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Tag: Model Answer

  • [Solved] Nature vs Nuture

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    You will research and read one academic article for each annotated bibliography, preferably on a topic that will go beyond the content you have learned so far and that delves deeper into an area of interest that will benefit you. – _Research Criteria:_ An article from an academic journal found throu…

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    Assignment Prompt & Instructions

    You will research and read one academic article for each annotated bibliography, preferably on a topic that will go beyond the content you have learned so far and that delves deeper into an area of interest that will benefit you.

    – _Research Criteria:_ An article from an academic journal found through EBSCOhost databases at EU.
    – _Writing Criteria:_ In 300 words (Time Roman, 12-font, double-spaced, 5-6 sentences), summarize your article and indicate how it will be a useful reference for Part IIB.

    – [\
    \
    EBSCO-FullText-03_25_2025.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-03-25-2025-pdf "EBSCO-FullText-03_25_2025.pdf")

    – 2 years ago

  • [Solved] BA 2700 MOD 3 DB

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **Discussion Questions:** For this discussion, you will look at commitment devices and disclosure in organizations. Complete the following: 1. Give examples of the three types of behavior modification (ABC’s, …

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    **Discussion Questions:**

    For this discussion, you will look at commitment devices and disclosure in organizations. Complete the following:

    1. Give examples of the three types of behavior modification (ABC’s, positive and negative reinforcement).
    2. Explain their impact on organizational behavior.
    3. Explain the role commitment devices and disclosure have in helping individuals with their behavior.
    4. Please give specific examples to support your discussion.
    5. You must include a question (in bold) to stimulate a discussion among your peers.
    6. sponses must be substantive and contain more than just an agreement with a previous post.
    7. The use of      A             P          A        needed.

    – 2 years ago

  • [Solved] Outline

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    – 2 years ago **files (1)** – ## oralreport-Outline.docx **## oralreport-Outline.docx** **Instructions – present an oral report on a major mental health study. Upload an outline of your presentation.** **Topic should be approved prior.** **Approved topic/Link -** [**https://pmc.ncbi.nlm.nih.gov/arti…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## oralreport-Outline.docx

    **## oralreport-Outline.docx**

    **Instructions – present an oral report on a major mental health study. Upload an outline of your presentation.**

    **Topic should be approved prior.**

    **Approved topic/Link -** [**https://pmc.ncbi.nlm.nih.gov/articles/PMC10612137/**](https://pmc.ncbi.nlm.nih.gov/articles/PMC10612137/) **(Please use the link to complete ONLY the highlighted sections) The rest has been done. Please do take look at the rest of the content to make sure content in the highlighted sections align with what’s been already written.**

    **Please also complete the critique of each highlighted sections below as well.**

    **Presentation on Mental Health Policy Research Report**

    **Outline of Instructions with Grading Criteria Included**

    · Identification of the researcher’s/author’s credentials (e.g., position, education, experience).

    · Identification of the researcher’s/author’s credentials (i.e. profession, position, education, experience, etc.)

    · Problem studied—why important?

    · Identification of the problem studied in the report and a discussion of why it is important (not only to you and/or the researcher/author, but also to the broader society – i.e. how will this study enhance our knowledge/practice/abilities working with this population?)

    · Hypotheses of the study

    · Identification of the hypothesis(es)/research questions of the study

    · Methodology

    · Identification of the methodology used (i.e. quantitative or qualitative; experimental, quasi-experimental, non-experimental; use of comparison/control group; case study, ethnography, grounded theory, narrative, etc.)

    · Mishra and Varma (2023) used a mixture of quantitative and qualitative methods to provide a brief overview of generalized anxiety disorder (GAD).

    · They used research from databases like PubMed which provide summaries and abstracts of research (Mishra & Varma, 2023; National Library of Medicine, n.d.)

    · As exclusion criteria, they cut out all studies that did not contain their own original data, and they only used studies that were available in English (Mishra & Varma, 2023).

    · They used the most current reports available from sources that issue reports on a regular basis (Mishra & Varma, 2023).

    · After screening 2150 studies they included 40 studies in their review (Mishra & Varma, 2023).

    · Findings

    · The study’s findings

    · Mishra and Varma (2023) found that complex factors are responsible for the development of GAD including genetics, neurochemical factors such as noradrenergic activity, ganna-aminobutyric acid, serotonin, and dopamine, and other factors such as substance use, occupation, and behavioral characteristics.

    · They found that there are common physiological responses found in people with GAD such as enhanced emotional reactivity and state of arousal, neuromuscular tension, excessive fatigue, difficulty sitting still, sleeping disorders, excessive attachment to unnecessary objects or routines, decreased concentration, memory issues, irritability, increased heart rate, physical weakness, and an inability to self soothe (Mishra & Varma, 2023).

    · Mishra and Varma (2023) found that the DSM-5 criteria is most often used in the diagnosis of GAD, with symptoms lasting at least six months, and the most common comorbid psychiatric disorder being major depressive disorder.

    · Mishra and Varma (2023) found that both pharmacological and behavioral therapies are used in the treatment of GAD.

    · Pharmacological therapies they include are selective serotonin reuptake inhibitors (SSRI) such as fluoxetine, sertraline, paroxetine, citalopram, and citalopram (Mishra & Varma, 2023). They also include selective serotonin-norepinephrine reuptake inhibitors (SNRI) such as venlafaxine and duloxetine (Mishra & Varma, 2023).

    · Other pharmacological treatments include buspirone and benzodiazepines, but the authors note their potential for abuse (Mishra & Varma, 2023).

    · Behavioral therapies Mishra and Varma (2023) include in their findings are cognitive-behavioral therapy (CBT), interpersonal therapy (IPT), computer-aided psychotherapy (CP), supportive therapy, and applied relaxation therapy (AR).

