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Tag: Nursing

  • [Solved] Politics and the Patient Protection and Affordable Care Act

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    **To Prepare:** – Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA). – Consider who benefits the most when policy is developed and in the context of policy implementation. **Post** an explanation for how you think the cost-benefit analysis in terms of legisl…

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    **To Prepare:**

    – Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).
    – Consider who benefits the most when policy is developed and in the context of policy implementation.

    **Post** an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress' decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.

    – 2 years ago

  • [Solved] Interview and Interdisciplinary Issue Identification

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    Create a 2-4 page report on an interview you have conducted with a health care professional colleague. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. This is the first of three asse…

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    Assignment Prompt & Instructions

    Create a 2-4 page report on an interview you have conducted with a health care professional colleague. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. This is the first of three assessments that build on each other.

    By interviewing a healthcare colleague of your choice, you will begin to gather information about an interprofessional collaboration problem that your colleague is experiencing, or has experienced, in the workplace. You will identify a change theory and leadership strategies that can be applied to address this problemFor this assessment, you will report on the information gathered during your interview. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. The goal of this assessment is to analyze the interview data and identify an issue that would benefit from an interdisciplinary solution. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently in use. Additionally, you will prepare for your Interdisciplinary Plan Proposal assessment by researching change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished criteria.

    Use the [Interview and Issue Identification Template [DOCX]](https://courseroom.capella.edu/courses/38919/files/7050446/download) to help you stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end. (Because you're using a template, a title page is optional.)

    Additionally, be sure to address the following criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score.

    – Summarize an interview focused on past or current issues at a healthcare organization.
    – Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
    – Describe change theories and a leadership strategy that could help in developing an interdisciplinary solution to an organizational issue.
    – Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
    – Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    – Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    – 2 years ago

  • [Solved] Discussion 1

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    **Discussion 1** Ms. Blessing is a 68-year-old widow who has been a patient of her primary care physician (PCP), Dr. Le, for more than 10 years. She has a history of anemia, osteoarthritis, diabetes mellitus, and congestive heart failure—and is a recent victim of home invasion and rape. She was refe…

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    **Discussion 1**

    Ms. Blessing is a 68-year-old widow who has been a patient of her primary care physician (PCP), Dr. Le, for more than 10 years. She has a history of anemia, osteoarthritis, diabetes mellitus, and congestive heart failure—and is a recent victim of home invasion and rape. She was referred to the mental health acute care clinic for evaluation of complaints of not being able to sleep for days, and she reports feeling "nervous all the time." Her daughter states that Ms. Blessing is "unable to stop thinking about the night; it has been 4 months since the home invasion and her rape," and she has become "more and more like this." The patient lives alone and is independent, but her daughter reports she has become more and more nervous and jumpy, cries easily, and exhibits more helpless behaviors that have become more pronounced since her assault. On interview, she is tearful, shaking, trembling, and overtly distressed. She keeps her eyes on the floor or her lap most of the time, and then wrings her hands as she answers questions about the event. "I just keep seeing him," she says, "And I'm constantly checking my doors to make sure they're locked." She holds back tears discussing her challenges with sleep, specifically being able to sleep at night while fearing the rapist will return. She offers apologies for having to talk about this matter, saying, "I have the best daughter and family. I just need to get some sleep. I will be okay."

    _**Self-Assessment**_

    The nurse assigned to Ms. Blessing is Angela Juarez, a new graduate who has been at the mental health clinic for the past several months. She has a calm demeanor and is known to be a good listener. Although Nurse Juarez has never worked with a patient with PTSD, after her initial meeting with Ms. Blessing, she thought that her best approach would be to offer a comfort and caring response, especially because Ms. Blessing offers apologetic pleas for help with insomnia. Nurse Juarez plans to allow Ms. Blessing to verbalize her concerns without interruption. Angela speaks to her nurse supervisor about her approach, and the supervisor recognizes that Angela's planned approach will support a foundation for a therapeutic alliance with Ms. Blessing and allows her to continue with intervention. This includes:

    **Outcomes Identification**

    The patient will develop effective coping skills or patterns to reduce anxiety. The patient will secure a normal activity and rest schedule.

    **Planning**

    Because of the patient's known cardiac history, she is admitted to a 23-hour bed for further assessment of physical status and for guidance related to her response to prescribed medication to treat anxiety and insomnia. The nurse plans interventions that will help reduce Ms. Blessing's anxiety and offer information related to self-help techniques to reduce anxiety and promote sleep, as well as the education about and administration of medications to reduce anxiety and promote sleep.

