Tag: Nursing

[Solved] Create a Discussion using APA 7 format, and scholarly references no older than 5 years.

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Executive Solution Overview

**Guidance Needed for Presentation on Middle Range Theory** I am working on a presentation related to a middle-range theory and would appreciate assistance in structuring my content effectively. Here are the key areas I need guidance on: 1. **Formatting & Presentation** – Best practices for structur…

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Assignment Prompt & Instructions

**Guidance Needed for Presentation on Middle Range Theory**

I am working on a presentation related to a middle-range theory and would appreciate assistance in structuring my content effectively. Here are the key areas I need guidance on:

1. **Formatting & Presentation**

– Best practices for structuring a PowerPoint presentation (approximately 20 slides, excluding title and reference slides).
– Ensuring APA formatting is correctly applied in citations and references.
– Tips for keeping Turnitin similarity below 20%.
2. **Content Development**

– How to introduce and discuss the historical background of a middle-range theory.
– Guidance on analyzing the theoretical underpinning of the selected theory and its foundation.
– Explanation of how the **Theory of Pain** is applied in practice, with examples.
– Suggestions for areas where further research could expand the theory.
– How to effectively summarize key points in the conclusion.
3. **Sources & Writing Clarity**

– Identifying and integrating a minimum of six scholarly references (published within the last five years).
– Strategies for clear, concise, and effective academic writing.

I’d appreciate any guidance, feedback, or resources that can help me refine my presentation and improve its academic quality.

– [\
\
AssignmentCriteria.docx](https://www.sweetstudy.com/files/assignmentcriteria-docx-10242631 "AssignmentCriteria.docx")

– 2 years ago

November 5, 2026
[Solved] Implementation Plan

✓ Verified Academic Solution Available

Executive Solution Overview

Nurse practitioner APRN health related in primary care setting treating chronic diseases. – 2 years ago **files (2)** – ## Implimentationplandirections.docx – ## Implementation_Plan_Template_.docx **## Implimentationplandirections.docx** APRN HEALTH RELATED/ IN PRIMARY CARE SETTING HELPING PATIEN…

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Assignment Prompt & Instructions

Nurse practitioner APRN health related in primary care setting treating chronic diseases.

– 2 years ago

**files (2)**

– ## Implimentationplandirections.docx

– ## Implementation_Plan_Template_.docx

**## Implimentationplandirections.docx**

APRN HEALTH RELATED/ IN PRIMARY CARE SETTING HELPING PATIENTS WITH CHRONIC DISEASES.

**N** ow that you have an idea of the critical questions, the common barriers, and the important principles associated with implementing change, you should be able to strategize your implementation plan more savily.

There are four steps to the development of an effective plan for implementing change:

· Create awareness and interest

· Build knowledge and commitment

· Promote action and adoption

· Pursue integration and sustained use

Keeping these steps in mind, you will create an implementation plan for your proposed practice change or improvement project.

**Tasks**

Download the
[implementation plan template (Word)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/FAA21_revisions/Implementation_Plan_Template_Fall%202021%20NUR%206316.docx), make a copy with your name in the title, and complete the following steps.

Review the assigned reading by Cullen et al.,
[Iowa Framework and StrategiesLinks to an external site.](https://baylor.primo.exlibrisgroup.com/permalink/01BUL_INST/122ppak/cdi_doaj_primary_oai_doaj_org_article_b9baa6cab05040b782f37fe25ee7e316)- Website:
[Iowa Implementation for Sustainability Framework](https://implementationscience.biomedcentral.com/counter/pdf/10.1186/s13012-021-01157-5.pdf)

1. See the following resources: I
[mplementation Strategies (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/General/Implementation_Strategies.pdf) and
[Implementation Framework (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/General/Implementation_Framework.pdf). wEBSITE

2. Review a
[student example of an implementation plan (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/FAA21_revisions/Student%20EXAMPLE%20NUR6316%20Assignment%2011.1%20Implementation%20Plan.pdf) -SCREENSHOTS BELOW OF STUDENT EXAMPLE

3. Review the grading rubric.

4. Complete all four sections of the plan:

a. Gaining support from front-line staff

b. Gaining support from key decision-makers and stakeholders

c. Building an effective team—think about who and what change theory concepts may apply

d. Developing strategies to maintain the change

5. Remember to fill out each column, including:

a. Rationale for the strategy—why are you using this strategy?

b. Resources needed—money, people, supplies

c. Time frames—estimate when you would do this step and over what time period (e.g., in the next 2–3 months)

d. Potential barriers—e.g., staff unable to attend meetings, lack of financial resources, etc.