    · Conclusions—implications for policy and recovery-oriented practice in the mental health field

    · The study’s recommendations for policy, practice and/or future research

    ·
    **Critique of the study**

    · Your critique of the study (which should include your perspectives on each item above – the problem studied and how they chose to study it, their hypothesis/research questions and how they fit the goals/aims of the study, how the methodology is or is not appropriate for their research questions/hypotheses, how the findings are presented, and the recommendations made – are there any limitations not discussed, any recommendations you can make to enhance the study, and so on).

    Subheading: Critique Overview

    · Mishra and Varma (2023) provide a brief overview of the origins, diagnosis, and treatment GAD. The aim of their study is, by all appearances, to provide a brief overview of the disorder for the medical community. Perhaps because their study is targeted to be read by the medical community it is relatively breif to read, but lacks the focus on socioeconomic and developmental factors that are often emphasized by both social work and psychology researchers. Because of this, their presentation of GAD is a very medicalized view of the disorder.

    · Mishra and Varma (2023) include a wide variety of anxiety disorders under the umbrella of generalized anxiety disorder, which is not supported by the criteria of the DSM5-TR (American Psychiatric Association, 2022). GAD is its own specific disorder and has differing diagnostic criteria from OCD and social phobia even if they might be co-occurring (American Psychiatric Association, 2022). It seems that in their desire for brevity that would appeal to an overburdened medical community, they mischaracterized the scope of GAD in a way that does not align with the DSM5-TR’s organization of anxiety disorders (American Psychiatric Association, 2022). This could lead to clients not receiving the right care as differing anxiety disorders have different treatments and even different medication recommendations (Seif & Winston, 2014).

    Subheading: Critique of Credentials

    Subheading: Critique of Topic Importance

    Subheading: Critique of Hypotheses

    Subheading: Critique of Methodology

    · According to the National Library of Medicine (n.d.) PubMed and services resources like it do not contain full journal articles. This means that the information that the study’s authors used was only abstracts and summaries that contained the original data. While using data for a meta-analysis is a way to gain in-depth insight, the context in which the data was gathered can be lost without reviewing the full journal articles. It is unclear how Mishra and Varma (2023) used this data, as they have provided no quantitative results in their study despite their assertion that they used original data.

    · Additionally, the study’s authors failed to provide in-depth demographic and socioeconomic information about the people who were studied. This is notable as this information is readily available in the DSM5-TR and is noted to have an impact on the development and course of the disorder (American Psychiatric Association, 2022).

    Subheading: Critique of Findings

    · Mishra and Varma’s (2023) research is missing risk factors such as trauma, socioeconomic status, and epigenetic activation by stressors. These things are mentioned by Mechanic et al. (2014) as important considerations in the development of mental health disorders.

    · Additionally, Mishra and Varma (2023) did not mention the use of combined pharmacological and behavioral therapies which is commonplace. The most important exclusion though is extinction therapy, which is widely regarded by experts on anxiety as a primary treatment model for all anxiety disorders (Seif & Winston, 2014).

    Subheading: Critique of Conclusions

    · References

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed., text rev.).
    [https://doi.org/10.1176/appi.books.9780890425787](https://doi.org/10.1176/appi.books.9780890425787)

    Mechanic, D., McAlpine D. D., & Rochefort D. A. (2014).
    _Mental health and social policy: Beyond managed care_ (6th ed.). Pearson.

    Mishra, A. K., & Varma, A. R. (2023). A Comprehensive review of the generalized anxiety disorder.
    _Cureus, 15_(9)
    [https://doi.org/10.7759/cureus.46115](https://doi.org/10.7759/cureus.46115)

    National Library of Medicine. (n.d.).
    _What is PubMed?._ [https://www.nlm.nih.gov/oet/ed/pubmed/mesh/mod00/01-000.html#:~:text=PubMed%C2%AE%20is%20the%20National,biomedical%20and%20life%20sciences%20literature](https://www.nlm.nih.gov/oet/ed/pubmed/mesh/mod00/01-000.html).

    Seif, M. N., & Winston, S. (2014).
    _What every therapist needs to know about anxiety disorders: Key concepts, insights, and interventions_. Routledge.

    **Instructions from Canvas**

    **_In groups of 3-4, present an oral report on a major mental health study. This review should include the following points:_**

    1.
    **_Identification of the researcher’s/author’s credentials (e.g., position, education, experience)._**

    2.
    **_Problem studied—why important?_**

    3.
    **_Hypotheses of the study_**

    4.
    **_Methodology_**

    5.
    **_Findings_**

    6.
    **_Conclusions—implications for policy and recovery-oriented practice in the mental health field_**

    7.
    **_Critique of the study_**

    **_Upload an outline of your presentation. Depending on the class format, you may also be asked to provide class members with an outline of your presentation, including the title and authors._**

    **_Grading Criteria (Total Possible Points: 15)_**

    · Instructor approved research report is selected and presented
    **(2 points)**

    · Slides containing the following information are included in your presentation:
    **(8 points)**

    · Identification of the researcher’s/author’s credentials (i.e. profession, position, education, experience, etc.)

    · Identification of the problem studied in the report and a discussion of why it is important (not only to you and/or the researcher/author, but also to the broader society – i.e. how will this study enhance our knowledge/practice/abilities working with this population?)

    · Identification of the hypothesis(es)/research questions of the study

    · Identification of the methodology used (i.e. quantitative or qualitative; experimental, quasi-experimental, non-experimental; use of comparison/control group; case study, ethnography, grounded theory, narrative, etc.)

    · The study’s findings

    · The study’s recommendations for policy, practice and/or future research

    · Your critique of the study (which should include your perspectives on each item above – the problem studied and how they chose to study it, their hypothesis/research questions and how they fit the goals/aims of the study, how the methodology is or is not appropriate for their research questions/hypotheses, how the findings are presented, and the recommendations made – are there any limitations not discussed, any recommendations you can make to enhance the study, and so on).