    **Implementation**

    Nurse Angela makes the following nursing care plan.

    _**Short-Term Goal**_

    Patient will self-report a reduction in anxiety symptoms and ability to rest without interruption for at least 4 hours within 23 hours.

    _**Intervention**_

    1. Help patient recognize early signs of anxiety (eg, dyspnea, chest pain, rapid pulse).
    2. Administer low-dose antihistamine hydroxyzine pamoate (Vistaril) as ordered.
    3. Administer daily dose at bedtime to promote sleep.
    4. Monitor mental status with antihistamine dosing.
    5. Place the patient in a private or quiet room (whenever possible).
    6. Stay with the patient and ensure the patient’s safety with the introduction of new medication.

    _**Rationale**_

    1. The sooner the patient recognizes the onset of anxiety, the more quickly she will be able to alter her response.
    2. Antihistamines are one of the most common classes of sleep-inducing agents; they are also a commonly used medication to treat concurrent anxiety.
    3. This may minimize adverse effects and allow more normal daytime activities to occur.
    4. Older adults may experience delirium secondary to adverse effects.
    5. Environmental stimuli and distractibility are minimized.
    6. Elder response to medication could result in oversedation; monitor vital signs and fall risk.

    _**Evaluation**_

    **GOAL MET**

    – After receiving the first dose of antihistamine, the patient states that she feels less jittery and was noted closing eyes and resting comfortably.
    – Nurse noted patient asleep in bed with half rails up and daughter sitting bedside.

    _**Short-Term Goal**_

    Patient will sleep or rest 4 hours during the first night in the hospital with aid of medication and nursing interventions.

    _**Intervention**_

    1. Continue to direct patient to areas of minimal activity.
    2. When possible, try to direct energy into productive and calming activities (e.g., slow, soft music; slow exercise; drawing alone; or writing in quiet area).
    3. Encourage short rest periods throughout the day (e.g., 3 to 5 minutes every hour) when possible.
    4. Patient should drink decaffeinated drinks only—decaffeinated coffee, tea, or colas.
    5. Provide nursing measures at bedtime that promote sleep: warm milk, soft music.
    6. Consider home environment consult to assess whether patient's home is safe and whether she can stay in home alone.

    _**Rationale**_

    1. Lower levels of stimulation can decrease excitability.
    2. Directing patient to paced, non-stimulating activities can help minimize excitability.
    3. Patient may be unaware of feelings of fatigue. Can collapse from exhaustion if hyperactivity continues without periods of rest.
    4. Caffeine is a central nervous system stimulant that inhibits needed rest or sleep.
    5. Such measures promote non-stimulating and relaxing mood.
    6. Patient may not be able to return to home while rapist is at large. Family needs to look at support options of home safety.

    _**Evaluation**_

    **GOAL MET**

    – Sleeps for 2 hours from 7 to 9 pm and rested again from 2 am until 6:30 am.
    – Patient able to report feeling rested for the "first time in weeks." She was observed having short periods of uninterrupted calm throughout shift.
    – Patient agrees to stay with daughter for undetermined time while rapist is still "at large."

    _**Short-Term Goal**_

    Patient's blood pressure (BP) and pulse will be within normal limits within 24 hours with the aid of medication and nursing interventions.

    _**Intervention**_

    1. Continue to monitor BP and pulse frequently throughout the day (every 30 minutes).
    2. Keep staff informed by verbal and written reports of baseline vital signs and patient progress.

    _**Rationale**_

    1. Anxious/panic and sleep-deprived condition could place an additional strain on patient's heart.
    2. Alerting all staff regarding patient's status can increase medical intervention if a change in status occurs.

    _**Evaluation**_

    **GOAL MET**

    – Information from family physician states that baseline BP is 130/90 mm Hg and baseline pulse is 88 beats/min.
    – BP at end of first shift (8 hr) is 130/70 mm Hg and pulse is 78 beats/min.