6. If you have any questions, pl3eae ask me

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

RUBRIC

| | | |
| — | — | — |
| **Implementation Plan Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| **Implementation strategies for use with front-line staff** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four evidence-based implementation strategies for use with front-line staff (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four evidence-based implementation strategies for use with front-line staff (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Strategies for use with key stakeholders/decision-makers, e.g., administrators** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four implementation strategies for use with key stakeholders/decision-makers (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four key stakeholders/decision-makers (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Strategies to create an effective team** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four strategies to create an effective team (1 point each), using change theory to support and including specific team membership Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four strategies to create an effective team (1 point each) or does not use change theory or include specific team members Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Implementation strategies for maintaining change** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four evidence-based implementation strategies for maintaining change (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four evidence-based implementation strategies for maintaining change (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Total Points: 0** |

## image1.png

## image2.png

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

**## Implementation_Plan_Template_.docx**

## Implementation Plan Template

## Introduction:

_Description of Problem and Change/Intervention/Program_

**How will you build awareness, interest, and knowledge to garner commitment for the change amongst front-line staff? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item – describe with some detail | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you gain support from healthcare executives and other key decision-makers needed for the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINTS – One of the required articles for this week provides specific examples of implementation strategies. Also, one action item must include something about getting approval or presenting the business case, etc.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you build an implementation team? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.** **HINTS – Use concepts from change theory, and include who will be on the team.**

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you promote adoption and sustainment of the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**## Implementation_Plan_Template_.docx**

## Implementation Plan Template

## Introduction:

_Description of Problem and Change/Intervention/Program_

**How will you build awareness, interest, and knowledge to garner commitment for the change amongst front-line staff? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item – describe with some detail | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you gain support from healthcare executives and other key decision-makers needed for the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINTS – One of the required articles for this week provides specific examples of implementation strategies. Also, one action item must include something about getting approval or presenting the business case, etc.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you build an implementation team? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.** **HINTS – Use concepts from change theory, and include who will be on the team.**

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you promote adoption and sustainment of the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**## Implimentationplandirections.docx**

APRN HEALTH RELATED/ IN PRIMARY CARE SETTING HELPING PATIENTS WITH CHRONIC DISEASES.

**N** ow that you have an idea of the critical questions, the common barriers, and the important principles associated with implementing change, you should be able to strategize your implementation plan more savily.

There are four steps to the development of an effective plan for implementing change:

· Create awareness and interest

· Build knowledge and commitment

· Promote action and adoption

· Pursue integration and sustained use

Keeping these steps in mind, you will create an implementation plan for your proposed practice change or improvement project.

**Tasks**

Download the
[implementation plan template (Word)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/FAA21_revisions/Implementation_Plan_Template_Fall%202021%20NUR%206316.docx), make a copy with your name in the title, and complete the following steps.

Review the assigned reading by Cullen et al.,
[Iowa Framework and StrategiesLinks to an external site.](https://baylor.primo.exlibrisgroup.com/permalink/01BUL_INST/122ppak/cdi_doaj_primary_oai_doaj_org_article_b9baa6cab05040b782f37fe25ee7e316)- Website:
[Iowa Implementation for Sustainability Framework](https://implementationscience.biomedcentral.com/counter/pdf/10.1186/s13012-021-01157-5.pdf)

1. See the following resources: I
[mplementation Strategies (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/General/Implementation_Strategies.pdf) and
[Implementation Framework (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/General/Implementation_Framework.pdf). wEBSITE

2. Review a
[student example of an implementation plan (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/FAA21_revisions/Student%20EXAMPLE%20NUR6316%20Assignment%2011.1%20Implementation%20Plan.pdf) -SCREENSHOTS BELOW OF STUDENT EXAMPLE

3. Review the grading rubric.

4. Complete all four sections of the plan:

a. Gaining support from front-line staff

b. Gaining support from key decision-makers and stakeholders

c. Building an effective team—think about who and what change theory concepts may apply

d. Developing strategies to maintain the change

5. Remember to fill out each column, including:

a. Rationale for the strategy—why are you using this strategy?

b. Resources needed—money, people, supplies

c. Time frames—estimate when you would do this step and over what time period (e.g., in the next 2–3 months)

d. Potential barriers—e.g., staff unable to attend meetings, lack of financial resources, etc.