    · Paper is clear and concise
    **(3 points)**

    · Information is grammatically appropriate and APA formatting is adhered to (i.e. in references pages, etc.)
    **(2 points)**

    **## oralreport-Outline.docx**

    **Instructions – present an oral report on a major mental health study. Upload an outline of your presentation.**

    **Topic should be approved prior.**

    **Approved topic/Link -** [**https://pmc.ncbi.nlm.nih.gov/articles/PMC10612137/**](https://pmc.ncbi.nlm.nih.gov/articles/PMC10612137/) **(Please use the link to complete ONLY the highlighted sections) The rest has been done. Please do take look at the rest of the content to make sure content in the highlighted sections align with what’s been already written.**

    **Please also complete the critique of each highlighted sections below as well.**

    **Presentation on Mental Health Policy Research Report**

    **Outline of Instructions with Grading Criteria Included**

    · Identification of the researcher’s/author’s credentials (e.g., position, education, experience).

    · Identification of the researcher’s/author’s credentials (i.e. profession, position, education, experience, etc.)

    · Problem studied—why important?

    · Identification of the problem studied in the report and a discussion of why it is important (not only to you and/or the researcher/author, but also to the broader society – i.e. how will this study enhance our knowledge/practice/abilities working with this population?)

    · Hypotheses of the study

    · Identification of the hypothesis(es)/research questions of the study

    · Methodology

    · Identification of the methodology used (i.e. quantitative or qualitative; experimental, quasi-experimental, non-experimental; use of comparison/control group; case study, ethnography, grounded theory, narrative, etc.)

    · Mishra and Varma (2023) used a mixture of quantitative and qualitative methods to provide a brief overview of generalized anxiety disorder (GAD).

    · They used research from databases like PubMed which provide summaries and abstracts of research (Mishra & Varma, 2023; National Library of Medicine, n.d.)

    · As exclusion criteria, they cut out all studies that did not contain their own original data, and they only used studies that were available in English (Mishra & Varma, 2023).

    · They used the most current reports available from sources that issue reports on a regular basis (Mishra & Varma, 2023).

    · After screening 2150 studies they included 40 studies in their review (Mishra & Varma, 2023).

    · Findings

    · The study’s findings

    · Mishra and Varma (2023) found that complex factors are responsible for the development of GAD including genetics, neurochemical factors such as noradrenergic activity, ganna-aminobutyric acid, serotonin, and dopamine, and other factors such as substance use, occupation, and behavioral characteristics.

    · They found that there are common physiological responses found in people with GAD such as enhanced emotional reactivity and state of arousal, neuromuscular tension, excessive fatigue, difficulty sitting still, sleeping disorders, excessive attachment to unnecessary objects or routines, decreased concentration, memory issues, irritability, increased heart rate, physical weakness, and an inability to self soothe (Mishra & Varma, 2023).

    · Mishra and Varma (2023) found that the DSM-5 criteria is most often used in the diagnosis of GAD, with symptoms lasting at least six months, and the most common comorbid psychiatric disorder being major depressive disorder.

    · Mishra and Varma (2023) found that both pharmacological and behavioral therapies are used in the treatment of GAD.

    · Pharmacological therapies they include are selective serotonin reuptake inhibitors (SSRI) such as fluoxetine, sertraline, paroxetine, citalopram, and citalopram (Mishra & Varma, 2023). They also include selective serotonin-norepinephrine reuptake inhibitors (SNRI) such as venlafaxine and duloxetine (Mishra & Varma, 2023).

    · Other pharmacological treatments include buspirone and benzodiazepines, but the authors note their potential for abuse (Mishra & Varma, 2023).

    · Behavioral therapies Mishra and Varma (2023) include in their findings are cognitive-behavioral therapy (CBT), interpersonal therapy (IPT), computer-aided psychotherapy (CP), supportive therapy, and applied relaxation therapy (AR).

    · Conclusions—implications for policy and recovery-oriented practice in the mental health field

    · The study’s recommendations for policy, practice and/or future research

    ·
    **Critique of the study**

    · Your critique of the study (which should include your perspectives on each item above – the problem studied and how they chose to study it, their hypothesis/research questions and how they fit the goals/aims of the study, how the methodology is or is not appropriate for their research questions/hypotheses, how the findings are presented, and the recommendations made – are there any limitations not discussed, any recommendations you can make to enhance the study, and so on).

    Subheading: Critique Overview

    · Mishra and Varma (2023) provide a brief overview of the origins, diagnosis, and treatment GAD. The aim of their study is, by all appearances, to provide a brief overview of the disorder for the medical community. Perhaps because their study is targeted to be read by the medical community it is relatively breif to read, but lacks the focus on socioeconomic and developmental factors that are often emphasized by both social work and psychology researchers. Because of this, their presentation of GAD is a very medicalized view of the disorder.

    · Mishra and Varma (2023) include a wide variety of anxiety disorders under the umbrella of generalized anxiety disorder, which is not supported by the criteria of the DSM5-TR (American Psychiatric Association, 2022). GAD is its own specific disorder and has differing diagnostic criteria from OCD and social phobia even if they might be co-occurring (American Psychiatric Association, 2022). It seems that in their desire for brevity that would appeal to an overburdened medical community, they mischaracterized the scope of GAD in a way that does not align with the DSM5-TR’s organization of anxiety disorders (American Psychiatric Association, 2022). This could lead to clients not receiving the right care as differing anxiety disorders have different treatments and even different medication recommendations (Seif & Winston, 2014).