    **Evaluation**

    At the time of her discharge from the 23-hour admission stabilization unit, the treatment team believed Ms. Blessing's mental and physical status was more stable. Her vital signs were within normal limits, she rested, she consumed sufficient food and fluids, and her urinary output and glucose level were normal. She openly expresses some reluctance to discharge to her own home, so in the discharge family session, it was agreed that she would stay with her daughter and family for an undetermined time to receive more support for stabilization. Ms. Blessing's insomnia and anxiety will continue to be a clinical treatment challenge; however, she seems motivated to participate in recommended aftercare outpatient therapy sessions that will include medication monitoring checks to adjusting medication as needed.

    Both Ms. Blessing and her daughter were encouraged to continue with skills learned in the hospital and to keep and maintain follow-up care as directed. They were encouraged to report any untoward medication effects to the physician as soon as possible and follow up with her PCP within 2 days of release. They were further encouraged to contact a victim support group, which may offer peer support and interface efforts with police, which could serve to reduce Ms. Blessing's fear of revictimization.

    **Questions**

    – This case study skips over Ms. Blessing's current diagnosis. Identify two key diagnoses you predict this included and why.
    – Ms. Blessing's outcomes, plan, and treatment seem to have been on point. During assessment, what did Nurse Juarez most likely have identified as objective data to support this diagnosis?
    – Identify at least three subjective data for Ms. Blessing.

    **Students must include 2 APA-style references within the last 5 years for their initial post and respond to at least 2 participating classmates, with a substantial descriptive answer, in order to receive full credit for this discussion.**

    – 2 years ago

  • [Solved] 4k55 pub h assess 1

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    – 2 years ago **files (1)** – ## Assessment14055.docx **## Assessment14055.docx** **Assessment 1** **Health Promotion Research** Conduct the windshield survey worksheets and research for the health promotion research assessment. Collapse All **Introduction** This first assessment is the research and…

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    – 2 years ago

    **files (1)**

    – ## Assessment14055.docx

    **## Assessment14055.docx**

    **Assessment 1**

    **Health Promotion Research**

    Conduct the windshield survey worksheets and research for the health promotion research assessment.

    Collapse All

    **Introduction**

    This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.

    **Note**: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

    **Preparation**

    Be sure you've completed the Windshield Survey Worksheet 1: Assess Your Community and Windshield Survey Worksheet 2: Tour Your Community activities. Then complete this assessment as if within a neighborhood or community of your choice. Your community, which will become the focus of your health promotion plan, could be something like the elderly housing center, high school, or your own neighborhood. It could even be a subset of or an individual within that community, for instance, one of the students at the high school or a resident at the elderly housing center.

    **Instructions**

    Complete the following:

    · Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)

    · Choose a specific health concern or health need from the

    · Choose a specific health concern or health need from the
    [Assessment 1 Supplement: Health Promotion Research [PDF]](https://courseroom.capella.edu/courses/38914/files/7048488/download) as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you've chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.

    · Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you've learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.

    · Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.

    · Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.

    · Identify your chosen individual's or group's potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).

    · Identify the individual or group's current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.

    Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Document format and length**: Your health promotion plan should be 4–6 pages in length.

    ·
    **Supporting evidence**: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.

    · Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.

    · Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.

    · Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **## Assessment14055.docx**

    **Assessment 1**

    **Health Promotion Research**

    Conduct the windshield survey worksheets and research for the health promotion research assessment.

    Collapse All

    **Introduction**

    This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.

    **Note**: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

    **Preparation**

    Be sure you've completed the Windshield Survey Worksheet 1: Assess Your Community and Windshield Survey Worksheet 2: Tour Your Community activities. Then complete this assessment as if within a neighborhood or community of your choice. Your community, which will become the focus of your health promotion plan, could be something like the elderly housing center, high school, or your own neighborhood. It could even be a subset of or an individual within that community, for instance, one of the students at the high school or a resident at the elderly housing center.

    **Instructions**

    Complete the following:

    · Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)

    · Choose a specific health concern or health need from the

    · Choose a specific health concern or health need from the
    [Assessment 1 Supplement: Health Promotion Research [PDF]](https://courseroom.capella.edu/courses/38914/files/7048488/download) as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you've chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.

    · Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you've learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.

    · Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.

    · Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.

    · Identify your chosen individual's or group's potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).

    · Identify the individual or group's current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.

    Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Document format and length**: Your health promotion plan should be 4–6 pages in length.

    ·
    **Supporting evidence**: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.

    · Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.

    · Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.

    · Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

  • [Solved] week 1.5

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    discussion response – 2 years ago

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    discussion response

    – 2 years ago

  • [Solved] Sloppy copy and patient profile

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    Help with sentence structure please! – 2 years ago

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    Assignment Prompt & Instructions

    Help with sentence structure please!

    – 2 years ago

  • [Solved] RESP TO DIS EPID

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    – 2 years ago **files (1)** – ## WK2Discu.Epidermology.docx **## WK2Discu.Epidermology.docx** Descriptive Epidemiology: Data Sources and Data Collection ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epid) Descriptive…

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    – 2 years ago

    **files (1)**

    – ## WK2Discu.Epidermology.docx

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epid)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    Denise

    **HIV in Prison Populations**

    **Person**

    HIV disproportionately affects Black men in prison, especially those who have sex with men (MSM). This population faces significant healthcare barriers and shows higher HIV rates than the general population (Hoff et al., 2022; Ndeffo-Mbah et al., 2018).

    **Place**

    Prison environments facilitate disease transmission due to confined conditions.

    Institutional barriers limit access to HIV testing, treatment, and prevention services (Ndeffo-Mbah et al., 2018; Kuester & Freestone, 2021). Transitions between prison and communities disrupt care continuity (Friis & Sellers, 2021).

    **Time**

    Incarceration duration affects healthcare continuity, while repetition complicates sustained HIV treatment. Some individuals report seeking reimprisonment to access healthcare unavailable in their communities (Kuester & Freestone, 2021).

    Addressing this health disparity requires population-based approaches that consider individual, community, and structural factors (Curley, 2024).

    **Primary Collection Strategies**

    Stratified random sampling organizes the incarcerated population into demographic subgroups before random selection, enabling representative sampling while facilitating comparison between groups (Friis & Sellers, 2021). Respondent-driven sampling leverages peer networks through chain-referral techniques with statistical adjustments, proving especially valuable for accessing populations typically underrepresented in traditional sampling frameworks (Friis & Sellers, 2021).

    **Secondary Data Resources**

    Institutional health records document clinical encounters, treatment regimens, and medication compliance (Curley, 2024), though diagnostic protocols may lack standardization across facilities. The CDC HIV surveillance infrastructure maintains consistent reporting standards and demographic documentation

    nationwide (Friis & Sellers, 2021), but relies on testing participation, potentially missing undiagnosed cases.

    **Implications for Case Assessment**

    Data collection methodologies substantially impact case identification carefulness. While primary collection may detect cases overlooked by standard surveillance, institutional records capture only those formally diagnosed. Case definitions similarly vary, with national surveillance employing uniform criteria while facility-based records may reflect resource constraints and local protocols (Curley, 2024). A multi-method approach yields the most comprehensive epidemiological understanding, capturing both diagnosed and undiagnosed infections while acknowledging the unique contextual factors shaping disease patterns in correctional environments.

    **Conclusion**

    HIV in prison populations, showing how incarcerated individuals especially Black men who have sex with men face higher infection risks in confined settings (Hoff et al., 2022). Two primary data collection methods (stratified random sampling and respondent-driven sampling) complement secondary sources like prison health records and CDC surveillance data (Friis & Sellers, 2021). The choice of data collection method affects both case identification and definition consistency. A combined approach offers the most complete picture of HIV patterns in correctional settings, providing a foundation for targeted interventions (Curley, 2024).

    References

    Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    Hoff, L., Scheidell, J. D., Mazumdar, M., Feelemyer, J., Dyer, T. V., Turpin, R. E., Cleland, C. M., Caniglia, E. C., Remch, M., Brewer, R., Hucks-Ortiz, C., Irvine, N. M., Mayer, K. H., & Khan, M. R. (2022). The associations of incarceration and depression with healthcare experiences and utilization among Black men who have sex with men in HPTN 061.
    _AIDS Care_,
    _34_(9), 1169–1178. https://doi.org/10.1080/09540121.2021.1966695

    Ndeffo-Mbah, M. L., Vigliotti, V. S., Skrip, L. A., Dolan, K., & Galvani, A. P. (2018). Dynamic Models of Infectious Disease Transmission in Prisons and the General Population.
    _Epidemiologic Reviews_,
    _40_(1), 40–57.
    [https://doi.org/10.1093/epirev/mxx014Links to an external site.](https://doi.org/10.1093/epirev/mxx014)

