
    Americans with type 2 diabetes.. Journal of Transcultural Nursing, 29(3), 222–228.
    https://doi.org/10.1177/1043659617696977

    7. Morgan, S. P., Moreno, M., Abukhalaf, D., Yan, K., Dandamrongrak, C., Morgan, H., Menon,
    U., & Szalacha, L. (2024). Subjective experiences of Spanish-Speaking patients residing in
    the United States with low English proficiency learning to manage their diabetes: A
    qualitative study.. Journal of Transcultural Nursing, 35(5), 325–332.
    https://doi.org/10.1177/10436596241253865

    8. Sheen, L. H., Casarez, R., Gallagher, M. R., Hayes, A. E., Diep, C. S., & Engebretson, J.
    (2023). Understanding diabetes self-management among Vietnamese Americans: A
    focused ethnography.. Journal of Transcultural Nursing, 35(2), 142–150.
    https://doi.org/10.1177/10436596231217698

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    9. Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D.,
    Sanders, J. A., & Grey, M. (2023). Self-Management and glycemic targets in adult Haitian
    immigrants with type 2 diabetes.. Nursing Research, 72(3), 211–217.
    https://doi.org/10.1097/nnr.0000000000000649

    10. Ajuwon, A. M., & Insel, K. (2022). Health literacy, illness perception, depression, and self-
    management among African Americans with type 2 diabetes.. Journal of the American
    Association of Nurse Practitioners, 34(9), 1066–1074.
    https://doi.org/10.1097/jxx.0000000000000763

    11. Larrieu-Jimenez, P., & Salani, D. (2022). When moods and behaviors do not add up.. Journal
    of Addictions Nursing, 33(2), 121–124. https://doi.org/10.1097/jan.0000000000000462

    12. Baumann, S. L., & Samuels, W. E. (2022). Comorbidities in older adults with opioid use
    disorders.. Journal of the American Association of Nurse Practitioners, 34(12), 1280–1288.
    https://doi.org/10.1097/jxx.0000000000000801

    13. Dickson, V. V. (2021). Achieving global targets to reduce hypertension.. The Journal of
    Cardiovascular Nursing, 36(5), 409–410. https://doi.org/10.1097/jcn.0000000000000851

    14. De Lima, N. X., Da Silva, R. C., Vieira, F. V. M., Guimarães, J. V., De Matos, M. A., &
    Cavalcante, A. M. R. Z. (2023). Self-care level of adults with arterial hypertension in
    outpatient follow-up in Brazil.. The Journal of Cardiovascular Nursing, 39(2), 170–177.
    https://doi.org/10.1097/jcn.0000000000000978

    15. Kilmer, M. (2020). Primary care of children with autism spectrum disorder. The Nurse
    Practitioner, 45(6), 33–41. https://doi.org/10.1097/01.npr.0000666192.02590.e

    16. Compton, M. T., & Ku, B. S. (2022). Prevalence of food insecurity and living in a food
    desert among individuals with serious mental illnesses in public mental health clinics.
    Community Mental Health Journal, 59(2), 357–362. https://doi.org/10.1007/s10597-022-
    01013-w

    17. Wen, X., Qiu, H., Yu, B., Bi, J., Gu, X., Zhang, Y., & Wang, S. (2024). Cost-related
    medication nonadherence in adults with COPD in the United States 2013–2020. BMC
    Public Health, 24(1). https://doi.org/10.1186/s12889-024-18333-z

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    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    **## NU700Unit4AssignmentResourceLinks.pdf**

    NU700 Unit 4 Assignment Resource Links
    Please select from the following articles, resources you can use for this unit’s assignment:

    1. Arkan, G., Ordin, Y. S., Ozturk, V., & Ala, R. T. (2022). Investigation of medication adherence
    and factors affecting it in patients with stroke.. Journal of Neuroscience Nursing, 54(1), 35–
    41. https://doi.org/10.1097/jnn.0000000000000621

    2. Vo, T. N., Chiu, H., Chuang, Y., & Huang, H. (2022). Prevalence of stress and anxiety among
    nursing students.. Nurse Educator, 48(3), E90–E95.
    https://doi.org/10.1097/nne.0000000000001343

    3. Gennaro, S., Melnyk, B. M., Szalacha, L. A., Hoying, J., Cooper, A., Aviles, M. M., O’Connor,
    C., & Gibeau, A. (2023). Depression, anxiety, and stress in pregnant Black people.. The
    Nurse Practitioner, 48(12), 37–46. https://doi.org/10.1097/01.npr.0000000000000117

    4. Duncan, I., Stocking, A., Fitzner, K., Ahmed, T., & Huynh, N. (2024). The prevalence of
    incontinence and its association with urinary tract infections, dermatitis, slips and falls, and
    behavioral disturbances among older adults in Medicare Fee-for-Service.. Journal of Wound
    Ostomy and Continence Nursing, 51(2), 138–145.
    https://doi.org/10.1097/won.0000000000001054