    Subheading: Critique of Credentials

    Subheading: Critique of Topic Importance

    Subheading: Critique of Hypotheses

    Subheading: Critique of Methodology

    · According to the National Library of Medicine (n.d.) PubMed and services resources like it do not contain full journal articles. This means that the information that the study’s authors used was only abstracts and summaries that contained the original data. While using data for a meta-analysis is a way to gain in-depth insight, the context in which the data was gathered can be lost without reviewing the full journal articles. It is unclear how Mishra and Varma (2023) used this data, as they have provided no quantitative results in their study despite their assertion that they used original data.

    · Additionally, the study’s authors failed to provide in-depth demographic and socioeconomic information about the people who were studied. This is notable as this information is readily available in the DSM5-TR and is noted to have an impact on the development and course of the disorder (American Psychiatric Association, 2022).

    Subheading: Critique of Findings

    · Mishra and Varma’s (2023) research is missing risk factors such as trauma, socioeconomic status, and epigenetic activation by stressors. These things are mentioned by Mechanic et al. (2014) as important considerations in the development of mental health disorders.

    · Additionally, Mishra and Varma (2023) did not mention the use of combined pharmacological and behavioral therapies which is commonplace. The most important exclusion though is extinction therapy, which is widely regarded by experts on anxiety as a primary treatment model for all anxiety disorders (Seif & Winston, 2014).

    Subheading: Critique of Conclusions

    · References

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed., text rev.).
    [https://doi.org/10.1176/appi.books.9780890425787](https://doi.org/10.1176/appi.books.9780890425787)

    Mechanic, D., McAlpine D. D., & Rochefort D. A. (2014).
    _Mental health and social policy: Beyond managed care_ (6th ed.). Pearson.

    Mishra, A. K., & Varma, A. R. (2023). A Comprehensive review of the generalized anxiety disorder.
    _Cureus, 15_(9)
    [https://doi.org/10.7759/cureus.46115](https://doi.org/10.7759/cureus.46115)

    National Library of Medicine. (n.d.).
    _What is PubMed?._ [https://www.nlm.nih.gov/oet/ed/pubmed/mesh/mod00/01-000.html#:~:text=PubMed%C2%AE%20is%20the%20National,biomedical%20and%20life%20sciences%20literature](https://www.nlm.nih.gov/oet/ed/pubmed/mesh/mod00/01-000.html).

    Seif, M. N., & Winston, S. (2014).
    _What every therapist needs to know about anxiety disorders: Key concepts, insights, and interventions_. Routledge.

    **Instructions from Canvas**

    **_In groups of 3-4, present an oral report on a major mental health study. This review should include the following points:_**

    1.
    **_Identification of the researcher’s/author’s credentials (e.g., position, education, experience)._**

    2.
    **_Problem studied—why important?_**

    3.
    **_Hypotheses of the study_**

    4.
    **_Methodology_**

    5.
    **_Findings_**

    6.
    **_Conclusions—implications for policy and recovery-oriented practice in the mental health field_**

    7.
    **_Critique of the study_**

    **_Upload an outline of your presentation. Depending on the class format, you may also be asked to provide class members with an outline of your presentation, including the title and authors._**

    **_Grading Criteria (Total Possible Points: 15)_**

    · Instructor approved research report is selected and presented
    **(2 points)**

    · Slides containing the following information are included in your presentation:
    **(8 points)**

    · Identification of the researcher’s/author’s credentials (i.e. profession, position, education, experience, etc.)

    · Identification of the problem studied in the report and a discussion of why it is important (not only to you and/or the researcher/author, but also to the broader society – i.e. how will this study enhance our knowledge/practice/abilities working with this population?)

    · Identification of the hypothesis(es)/research questions of the study

    · Identification of the methodology used (i.e. quantitative or qualitative; experimental, quasi-experimental, non-experimental; use of comparison/control group; case study, ethnography, grounded theory, narrative, etc.)

    · The study’s findings

    · The study’s recommendations for policy, practice and/or future research

    · Your critique of the study (which should include your perspectives on each item above – the problem studied and how they chose to study it, their hypothesis/research questions and how they fit the goals/aims of the study, how the methodology is or is not appropriate for their research questions/hypotheses, how the findings are presented, and the recommendations made – are there any limitations not discussed, any recommendations you can make to enhance the study, and so on).

    · Paper is clear and concise
    **(3 points)**

    · Information is grammatically appropriate and APA formatting is adhered to (i.e. in references pages, etc.)
    **(2 points)**

  • [Solved] Week 4 re

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #1 **Unit 4 Policy Advocacy** Policy advocacy in healthcare is the process of influencing policies, regulations, and laws to improve patient outcomes, healthcare quality, and nursing practice. Nurses engage in policy advocacy to address healthcare disparities, enhance patient safety, and ensure equi…

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    Assignment Prompt & Instructions

    #1

    **Unit 4 Policy Advocacy**

    Policy advocacy in healthcare is the process of influencing policies, regulations, and laws to improve patient outcomes, healthcare quality, and nursing practice. Nurses engage in policy advocacy to address healthcare disparities, enhance patient safety, and ensure equitable access to care (Chiu et al., 2021). Advocacy efforts can range from small grassroots movements to institutional policy changes and legislative initiatives, all aiming to make a more effective healthcare system.

    **Opportunities for Policy Advocacy at Various Levels**

    Nurses can engage in policy advocacy at multiple levels, including institutional, local, state, and national platforms. At the institutional level, nurses can participate in hospital committees to influence policies on patient care, staffing, and resource allocation (Williams et al., 2022). Locally, nurses can collaborate with community organizations to advocate for health programs and initiatives. At the state and national levels, nurses can work with professional organizations such as the National Association of Neonatal Nurses (NANN) and the American Nurses Association (ANA) to support legislation that impacts nursing practice and patient care. One emerging area for advocacy is the development of postpartum retreats and birth worker agencies that cater to all mothers, not just those in vulnerable populations. These services provide essential support for maternal mental health, breastfeeding success, and holistic postpartum recovery, advocating for a broader approach to maternal wellness beyond the traditional medical model (Smith et al., 2023).