    Kuester, L. B., & Freestone, M. C. (2021). Time away is time out: Narratives of intentional reimprisonment amongst inmates living with HIV in a US setting.
    _Critical Public Health_,
    _31_(5), 561–572. https://doi.org/10.1080/09581596.2020.1737645

    Tan, S. T., Rodríguez-Barraquer, I., Kwan, A. T., Blumberg, S., Park, H. J., Hutchinson, J., Leidner, D., Lewnard, J. A., Sears, D., & Lo, N. C. (2025). Strength and durability of indirect protection against SARS-CoV-2 infection through vaccine and infection-acquired immunity.
    _Nature Communications_,
    _16_(1), 1090. https://doi.org/10.1038/s41467-024-55029-9

    ## image1.jpeg

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epid)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    Denise

    **HIV in Prison Populations**

    **Person**

    HIV disproportionately affects Black men in prison, especially those who have sex with men (MSM). This population faces significant healthcare barriers and shows higher HIV rates than the general population (Hoff et al., 2022; Ndeffo-Mbah et al., 2018).

    **Place**

    Prison environments facilitate disease transmission due to confined conditions.

    Institutional barriers limit access to HIV testing, treatment, and prevention services (Ndeffo-Mbah et al., 2018; Kuester & Freestone, 2021). Transitions between prison and communities disrupt care continuity (Friis & Sellers, 2021).

    **Time**

    Incarceration duration affects healthcare continuity, while repetition complicates sustained HIV treatment. Some individuals report seeking reimprisonment to access healthcare unavailable in their communities (Kuester & Freestone, 2021).

    Addressing this health disparity requires population-based approaches that consider individual, community, and structural factors (Curley, 2024).

    **Primary Collection Strategies**

    Stratified random sampling organizes the incarcerated population into demographic subgroups before random selection, enabling representative sampling while facilitating comparison between groups (Friis & Sellers, 2021). Respondent-driven sampling leverages peer networks through chain-referral techniques with statistical adjustments, proving especially valuable for accessing populations typically underrepresented in traditional sampling frameworks (Friis & Sellers, 2021).

    **Secondary Data Resources**

    Institutional health records document clinical encounters, treatment regimens, and medication compliance (Curley, 2024), though diagnostic protocols may lack standardization across facilities. The CDC HIV surveillance infrastructure maintains consistent reporting standards and demographic documentation

    nationwide (Friis & Sellers, 2021), but relies on testing participation, potentially missing undiagnosed cases.

    **Implications for Case Assessment**

    Data collection methodologies substantially impact case identification carefulness. While primary collection may detect cases overlooked by standard surveillance, institutional records capture only those formally diagnosed. Case definitions similarly vary, with national surveillance employing uniform criteria while facility-based records may reflect resource constraints and local protocols (Curley, 2024). A multi-method approach yields the most comprehensive epidemiological understanding, capturing both diagnosed and undiagnosed infections while acknowledging the unique contextual factors shaping disease patterns in correctional environments.

    **Conclusion**

    HIV in prison populations, showing how incarcerated individuals especially Black men who have sex with men face higher infection risks in confined settings (Hoff et al., 2022). Two primary data collection methods (stratified random sampling and respondent-driven sampling) complement secondary sources like prison health records and CDC surveillance data (Friis & Sellers, 2021). The choice of data collection method affects both case identification and definition consistency. A combined approach offers the most complete picture of HIV patterns in correctional settings, providing a foundation for targeted interventions (Curley, 2024).

    References

    Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    Hoff, L., Scheidell, J. D., Mazumdar, M., Feelemyer, J., Dyer, T. V., Turpin, R. E., Cleland, C. M., Caniglia, E. C., Remch, M., Brewer, R., Hucks-Ortiz, C., Irvine, N. M., Mayer, K. H., & Khan, M. R. (2022). The associations of incarceration and depression with healthcare experiences and utilization among Black men who have sex with men in HPTN 061.
    _AIDS Care_,
    _34_(9), 1169–1178. https://doi.org/10.1080/09540121.2021.1966695

    Ndeffo-Mbah, M. L., Vigliotti, V. S., Skrip, L. A., Dolan, K., & Galvani, A. P. (2018). Dynamic Models of Infectious Disease Transmission in Prisons and the General Population.
    _Epidemiologic Reviews_,
    _40_(1), 40–57.
    [https://doi.org/10.1093/epirev/mxx014Links to an external site.](https://doi.org/10.1093/epirev/mxx014)