6. If you have any questions, pl3eae ask me

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

RUBRIC

| | | |
| — | — | — |
| **Implementation Plan Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| **Implementation strategies for use with front-line staff** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four evidence-based implementation strategies for use with front-line staff (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four evidence-based implementation strategies for use with front-line staff (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Strategies for use with key stakeholders/decision-makers, e.g., administrators** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four implementation strategies for use with key stakeholders/decision-makers (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four key stakeholders/decision-makers (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Strategies to create an effective team** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four strategies to create an effective team (1 point each), using change theory to support and including specific team membership Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four strategies to create an effective team (1 point each) or does not use change theory or include specific team members Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Implementation strategies for maintaining change** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four evidence-based implementation strategies for maintaining change (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four evidence-based implementation strategies for maintaining change (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Total Points: 0** |

## image1.png

## image2.png

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

**## Implementation_Plan_Template_.docx**

## Implementation Plan Template

## Introduction:

_Description of Problem and Change/Intervention/Program_

**How will you build awareness, interest, and knowledge to garner commitment for the change amongst front-line staff? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item – describe with some detail | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you gain support from healthcare executives and other key decision-makers needed for the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINTS – One of the required articles for this week provides specific examples of implementation strategies. Also, one action item must include something about getting approval or presenting the business case, etc.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you build an implementation team? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.** **HINTS – Use concepts from change theory, and include who will be on the team.**

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you promote adoption and sustainment of the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**## Implimentationplandirections.docx**

APRN HEALTH RELATED/ IN PRIMARY CARE SETTING HELPING PATIENTS WITH CHRONIC DISEASES.

**N** ow that you have an idea of the critical questions, the common barriers, and the important principles associated with implementing change, you should be able to strategize your implementation plan more savily.

There are four steps to the development of an effective plan for implementing change:

· Create awareness and interest

· Build knowledge and commitment

· Promote action and adoption

· Pursue integration and sustained use

Keeping these steps in mind, you will create an implementation plan for your proposed practice change or improvement project.

**Tasks**

Download the
[implementation plan template (Word)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/FAA21_revisions/Implementation_Plan_Template_Fall%202021%20NUR%206316.docx), make a copy with your name in the title, and complete the following steps.

Review the assigned reading by Cullen et al.,
[Iowa Framework and StrategiesLinks to an external site.](https://baylor.primo.exlibrisgroup.com/permalink/01BUL_INST/122ppak/cdi_doaj_primary_oai_doaj_org_article_b9baa6cab05040b782f37fe25ee7e316)- Website:
[Iowa Implementation for Sustainability Framework](https://implementationscience.biomedcentral.com/counter/pdf/10.1186/s13012-021-01157-5.pdf)

1. See the following resources: I
[mplementation Strategies (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/General/Implementation_Strategies.pdf) and
[Implementation Framework (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/General/Implementation_Framework.pdf). wEBSITE

2. Review a
[student example of an implementation plan (PDF)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/FAA21_revisions/Student%20EXAMPLE%20NUR6316%20Assignment%2011.1%20Implementation%20Plan.pdf) -SCREENSHOTS BELOW OF STUDENT EXAMPLE

3. Review the grading rubric.

4. Complete all four sections of the plan:

a. Gaining support from front-line staff

b. Gaining support from key decision-makers and stakeholders

c. Building an effective team—think about who and what change theory concepts may apply

d. Developing strategies to maintain the change

5. Remember to fill out each column, including:

a. Rationale for the strategy—why are you using this strategy?

b. Resources needed—money, people, supplies

c. Time frames—estimate when you would do this step and over what time period (e.g., in the next 2–3 months)

d. Potential barriers—e.g., staff unable to attend meetings, lack of financial resources, etc.