    **The Role of the Nurse in Policy Advocacy**

    Nurses play a critical role in policy advocacy by using their clinical expertise and patient-centered perspectives to influence healthcare policies. As frontline caregivers, we witness disparities in care and can use our experiences to drive change. A nurse can participate in advocacy through professional organizations, serve on advisory boards, and provide testimony to policymakers regarding the needs of their patients (Turale & Kunaviktikul, 2019). Additionally, nurses educate patients and communities about health policies and work alongside legislators to shape laws that affect public health.

    **What Makes Nurses Effective Health Advocates for Policies and Revisions?**

    Nurses are effective health advocates due to their direct patient care experience, evidence-based knowledge, and trusted role in society. Their ability to communicate complex healthcare issues in relatable terms makes us strong advocates for policy change. Advocacy training, leadership development, and active participation in professional organizations further enhance nurses’ influence in shaping healthcare policies.

    **Policy Advocacy for the MOMMIES Act**

    One policy that is particularly significant to my nursing practice is the MOMMIES Act (H.R. 6004), which seeks to expand Medicaid coverage for maternal healthcare, ensuring that all mothers receive comprehensive prenatal and postpartum services. As a NICU nurse, I have witnessed firsthand how disparities in maternal care contribute to poor neonatal outcomes, particularly among Black mothers and infants. Advocating for the MOMMIES Act would involve collaborating with legislators, joining advocacy groups, and using evidence-based data to highlight the necessity of extended postpartum care and access to birth workers, including doulas and midwives (American College of Obstetricians and Gynecologists [ACOG], 2022). Key stakeholders include policymakers, healthcare providers, professional organizations, and the mothers directly affected by gaps in care. Vulnerable populations, particularly Black and Indigenous mothers, would benefit from improved access to quality maternal healthcare, reducing disparities in maternal morbidity and mortality.

    By advocating for policies such as the MOMMIES Act, nurses can drive systemic change that directly impacts patient outcomes, ensuring that all mothers—regardless of socioeconomic status—receive the care they need. This experience reinforces my commitment to policy advocacy as an essential component of my nursing practice, pushing for reforms that align with equitable healthcare standards.

    #2

    Policy advocacy in healthcare involves influencing decisions, laws, and regulations to improve health outcomes, equity, and systemic issues. It ensures accessible, safe, and high-quality care for all populations (Whitsel et al., 2024).

    ### Opportunities for Policy Advocacy at Various Levels

    – **Local Level**: Advocating for community health programs or influencing local government policies.
    – **State Level**: Supporting state-wide initiatives like Medicaid expansion or stricter health regulations.
    – **National Level**: Promoting federal policies such as affordable care acts or public health funding.
    – **Institutional Level**: Advocating for organizational policies to improve working conditions and care delivery (Whitsel et al., 2024).

    Role of the Nurse in Policy Advocacy

    1. Identifying gaps in care and systemic needs.
    2. Building coalitions with healthcare professionals and policymakers.
    3. Educating stakeholders on the implications of policies.
    4. Representing vulnerable populations who face barriers to advocacy (Whitsel et al., 2024).

    What Makes Nurses Effective Health Advocates?

    1. **Expertise and Credibility**: Nurses’ clinical knowledge and patient interaction provide a trustworthy perspective.
    2. **Empathy and Advocacy Skills**: Their commitment to patient care fosters a sense of duty to advocate for better policies.
    3. **Communication Strength**: Nurses effectively convey complex information to policymakers and the public.
    4. **Leadership in Healthcare**: Nurses often lead initiatives, showcasing their ability to drive change (Whitsel et al., 2024).

    Policy Example: Nurse-Patient Staffing Ratios

    Improving nurse-patient staffing ratios is crucial to prevent burnout and ensure patient safety. Advocacy steps include:

    – **Data Collection**: Providing evidence linking poor staffing ratios to negative outcomes.
    – **Public Campaigns**: Raising awareness among stakeholders.
    – **Policy Discussions**: Engaging with legislators to mandate minimum staffing ratios.
    – **Stakeholders**: Nurses, hospital administrators, patients, families, and legislators.

    **Vulnerable Populations Affected**: Elderly patients, individuals with chronic illnesses, and marginalized groups who may receive suboptimal care in understaffed settings (Whitsel et al., 2024).

    – 2 years ago

  • [Solved] Family Stress and Resilience Help

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    – [\ \ IMG_1089.png](https://www.sweetstudy.com/files/img-1089-png-10238501 "IMG_1089.png") – 2 years ago

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    – 2 years ago

  • [Solved] HUM Week 4 Journal

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    see attached – 2 years ago **files (1)** – ## HUM5300Week4Journal.docx **## HUM5300Week4Journal.docx** **Week 4 Journal** Prior to beginning work on this journal entry, · Read Chapter 13 from the textbook _American Social Welfare Policy: A Pluralist Approach_. · Karger, H. J., & Stoesz, D. (2023). […

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    see attached

    – 2 years ago

    **files (1)**

    – ## HUM5300Week4Journal.docx

    **## HUM5300Week4Journal.docx**

    **Week 4 Journal**

    Prior to beginning work on this journal entry,

    · Read Chapter 13 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_.

    ·
    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    ·

    · Read the article
    [Social Pathways to Care: How Community-Based Network Ties Shape the Health Care Response of Individuals with Mental Health ProblemsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asn&AN=176081547&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Opioid Use Disorder Stigma Reduction Through Story Telling Narrative and Sharing: A Qualitative Review and Lessons LearnedLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asn&AN=161691905&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [The Essential Role of Human Service Nonprofits in Restorative Justice Policy ImplementationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asn&AN=171888793&site=eds-live&scope=site&custid=s8856897)

    · Review the interactive
    _Michael’s Journey: Overcoming Stigma and Seeking Help_.