    Kuester, L. B., & Freestone, M. C. (2021). Time away is time out: Narratives of intentional reimprisonment amongst inmates living with HIV in a US setting.
    _Critical Public Health_,
    _31_(5), 561–572. https://doi.org/10.1080/09581596.2020.1737645

    Tan, S. T., Rodríguez-Barraquer, I., Kwan, A. T., Blumberg, S., Park, H. J., Hutchinson, J., Leidner, D., Lewnard, J. A., Sears, D., & Lo, N. C. (2025). Strength and durability of indirect protection against SARS-CoV-2 infection through vaccine and infection-acquired immunity.
    _Nature Communications_,
    _16_(1), 1090. https://doi.org/10.1038/s41467-024-55029-9

    ## image1.jpeg

  • [Solved] RES TO DIS. DATA

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    – 2 years ago **files (1)** – ## WK2DISC.DATA.docx **## WK2DISC.DATA.docx** Introducing Statistics for the DNP A research problem statement identifies an area of need in which there is a gap in knowledge or practice and interest by a nurse researcher. Either from a hypothetical or real-world experie…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK2DISC.DATA.docx

    **## WK2DISC.DATA.docx**

    Introducing Statistics for the DNP

    A research problem statement identifies an area of need in which there is a gap in knowledge or practice and interest by a nurse researcher. Either from a hypothetical or real-world experience, nursing research problem statements help to focus the research purpose and guide the study of the problem.

    In this discussion, you will identify a nursing problem to analyze the potential impact for positive change and explore tools used to examine it in the selected research.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373626)

    Required Reading

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 1, “Evidence-Based Practice Background” (pp. 3–10)

    · Chapter 4, “The Practice Question Phase” (pp. 80–92)

    · Question Development Tool (pp. 283–288)

    · Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020).
    [Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?Links to an external site.](https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469) _Nursing in Critical Care, 25_(1), 8–15. https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469

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

    · Chapter 1, “Statistics or Sadistics? It’s Up to You” (pp. 4–11)

    ·
    **Document:** Hicks, T. (2024).
    [_Quality evaluation of a central line associated bloodstream infection_](https://waldenu.instructure.com/courses/157739/files/12465887?wrap=1) [Download Quality evaluation of a central line associated bloodstream infection](https://waldenu.instructure.com/courses/157739/files/12465887/download?download_frd=1). Walden University CAO Repository.

    Required Media

    Niedz, B. (2024).
    _Basic research principles: Introducing statistics_ [Video]. Walden University Canvas.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    Required Power point

    **To prepare:**

    · Review the “Fall” articles from Week 1.

    · Complete the Week 2 Basic Research Principles: Introducing Statistics Quiz.

    By Day 3 of Week 2

    **Post** a response to the following prompts:

    · Identify nursing problems implicit in the nursing research study and the QI DNP project.

    · Describe how the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects). Compare and contrast how the problems are presented and potentially influence a positive nursing practice change.

    · Identify one key measurement/variable used in each of the three studies/projects.

    · Critique the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).

    By Day 6 of Week 2

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    RESPOND TO THIS DISCUSION POST

    **Oneil**

    **Nursing problems implicit in the nursing research study and the QI DNP project.**

    **Nursing research explores nursing problems to prepare nurses for what to expect in nursing practice. The nursing problems in the QI DNP project and research study focus on gaps in practice and knowledge. The research study by Emsden et al. (2020) highlights a knowledge gap in pain assessment in patients who cannot speak, such as unconscious or intubated patients, by questioning the effectiveness of the current tools that focus on providing verbal responses. The QI DNP project by Hicks (2024), on the other hand, address a gap in practice by highlighting the increased prevalence of central line-associated bloodstream infections at a specific healthcare facility. These two problems are critical because they directly affect patient outcomes. However, they address different areas of healthcare improvement because they focus on expanding knowledge by validating tools and reviewing the implementation of evidence-based practices to reduce infection rates.**

    **How the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects) and a comparison and contrast of how the problems are presented and potentially influence a positive nursing practice change.**