6. If you have any questions, pl3eae ask me

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

![](https://www.sweetstudy.com/questions/implementation-plan-20895135)

RUBRIC

| | | |
| — | — | — |
| **Implementation Plan Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| **Implementation strategies for use with front-line staff** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four evidence-based implementation strategies for use with front-line staff (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four evidence-based implementation strategies for use with front-line staff (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Strategies for use with key stakeholders/decision-makers, e.g., administrators** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four implementation strategies for use with key stakeholders/decision-makers (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four key stakeholders/decision-makers (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Strategies to create an effective team** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four strategies to create an effective team (1 point each), using change theory to support and including specific team membership Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four strategies to create an effective team (1 point each) or does not use change theory or include specific team members Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Implementation strategies for maintaining change** | **8 to >7 pts**<br>**Meets Criterion**<br>Describes four evidence-based implementation strategies for maintaining change (1 point each) Provides rationale, resources needed, time frame, and potential barriers for each (1 point each)<br>**7 to >0 pts**<br>**Partially Meets Criterion**<br>Does not describe four evidence-based implementation strategies for maintaining change (1 point each) Does not provide appropriate rationale, resources needed, time frame, and/or potential barriers for each (1 point each) | **/ 8 pts** |
| **Total Points: 0** |

## image1.png

## image2.png

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

**## Implementation_Plan_Template_.docx**

## Implementation Plan Template

## Introduction:

_Description of Problem and Change/Intervention/Program_

**How will you build awareness, interest, and knowledge to garner commitment for the change amongst front-line staff? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item – describe with some detail | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you gain support from healthcare executives and other key decision-makers needed for the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINTS – One of the required articles for this week provides specific examples of implementation strategies. Also, one action item must include something about getting approval or presenting the business case, etc.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you build an implementation team? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.** **HINTS – Use concepts from change theory, and include who will be on the team.**

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

**How will you promote adoption and sustainment of the change? Write four action steps with details and provide a rationale, resources, time frame, and potential barriers for each.**
HINT – One of the required articles for this week provides specific examples of implementation strategies.

| | | | | |
| — | — | — | — | — |
| Action item | Rationale | Resources needed | Time frame | Potential barriers |
| | | | | |
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
| 4. | | | | |

November 5, 2026
[Solved] Research

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## homeworkResearchPaper.pdf **## homeworkResearchPaper.pdf** Research Paper Instructions Write a research paper on one of the following topics from the list below: ● Long COVID Neuropsychiatric Manifestations ● Body Dysmorphia ● Treatment-Resistant Depression ● Schizop…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## homeworkResearchPaper.pdf

**## homeworkResearchPaper.pdf**

Research Paper
Instructions

Write a research paper on one of the following topics from the list below:

● Long COVID Neuropsychiatric Manifestations
● Body Dysmorphia
● Treatment-Resistant Depression
● Schizophrenia and Homelessness

Required Content

● Criteria for diagnosis
● Duration
● Signs and symptoms
● Treatment and nursing management
● Outcomes

Document Requirements

● Format: APA Style 7th edition, cover page and references page included
● Length: minimum of 500 words, maximum of 750 words of content, cover

page, and references page (i.e. 4-5 pages total)
● Sources: 3-5 scientific sources within the past 5 years (i.e. 2018-2023) cited

in proper APA style 7th edition
● Citations: all sources listed in the references page must cited using in-text

citations, according to APA style 7th edition

– Research Paper
– Instructions
– Required Content
– Document Requirements

**## homeworkResearchPaper.pdf**

Research Paper
Instructions

Write a research paper on one of the following topics from the list below:

● Long COVID Neuropsychiatric Manifestations
● Body Dysmorphia
● Treatment-Resistant Depression
● Schizophrenia and Homelessness

Required Content

● Criteria for diagnosis
● Duration
● Signs and symptoms
● Treatment and nursing management
● Outcomes

Document Requirements

● Format: APA Style 7th edition, cover page and references page included
● Length: minimum of 500 words, maximum of 750 words of content, cover

page, and references page (i.e. 4-5 pages total)
● Sources: 3-5 scientific sources within the past 5 years (i.e. 2018-2023) cited

in proper APA style 7th edition
● Citations: all sources listed in the references page must cited using in-text

citations, according to APA style 7th edition

– Research Paper
– Instructions
– Required Content
– Document Requirements

November 5, 2026
[Solved] Create a Discussion using APA 7 format, and scholarly references no older than 5 years