    You are a new case manager in an agency focused on helping individuals who are struggling with mental illness and substance use disorders. Michael, an unhoused 25-year-old, is in your office for an intake assessment. His demeanor is highly guarded, and he tells you he was reluctant to get help but decided to get more information about your agency’s services following the recommendation of a community meal center whose staff he trusts.

    Michael reveals that he was diagnosed with schizophrenia when he was a teenager but never received treatment. Quietly and in a detached manner, he also shares that his parents were in denial about his diagnosis and would often lock him in his room to “deal” with his “behavior.” When he was 16, he ran away from home and began using drugs to “medicate” himself.

    Michael explains that as an unhoused person and a “drug addict,” he feels “invisible,” and he is fearful about seeking treatment or help because he does not want to be “committed.” Michael is struggling not only with dual diagnosis that includes mental illness and substance use disorder but also with the stigma of what it means to be an individual who is housing insecure, struggles with substance use, and is living with a mental illness.

    **## HUM5300Week4Journal.docx**

    **Week 4 Journal**

    Prior to beginning work on this journal entry,

    · Read Chapter 13 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_.

    ·
    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    ·

    · Read the article
    [Social Pathways to Care: How Community-Based Network Ties Shape the Health Care Response of Individuals with Mental Health ProblemsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asn&AN=176081547&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Opioid Use Disorder Stigma Reduction Through Story Telling Narrative and Sharing: A Qualitative Review and Lessons LearnedLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asn&AN=161691905&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [The Essential Role of Human Service Nonprofits in Restorative Justice Policy ImplementationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asn&AN=171888793&site=eds-live&scope=site&custid=s8856897)

    · Review the interactive
    _Michael’s Journey: Overcoming Stigma and Seeking Help_.

    You are a new case manager in an agency focused on helping individuals who are struggling with mental illness and substance use disorders. Michael, an unhoused 25-year-old, is in your office for an intake assessment. His demeanor is highly guarded, and he tells you he was reluctant to get help but decided to get more information about your agency’s services following the recommendation of a community meal center whose staff he trusts.

    Michael reveals that he was diagnosed with schizophrenia when he was a teenager but never received treatment. Quietly and in a detached manner, he also shares that his parents were in denial about his diagnosis and would often lock him in his room to “deal” with his “behavior.” When he was 16, he ran away from home and began using drugs to “medicate” himself.

    Michael explains that as an unhoused person and a “drug addict,” he feels “invisible,” and he is fearful about seeking treatment or help because he does not want to be “committed.” Michael is struggling not only with dual diagnosis that includes mental illness and substance use disorder but also with the stigma of what it means to be an individual who is housing insecure, struggles with substance use, and is living with a mental illness.

  • [Solved] Family Stress and Resilience Help

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    – [\ \ IMG_1091.png](https://www.sweetstudy.com/files/img-1091-png "IMG_1091.png") – 2 years ago

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    – [\
    \
    IMG_1091.png](https://www.sweetstudy.com/files/img-1091-png "IMG_1091.png")

    – 2 years ago

  • [Solved] 380

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    ## **Assignment Objective:** **Organize** your thoughts and the main points of your research for your final paper in outline format. Remember the focus of the final paper: 4-6 pages that _discuss the way your topic is approached in 2 different societies._ It is absolutely critical at this stage that…

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    ## **Assignment Objective:**

    **Organize** your thoughts and the main points of your research for your final paper in outline format. Remember the focus of the final paper: 4-6 pages that _discuss the way your topic is approached in 2 different societies._ It is absolutely critical at this stage that you be able to identify the societies you will focus on in your final paper.

    ## **Assignment Instructions:**

    To help you complete **The Final Paper** due in Week 7, you will submit an outline to organize your thoughts and main points. Your outline should be formatted a specific way and must contain the elements described below.

    To prepare for this assignment, I recommend that you do the following:

    •    Read these directions carefully.

    •    Read the grading criteria below.  The grading criteria is a detailed evaluation that I will use to assess your performance.  It also will help you understand what is expected of you as you prepare your assignment.

    •    Email me with any questions!

    **Be sure to add your name to your outline.**

    ## **The outline format:**

    Your outline must be formatted as described.  Please note that this format will be assessed in your grade:

    •    Use an alphanumeric sequence

    •    Sections should be indented and aligned

    •    Follow the suggested order of the required elements

    •    Use brief and bulleted but detailed and descriptive phrases.

    ## **The required elements:**

    Your outline should contain the following elements in this order:

    ### **I.             The Introduction:**

    This section previews your topic and the details you will cover in the body of your paper.

    ### **II.           The Body (Content Sections):**

    In the body, you must address the elements and organization of your Final Paper.  An element is a major topic/point you will cover. As our topic choices are broad in this course, we do not dictate what those points must be, other than you must address societal differences associated with your topic.

                A. Element 1: (rename each element to identify the major topic/point)

                B. Element 2:

                C. Element 3:

                D. Element 4:

    ### **III.       The Conclusion Section:**

    this section should contain four to six points that sum up the main points from the body of the outline.

    ### **IV.       Reference section:**

    Your outline should include both a separate reference page containing a minimum of **five sources** listed in proper APA reference list format AND internal citations throughout the outline where appropriate.  Please be sure to see the resources below for assistance regarding in-text citations and reference list formatting, and/or ask me if you have any additional questions.

    ## **Tips and Tricks**

    _Please make note of the following tips and tricks:_

    •    I understand that this is a work in progress and, as your research and writing continue over the next few weeks, details may be added or changed, including major topics.  Although you do not have to resubmit it to me, I recommend that you update this outline to help you best complete the Final Paper.

    •    Write your outline so that it has detailed bullets that you can easily then flesh out into sentences and paragraphs in your final paper. **However, your outline should not contain paragraphs.** This is an outline.