    **The nature of nursing problems defines the gaps in practice and knowledge. For example, in the research study, the knowledge gap is highlighted by the need to validate the tools used to assess patients for patients who cannot speak, thus bridging the knowledge gap in patient care. Addressing this gap can result in the development of better pain assessment tools, which will lead to improved patient outcomes. On the other hand, the QI DNP project identifies a gap in practice by reviewing the ineffective control of CLABSI rates. This creates a need to review and improve the current practices used to manage CLABSI. These gaps create opportunities to improve healthcare delivery by offering new knowledge. For example, the research study influences change by introducing new information that can be applied to patient care. Consequently, the QI DNP project drives changes through improved practices. However, the research study enhances nursing practice differently because it contributes to developing new theories, while the QI initiatives focus on practical improvements.**

    **Key measurement/variable used in each of the three studies/projects.**

    **The three studies reviewed this week have different key measurements/variables. For example, the key variable in the research study is the accuracy of the Critical Care Pain Observation Tool in assessing pain in patients who cannot speak. The critical variable in the QI DNP project is the occurrence of CLABSI as the primary measurement, evaluating the effectiveness of the interventions in reducing infection rates. The crucial variable in the third study by Bangura (2024) is the fall rate among patients. This variable creates the foundation for the study because it guides the researcher in evaluating the effectiveness of the current strategies used to prevent patient falls.**

    **Critique of the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).**

    **The question development tool presented in the study by Hicks (2024) effectively connects the problem, EBP question, and measurement. The tool offers a structured approach to identifying and aligning a problem with an outcome that can be measured through QI projects and research. However, the tool is rigid, thus limiting the scope of study to predefined outcomes, possibly overlooking emergent variables that could be important. Therefore, the tool can be improved by making it more flexible to adjust to unforeseen variables during a project or research study.**

    **References**

    **Bangura, F. (2024). Development and evaluation of a nurse practitioner–directed intentional rounding strategy and its impact on decreasing falls in a veterans long-term care facility. (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.** [**https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2Links to an external site.**](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2)

    **Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020). Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?**
    **_Nursing in Critical Care_,**
    **_25_(1), 8-15.** [**https://doi.org/10.1111/nicc.12469Links to an external site.**](https://doi.org/10.1111/nicc.12469)

    **Hicks, T. (2024). Quality evaluation of a central line-associated blood stream infection.**
    **_Walden University CAO Repository_.**

    **## WK2DISC.DATA.docx**

    Introducing Statistics for the DNP

    A research problem statement identifies an area of need in which there is a gap in knowledge or practice and interest by a nurse researcher. Either from a hypothetical or real-world experience, nursing research problem statements help to focus the research purpose and guide the study of the problem.

    In this discussion, you will identify a nursing problem to analyze the potential impact for positive change and explore tools used to examine it in the selected research.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373626)

    Required Reading

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 1, “Evidence-Based Practice Background” (pp. 3–10)

    · Chapter 4, “The Practice Question Phase” (pp. 80–92)

    · Question Development Tool (pp. 283–288)

    · Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020).
    [Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?Links to an external site.](https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469) _Nursing in Critical Care, 25_(1), 8–15. https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469

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

    · Chapter 1, “Statistics or Sadistics? It’s Up to You” (pp. 4–11)

    ·
    **Document:** Hicks, T. (2024).
    [_Quality evaluation of a central line associated bloodstream infection_](https://waldenu.instructure.com/courses/157739/files/12465887?wrap=1) [Download Quality evaluation of a central line associated bloodstream infection](https://waldenu.instructure.com/courses/157739/files/12465887/download?download_frd=1). Walden University CAO Repository.

    Required Media

    Niedz, B. (2024).
    _Basic research principles: Introducing statistics_ [Video]. Walden University Canvas.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    Required Power point

    **To prepare:**

    · Review the “Fall” articles from Week 1.

    · Complete the Week 2 Basic Research Principles: Introducing Statistics Quiz.

    By Day 3 of Week 2

    **Post** a response to the following prompts:

    · Identify nursing problems implicit in the nursing research study and the QI DNP project.

    · Describe how the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects). Compare and contrast how the problems are presented and potentially influence a positive nursing practice change.

    · Identify one key measurement/variable used in each of the three studies/projects.

    · Critique the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).