    5. Preston, D., Nguyen, T. N., Visvanathan, R., & Wilson, A. (2018). Nutrition and the
    community-dwelling older person.. International Journal of Evidence-Based
    Healthcare, 16(1), 73–80. https://doi.org/10.1097/xeb.0000000000000124

    6. Cuevas, H. E., & Brown, S. A. (2018). Self-Management decision making of Cuban
    Americans with type 2 diabetes.. Journal of Transcultural Nursing, 29(3), 222–228.
    https://doi.org/10.1177/1043659617696977

    7. Morgan, S. P., Moreno, M., Abukhalaf, D., Yan, K., Dandamrongrak, C., Morgan, H., Menon,
    U., & Szalacha, L. (2024). Subjective experiences of Spanish-Speaking patients residing in
    the United States with low English proficiency learning to manage their diabetes: A
    qualitative study.. Journal of Transcultural Nursing, 35(5), 325–332.
    https://doi.org/10.1177/10436596241253865

    8. Sheen, L. H., Casarez, R., Gallagher, M. R., Hayes, A. E., Diep, C. S., & Engebretson, J.
    (2023). Understanding diabetes self-management among Vietnamese Americans: A
    focused ethnography.. Journal of Transcultural Nursing, 35(2), 142–150.
    https://doi.org/10.1177/10436596231217698

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    9. Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D.,
    Sanders, J. A., & Grey, M. (2023). Self-Management and glycemic targets in adult Haitian
    immigrants with type 2 diabetes.. Nursing Research, 72(3), 211–217.
    https://doi.org/10.1097/nnr.0000000000000649

    10. Ajuwon, A. M., & Insel, K. (2022). Health literacy, illness perception, depression, and self-
    management among African Americans with type 2 diabetes.. Journal of the American
    Association of Nurse Practitioners, 34(9), 1066–1074.
    https://doi.org/10.1097/jxx.0000000000000763

    11. Larrieu-Jimenez, P., & Salani, D. (2022). When moods and behaviors do not add up.. Journal
    of Addictions Nursing, 33(2), 121–124. https://doi.org/10.1097/jan.0000000000000462

    12. Baumann, S. L., & Samuels, W. E. (2022). Comorbidities in older adults with opioid use
    disorders.. Journal of the American Association of Nurse Practitioners, 34(12), 1280–1288.
    https://doi.org/10.1097/jxx.0000000000000801

    13. Dickson, V. V. (2021). Achieving global targets to reduce hypertension.. The Journal of
    Cardiovascular Nursing, 36(5), 409–410. https://doi.org/10.1097/jcn.0000000000000851

    14. De Lima, N. X., Da Silva, R. C., Vieira, F. V. M., Guimarães, J. V., De Matos, M. A., &
    Cavalcante, A. M. R. Z. (2023). Self-care level of adults with arterial hypertension in
    outpatient follow-up in Brazil.. The Journal of Cardiovascular Nursing, 39(2), 170–177.
    https://doi.org/10.1097/jcn.0000000000000978

    15. Kilmer, M. (2020). Primary care of children with autism spectrum disorder. The Nurse
    Practitioner, 45(6), 33–41. https://doi.org/10.1097/01.npr.0000666192.02590.e

    16. Compton, M. T., & Ku, B. S. (2022). Prevalence of food insecurity and living in a food
    desert among individuals with serious mental illnesses in public mental health clinics.
    Community Mental Health Journal, 59(2), 357–362. https://doi.org/10.1007/s10597-022-
    01013-w

    17. Wen, X., Qiu, H., Yu, B., Bi, J., Gu, X., Zhang, Y., & Wang, S. (2024). Cost-related
    medication nonadherence in adults with COPD in the United States 2013–2020. BMC
    Public Health, 24(1). https://doi.org/10.1186/s12889-024-18333-z

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    [https://prx-herzing.lirn.net/login?qurl=http%3A//ovidsp.ovid.com/ovidweb.cgi%3fT%3DJS%26CSC%3DY%26NEWS%3DN%26PAGE%3Dfulltext%26AN%3D00005082-202403000-00009%26LSLINK%3D80%26D%3Dovft](https://prx-herzing.lirn.net/login?qurl=http%3A//ovidsp.ovid.com/ovidweb.cgi%3fT%3DJS%26CSC%3DY%26NEWS%3DN%26PAGE%3Dfulltext%26AN%3D00005082-202403000-00009%26LSLINK%3D80%26D%3Dovft)

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    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

  • [Solved] what is writing?

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    Attached – [\ \ Screenshot_20250325_213159_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250325-213159-chrome-jpg "Screenshot_20250325_213159_Chrome.jpg") – 2 years ago

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  • [Solved] Weekly Clinical Experience 2

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    Describe your clinical experience for this week with pediatric patients. – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with ra…

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    Describe your clinical experience for this week with pediatric patients.

    – Did you face any challenges, any success? If so, what were they?
    – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
    – Mention the health promotion intervention for this patient.
    – What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
    – Support your plan of care with the current peer-reviewed research guideline.

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    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources published within the last five years.

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