    •    After your outline is complete, I recommend that you next draft your introductory and conclusion sections for your paper.  This will ensure that all the main points of the outline are incorporated in these two framing sections of your final paper. This does not need to be submitted with this assignment, but is important to ensuring continuity in your final paper.

    •    Please note that less than 10% of your outline or paper should be direct quotes. Do be aware that based on the nature/format of this assignment you may end up with a high Originality score from TurnItIn. I will look at these but they are often due to references, which is not an issue or concern.

    •    All internal citation references should be listed on the reference page, and vice versa.

    – 2 years ago

  • [Solved] 268

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    ## **Instructions** **This assignment will address the following objectives:** – **CO-3:** Apply industry driven techniques for designing, developing, deploying, and securing enterprise applications. – **CO-4:** Develop major life cycle deliverables like Vision Document, SRS (Software Requirements S…

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    ## **Instructions**

    **This assignment will address the following objectives:**

    – **CO-3:** Apply industry driven techniques for designing, developing, deploying, and securing enterprise applications.
    – **CO-4:** Develop major life cycle deliverables like Vision Document, SRS (Software Requirements Specification) , or SDD (System Design Document).
    – **CO-5:** Create models using Object-Oriented Analysis and Design (OOAD) UML.

    **Assignment 8 Object Oriented UML Class Diagram**

    **Purpose**

    The purpose of this assignment is to develop a UML Class Diagram for the Case Study and add it to your SRS Section E.  We are creating an analysis (domain) class diagram, so we are going to put it in the SRS.

    **Assignment Directions**

    **1. Rename your previously submitted SRS.**

    Rename your previously completed SRS from Assignment 6 like Assignment8FinalDraftSRSYourlastnameYourfirstname using your name.

    **2. Complete SRS Section E.1 FCS Class Diagram** by creating a UML compliant Class Diagram for the Case Study **.**

    Create an analysis class diagram and place it in Section E.1 in your SRS. Use [diagrams.net](https://app.diagrams.net/) (see the Overview for directions for diagrams.net/draw.io) to create a UML compliant Class Diagram using the Case Study and any documents you have completed. The class diagram must include various classes where each class includes attributes and methods. In addition, the class diagram must include relationships with names and multiplicity constraints.

    There are instructions in the Content Modules and video examples for you to view. The Case Study identifies some of the classes and their attributes and operations. Your class diagram must follow UML guidelines and standards for symbols used, naming conventions, and relationships with multiplicity constraints. The class diagram is similar to the ERD you developed earlier for the database design for domain entities that you need to design the database except that a class diagram may also include operations/methods which indicate the functionality of the class.  Class diagrams also use different notation than ERDs.

    **Attributes**

    Include attributes for each class. Attributes are named beginning with a lowercase letter and must be one word. For example one of the classes is Patient with attributes of id (assigned by the system); firstName, lastName; address; home phone number; work phone; cell phone; email address; Social Security identification number; Medicare card number; insurance company name, account number. address, phone; username; password; emergency contact; and other detailed information.

    **Operations**

    Operations are named with upper case letter and must be one word. The operations might come from some of the use cases or CRUD techniques discussed in the Content Modules. Some of the operations for the class Patient includes scheduleAppointment(), changeAppointment(), cancelAppointment(), viewAppointment(), and other methods (operations). You could also have getter and setter methods to retrieve the values of the Patient and to change values. For example, for each of the attributes for Patient you would have methods (operations) like getPatientID(), getPatientFirstName(), setPatientID(), setPatientFirstName(), etc. Notice the naming and the use of () for operations/methods.

    **Relationships**

    Finally you need to add relationships and multiplicity constraints between the classes and include a name for each relationship. Relationships are named with a verb phrase. So for example you might have the relationship "schedule" between Patient and Appointment.

    Each Patient _may_ schedule one or more Appointment(s)  (0..*)

    Each Appointment is scheduled for one (1) Patient.

    Notice how we can phrase the relationships in both directions—from Patient to Appointment and from Appointment to Patient.  The word "may" is indicated by the 0 in the multiplicity constraint and indicates that patients may not have an appointment scheduled.  The number 1 indicates that if there is an appointment, it is for one Patient.

    Thus the requirements for your UML class diagram include the following:

    – class diagram
    – classes
    – attributes for each class
    – operations include "normal" operations, getter operations, and setter operations for each class
    – relationships including named relationships with multiplicity constraints

    As you progress through the SDLC the class diagram may be used to represent software components like forms, web pages, controllers, and other types of design objects.  For example, controller classes may be used to control each use case. The concept of an entity for an ERD includes only attributes and relationships and is for database design. On the other hand, a class is the specification of the attributes, operations, and relationships that a group of objects have in common. For relationships include a name on the relationship line and multiplicity constraints. You must show attributes, methods, and relationships with names (usually verb phrases like a Department " _is assigned_" many employees.) and multiplicity constraints.

    See the example class diagram for Holiday Travel Vehicles in your textbook on p. 523.

    **2. Complete SRS Section E.2 Class  Definitions by defining each class in the Class Definitions table.**

    For each class include its definition in Section E.2. Use the phrase "A (add the name of your class here) is a …" and complete the definition. Substitute names for each of your classes in the phrase. For example "A Student _is a_ Person who is enrolled in the University".

    **3.** **Complete Section E3 Class Diagram Discussion of your SRS including a discussion of your class diagram.**

    **4. Make any corrections needed to your SRS.**

    **Submission**

    Submit your assignment below.

    **Grading Rubric**

    **1. SRS Section E.1 Class Diagram (30)**

    Complete a domain UML compliant class diagram including attributes, operations, and named relationships  with multiplicity constraints based on the Case Study and place it in Appendix Section E.1 in your SRS.