✓ Verified Academic Solution Available

Executive Solution Overview

**Please ensure that the Discussion includes more than 500 words with scholarly articles, and the plagiarism level must remain below 20%.** _**In what ways can APRNs utilize telemedicine platforms and remote monitoring technologies to remotely access patients’ medication adherence, therapeutic respo…

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Assignment Prompt & Instructions

**Please ensure that the Discussion includes more than 500 words with scholarly articles, and the plagiarism level must remain below 20%.**

_**In what ways can APRNs utilize telemedicine platforms and remote monitoring technologies to remotely access patients’ medication adherence, therapeutic responses, and potential adverse effects?**_

_**How does remote patient monitoring impact the delivery of pharmacological interventions and APRN practice?**_

– 2 years ago

November 5, 2026
[Solved] NUR 507 Clinical SOAP Note 1

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx – ## SoapNoterubric.docx **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx** A S…

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Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx

– ## SoapNoterubric.docx

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

November 5, 2026
[Solved] Impact of technology or social media on communication

✓ Verified Academic Solution Available

Executive Solution Overview

TOPIC : Impact of technology or social media on communication The following are the best practices for creating your speech presentation PowerPoint: – **Title Slide:** Include the title, audience (who you prepared the presentation for: school or institution), the presenter who prepared and narrated,…

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Assignment Prompt & Instructions

TOPIC : Impact of technology or social media on communication

The following are the best practices for creating your speech presentation PowerPoint:

– **Title Slide:** Include the title, audience (who you prepared the presentation for: school or institution), the presenter who prepared and narrated, and the date.
– **Attention-Getter:** Give the audience a reason to pay attention. Make them want to listen to your speech.
– **Thesis:**Clearly state the purpose of your presentation

– On this slide, establish the tone of the presentation and include any questions you think your audience might have about your topic—questions you will answer during your presentation.
– **Body of the Presentation (multiple slides):**Include the information you found during your research and organize it in a visually pleasing manner.

– Use some type of division, like levels of headers or titles.
– Use words and phrases to clarify key points.
– Provide researched evidence for each point.
– Cite your evidence, quotes, and statistics within your presentation using
– Include in-text citations ( ) on the slides, as well as the full reference information on the last slide.
– Include images to add visual appeal to the slides.
– **Summary and Conclusion:**Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original.

– An effective summary identifies the main ideas and major support points from the body of your outline or presentation.
– Minor details are left out.
– Summarize the benefits of the ideas and how they affect the thesis statement of the outline and the main objective of the presentation.
– End with a final strong statement regarding the intent of the presentation.
– **References:**Use the APA reference format. The illustrations should be included with your resources. APA tutorials are available in the Chamberlain University library. Keep in mind the following:

– At least 4 authoritative, outside scholarly sources are required from the Week 6 outline. (Anonymous authors or web pages are not acceptable.)
– Appropriate citations within the presentation are required on the last slide. Just copy and paste this from the last page of your outline—the References page. References should be in APA format.
– Each resource should be entirely double-spaced.
– All entries must use hanging indents—the first line is flush left, and all the rest are indented.
– All Chamberlain University policies are in effect, including the plagiarism policy.

#### Additional Hints

– Use a **minimum** of 5 visual aids to further clarify and support the written part of your presentation. You could use example graphs, diagrams, photographs, flowcharts, maps, drawings, pictograms, tables, and Gantt charts. If a slide appears boring, then strongly consider adding a visual. It is the blend of text and images that makes the slides engaging for the audience.
– Animation and video clips should **not** be used for this speech. YouTube is **not** allowed.
– Do **not** type out text onto the slide and then read it during your presentation. Remember, you are the teacher, so teach, don’t read!
– NO AI USAGE
– Time Length: 5–7 minutes
– Slide Length: minimum of 8 slides
– Slide Content
– Title slide
– Attention-Getter
– Thesis
– Body of the Presentation
– Summary and Conclusion
– References slide (minimum of 4 scholarly sources from Week 6 outline)
– Minimum of 5 visual aids

– 2 years ago

November 5, 2026
[Solved] I need help with evidence based practice project

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November 5, 2026
[Solved] Create a discussion of

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/: It is vital that nursing practice be guided by theories or framework. Select and discuss a Middle Range Theory that would be instrumental in the development of your proposed quality improvement project. Following the guidelines bellow. Use at least 500 words, APA 7 format and scholarly references…

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/: It is vital that nursing practice be guided by theories or framework. Select and discuss a Middle Range Theory that would be instrumental in the development of your proposed quality improvement project.