    **2. SRS Section E.2 Class Definitions (30)**

    Complete definitions of classes in the Class Diagram for the Case Study following template in Appendix E.2  Class Definitions of the SRS. Use the phrase "A (add the name of your class here) is a …" and complete the definition. Substitute names for each of your classes in the phrase. For example "A Student _is a_ Person who is enrolled in the University".

    **3. Section E.3 Class Diagram Discussion (30)**

    Complete the discussion of the class diagram in Section E3 Class Diagram Discussion of your SRS.

    **4. Writing Format (10)**

    Write the document in APA format. Grammatical, spelling or punctuation—the writing is grammatically correct, clear and concise. The response is well formulated and easy to read and understand. Correct terminology was used when needed. Original formatting is maintained.

    – 2 years ago

  • [Solved] Discussion 4 MR

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    – 2 years ago **files (1)** – ## Discussion4.docx **## Discussion4.docx** Discussion 4 Your initial post is due by midnight Wednesday if you want to receive full timeliness points. Otherwise, it is due by midnight Sunday of Week 1. Any initial posts completed after midnight Sunday of week 1 will not…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Discussion4.docx

    **## Discussion4.docx**

    Discussion 4

    Your initial post is due by midnight Wednesday if you want to receive full timeliness points. Otherwise, it is due by midnight Sunday of Week 1. Any initial posts completed after midnight Sunday of week 1 will not receive any timeliness points. As always, include a reference to support your own initial response, but keep in mind that a URL (a website address) is not a reference, so do not insert just a URL.

    · In the first paragraph of your initial response, evaluate the contribution of HRM strategic management in this Business Plan assignment. How is the HRM department involved in the creation of building a strategy for a new business venture?

    · Now that you have completed a Business Plan, Marketing Plan, and Project Management Plan, do some research for great business or marketing plans and compare your plan with at least one other.

    · Is there anything in the plan you found that you wish you had thought to put in your plans?

    · What was it about the plan that caused you to have either a positive or negative reaction to it?

    · Is it something you would have invested in?

    **Your Subsequent Posts:**

    Read through the responses by your peers and post responses to at least two classmates’ posts. Introduce ideas/comments and/or research/readings not mentioned yet.

    Remember: To receive full credit in this discussion forum, you need to post a minimum of three quality posts (your own initial post, and responses to two classmates). If you borrow ideas from subject matter experts (authors, speakers, etc.), be sure to give them credit by citing sources.

    Your discussion contributions will be assessed on the criteria found in the grading rubric for this assignment:

    · Assignment-driven criteria

    · Critical thinking

    · Writing mechanics and referencing

    · Timeliness

    **Rubrics**

    ·
    MBA/MSHRM/MSL Discussion Grading Rubric – Timeliness v1

    Reflective Discussion

    In the Module 4 Reflective Discussion, please reflect on everything you have learned in this course, by addressing the following:

    Paragraphs 1-3: Given the readings and assignments in the course, identify and discuss three important concepts applicable to your work experience, profession, and/or career plans for the future. Describe how each applies.

    Paragraph 4: What part of the course (background materials, assignments, and so forth) opened your eyes or challenged the way you think?

    Note: No outside research or citations are needed with your four paragraphs to the Reflective Discussion.

    After responding to the Reflective Discussion above, please complete an anonymous
    [Course Evaluation Survey](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=221391&type=survey&rCode=TUItest-285997). Instructors are not able to view course evaluation reports until after the grade submission period is over. Thank you for your feedback.

    **Rubrics**

    ·
    Master's Reflective Discussion Grading Rubric v2

    **## Discussion4.docx**

    Discussion 4

    Your initial post is due by midnight Wednesday if you want to receive full timeliness points. Otherwise, it is due by midnight Sunday of Week 1. Any initial posts completed after midnight Sunday of week 1 will not receive any timeliness points. As always, include a reference to support your own initial response, but keep in mind that a URL (a website address) is not a reference, so do not insert just a URL.

    · In the first paragraph of your initial response, evaluate the contribution of HRM strategic management in this Business Plan assignment. How is the HRM department involved in the creation of building a strategy for a new business venture?

    · Now that you have completed a Business Plan, Marketing Plan, and Project Management Plan, do some research for great business or marketing plans and compare your plan with at least one other.

    · Is there anything in the plan you found that you wish you had thought to put in your plans?

    · What was it about the plan that caused you to have either a positive or negative reaction to it?

    · Is it something you would have invested in?

    **Your Subsequent Posts:**

    Read through the responses by your peers and post responses to at least two classmates’ posts. Introduce ideas/comments and/or research/readings not mentioned yet.

    Remember: To receive full credit in this discussion forum, you need to post a minimum of three quality posts (your own initial post, and responses to two classmates). If you borrow ideas from subject matter experts (authors, speakers, etc.), be sure to give them credit by citing sources.

    Your discussion contributions will be assessed on the criteria found in the grading rubric for this assignment:

    · Assignment-driven criteria

    · Critical thinking

    · Writing mechanics and referencing

    · Timeliness

    **Rubrics**

    ·
    MBA/MSHRM/MSL Discussion Grading Rubric – Timeliness v1

    Reflective Discussion

    In the Module 4 Reflective Discussion, please reflect on everything you have learned in this course, by addressing the following:

    Paragraphs 1-3: Given the readings and assignments in the course, identify and discuss three important concepts applicable to your work experience, profession, and/or career plans for the future. Describe how each applies.

    Paragraph 4: What part of the course (background materials, assignments, and so forth) opened your eyes or challenged the way you think?

    Note: No outside research or citations are needed with your four paragraphs to the Reflective Discussion.

    After responding to the Reflective Discussion above, please complete an anonymous
    [Course Evaluation Survey](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=221391&type=survey&rCode=TUItest-285997). Instructors are not able to view course evaluation reports until after the grade submission period is over. Thank you for your feedback.

    **Rubrics**

    ·
    Master's Reflective Discussion Grading Rubric v2