Following the guidelines bellow.

Use at least 500 words, APA 7 format and scholarly references NO older than 5 years old.

**The possible project theme is: Determine the effectiveness of antineuropathic such as Gabapentin and pregabalin on the treatment of lumbar radiculopathy instead opioids as a first line treatment**

### **Participation Requirements**

The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required, unless stated otherwise by your professor.

The student provides a substantive response to the discussion question or topic on Wednesday day and posts a minimum **of two additional responses** to peers on another day(s).

Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.

Here are the categories of the new discussion rubric:

**Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)

**Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

**Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)

**Rigor, currency, and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)

**Peer & Professor Responses.** The number of responses, quality of response posts. (20%)

**Timeliness of the initial post and the answers to the peers. (10%)**

– 2 years ago

November 5, 2026
[Solved] Collaboration Cafe Response Week 4 TLC

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My topic is to review the cardiovascular complications of Systemic Lupus Erythematosus (SLE) . Patients with SLE have a higher risk of stroke, heart attack, and thromboembolic disorders. The relative risk of CVD is around 2.5 times normal due to SLE (Bello, 2022) 1. Describe the specific pathophysio…

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My topic is to review the cardiovascular complications of Systemic Lupus Erythematosus (SLE) .

Patients with SLE have a higher risk of stroke, heart attack, and thromboembolic disorders. The relative risk of CVD is around 2.5 times normal due to SLE (Bello, 2022)

1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?

SLE causes chronic inflammation in blood vessels throughout the body. High Blood Pressure (HTN) is common for people with SLE. SLE Kidney damage also causes HTN.

Vessel inflammation and HTN cause atherosclerosis of coronary arteries and heart attacks are more likely for SLE patients.

An antibody that is a hallmark of SLE autoimmunity is called anti phospholipid antibody (APL). This APL antibody can trigger clots, and it can start inflammation on the surface of blood vessels or cardiac tissue.

Direct SLE inflammation of cardiac tissues is another burden for patients. Pericarditis occurs in 25%, Endocarditis in 15% and Myocarditis in 10% of SLE patients. The valve damage that happens in Lupus endocarditis is not from infection it is from immune complex deposits on the valve surface (Ibrahim, 2023). Scars and hypertrophy impair the valve function.

2. Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE?

The presentation of CVD in SLE patients is not different than for other patients. SLE patients have the typical signs and symptoms for HTN, heart attack, stroke, venous thrombosis, embolism and heart valve disease. What is different is that these conditions occur earlier in life. SLE is more common in women than men, so SLE is the cause of heart disease in women in their 30s and 40s. Chest pain, shortness of breath are seen in SLE heart attack, endocarditis, pericarditis, and myocarditis.

Heart disease can affect the function of all other organs. Poor pump function (CHF) affects lung function, kidney, liver and brain function. Clots can block blood flow where they form or travel and cause tissue damage. It is possible for Lupus patients to have heart disease, kidney injury and vision loss all at the same time.

3. Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system?

If a person presents for care with signs and symptoms of a cardiac condition and we don’t know they have SLE, we would use the usual diagnosis tools for heart disease; EKG, echocardiogram, stress test or even cardiac cath. We would also get blood tests to check for heart muscle damage, like troponins. SLE patients have HTN and atherosclerosis like everyone else, but people with SLE get it younger and more severe. The one heart condition that is more commonly seen in Lupus is valve damage. This is diagnosed with an Echocardiogram. This is one example of how a heart test might make the care team consider SLE.

4. Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments and how effective are they in mitigating the impact of SLE on the body?

Medications used for control of LUPUS inflammation include Hydroxychloroquine (HCQ) and corticosteroids. HCQ is taken chronically. Steroids are used to control flare ups. Some patients get targeted auto immune therapy (Siegel, 2024).

Suppression of Lupus activity with these drugs can delay the onset of organ damage.

The treatments for heart disease caused by SLE are the usual treatments. Blocked arteries get stents or bypass surgery. High blood pressure gets HTN medication. Clots get blooder thinners. Valves can be replaced if severely damaged. Poor heart pumps get CHF medication.

In summary, Lupus is a rough illness that causes damage to blood vessels and all organs. Heart disease happens younger in SLE patients. Suppression of Lupus and control of other CVD risk factors are goals of care.

Bello N, Meyers KJ, Workman J, Hartley L, McMahon M. Cardiovascular events and risk in patients with systemic lupus erythematosus: Systematic literature review and meta-analysis. Lupus. 2023 Mar;32(3):325-341. doi: 10.1177/09612033221147471. Epub 2022 Dec 22. PMID: 36547368; PMCID: PMC10012401.

Ibrahim AM, Siddique MS. Libman-Sacks Endocarditis. [Updated 2023 Sep 4]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: [https://www.ncbi.nlm.nih.gov/books/NBK532864/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK532864/)

Siegel CH, Sammaritano LR. Systemic Lupus Erythematosus: A Review _. JAMA._ 2024;331(17):1480–1491. doi:10.1001/jama.2024.2315

– 2 years ago

November 5, 2026
[Solved] Collaboration Cafe Response Week 4 SHJ

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My assigned body system will be – Hematology System 1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system? – Systemic lupus erythematosus (SLE) is an autoimmune disease charact…

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My assigned body system will be – Hematology System

1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system? – Systemic lupus erythematosus (SLE) is an autoimmune disease characterized by the production of autoantibodies that target various tissues in the body. In the hematologic system, several specific pathophysiological processes occur: –
– **Autoantibody Production**: SLE leads to the formation of autoantibodies, such as anti-nuclear antibodies (ANAs) and anti-dsDNA antibodies, which can bind to red blood cells, white blood cells, and platelets.
– **Hemolytic Anemia**: The binding of antibodies to red blood cells can lead to their destruction (hemolysis), resulting in hemolytic anemia, which is characterized by a decrease in red blood cell count.
– **Thrombocytopenia**: Autoantibodies may also target platelets, leading to thrombocytopenia (low platelet count), which increases the risk of bleeding and bruising.
– **Leukopenia**: SLE often causes a decrease in white blood cells (leukopenia), which impairs the immune response and increases susceptibility to infections.
2. Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE? – Symptoms and clinical manifestations of SLE affecting the hematologic system include:

– **Fatigue and weakness**: Resulting from anemia.
– **Pallor**: Due to decreased red blood cell count.
– **Easy bruising and bleeding**: From thrombocytopenia.
– **Frequent infections**: Due to leukopenia. -These symptoms can severely impact the client's function and quality of life, leading to decreased physical activity, increased healthcare utilization, and emotional distress due to persistent fatigue and fear of bleeding or infections. The interconnectedness of body systems means that changes in the hematologic system can affect other systems, such as the immune system (increased susceptibility to infections) and the cardiovascular system (anemia can lead to cardiovascular strain).
3. Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system? – Complete Blood Count (CBC): To assess for anemia, leukopenia, and thrombocytopenia.

– Peripheral Blood Smear: To evaluate the morphology of blood cells and identify hemolysis signs.
– Direct Coombs Test: To determine if hemolytic anemia is present.
– Challenges: Diagnosing SLE can be difficult when only focusing on the hematologic system because these abnormalities can also be seen in other conditions, such as infections, malignancies, or other autoimmune diseases. This overlap can lead to misdiagnosis or delayed diagnosis.
4. Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments, and how effective are they in mitigating the impact of SLE on the body?
– Corticosteroids: to reduce inflammation and suppress the immune response in cases of severe anemia or thrombocytopenia.
– Immunosuppressants: azathioprine or mycophenolate mofetil, to manage autoimmune activity.
– Blood transfusions: for severe anemia.
– Erythropoietin-stimulating agents: to stimulate red blood cell production in chronic anemia.
– Goals of Treatment

– To reduce symptoms and improve blood counts.

– To minimize the risk of complications, such as severe anemia or bleeding.

– To enhance overall quality of life by managing fatigue and preventing infections.

These treatments can effectively mitigate the impact of SLE on the hematologic system, though they may have side effects and require careful monitoring. The overall goal is to maintain a balance between managing SLE activity and minimizing treatment-related complications.

– 2 years ago

November 5, 2026