    By Day 6 of Week 2

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    RESPOND TO THIS DISCUSION POST

    **Oneil**

    **Nursing problems implicit in the nursing research study and the QI DNP project.**

    **Nursing research explores nursing problems to prepare nurses for what to expect in nursing practice. The nursing problems in the QI DNP project and research study focus on gaps in practice and knowledge. The research study by Emsden et al. (2020) highlights a knowledge gap in pain assessment in patients who cannot speak, such as unconscious or intubated patients, by questioning the effectiveness of the current tools that focus on providing verbal responses. The QI DNP project by Hicks (2024), on the other hand, address a gap in practice by highlighting the increased prevalence of central line-associated bloodstream infections at a specific healthcare facility. These two problems are critical because they directly affect patient outcomes. However, they address different areas of healthcare improvement because they focus on expanding knowledge by validating tools and reviewing the implementation of evidence-based practices to reduce infection rates.**

    **How the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects) and a comparison and contrast of how the problems are presented and potentially influence a positive nursing practice change.**

    **The nature of nursing problems defines the gaps in practice and knowledge. For example, in the research study, the knowledge gap is highlighted by the need to validate the tools used to assess patients for patients who cannot speak, thus bridging the knowledge gap in patient care. Addressing this gap can result in the development of better pain assessment tools, which will lead to improved patient outcomes. On the other hand, the QI DNP project identifies a gap in practice by reviewing the ineffective control of CLABSI rates. This creates a need to review and improve the current practices used to manage CLABSI. These gaps create opportunities to improve healthcare delivery by offering new knowledge. For example, the research study influences change by introducing new information that can be applied to patient care. Consequently, the QI DNP project drives changes through improved practices. However, the research study enhances nursing practice differently because it contributes to developing new theories, while the QI initiatives focus on practical improvements.**

    **Key measurement/variable used in each of the three studies/projects.**

    **The three studies reviewed this week have different key measurements/variables. For example, the key variable in the research study is the accuracy of the Critical Care Pain Observation Tool in assessing pain in patients who cannot speak. The critical variable in the QI DNP project is the occurrence of CLABSI as the primary measurement, evaluating the effectiveness of the interventions in reducing infection rates. The crucial variable in the third study by Bangura (2024) is the fall rate among patients. This variable creates the foundation for the study because it guides the researcher in evaluating the effectiveness of the current strategies used to prevent patient falls.**

    **Critique of the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).**

    **The question development tool presented in the study by Hicks (2024) effectively connects the problem, EBP question, and measurement. The tool offers a structured approach to identifying and aligning a problem with an outcome that can be measured through QI projects and research. However, the tool is rigid, thus limiting the scope of study to predefined outcomes, possibly overlooking emergent variables that could be important. Therefore, the tool can be improved by making it more flexible to adjust to unforeseen variables during a project or research study.**

    **References**

    **Bangura, F. (2024). Development and evaluation of a nurse practitioner–directed intentional rounding strategy and its impact on decreasing falls in a veterans long-term care facility. (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.** [**https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2Links to an external site.**](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2)

    **Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020). Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?**
    **_Nursing in Critical Care_,**
    **_25_(1), 8-15.** [**https://doi.org/10.1111/nicc.12469Links to an external site.**](https://doi.org/10.1111/nicc.12469)

    **Hicks, T. (2024). Quality evaluation of a central line-associated blood stream infection.**
    **_Walden University CAO Repository_.**

  • [Solved] provide a reply as a DNP student, use 2 scholarly references no older than 5 years on APA 7 format Do not use AI or plagirarism

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    Executive Solution Overview

    Hello Students, A critical issue that continues to shape nursing evolution is the ongoing shortage of nurses and its impact on patient care. Historically, war and pandemics have highlighted the demand for skilled nurses, yet healthcare systems often struggle to maintain adequate staffing levels. In …

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    Assignment Prompt & Instructions

    Hello Students,

    A critical issue that continues to shape nursing evolution is the ongoing shortage of nurses and its impact on patient care. Historically, war and pandemics have highlighted the demand for skilled nurses, yet healthcare systems often struggle to maintain adequate staffing levels. In the United States, the Bureau of Labor Statistics projects that by 2030, there will be a shortage of over 500,000 registered nurses, further exacerbated by high burnout rates (BLS, 2023). Given this trend, how do you think nursing education and policy should adapt to ensure that future nurses are well-equipped to handle workforce shortages while maintaining quality care?

    Your insights into these historical challenges provide a strong foundation for understanding nursing’s growth, but it is also essential to consider how these past barriers inform current and future advancements in the profession.

    **References**

    Bureau of Labor Statistics. (2023). _Employment projections: 2022-2032_. Retrieved from [www.bls.gov](http://www.bls.gov/)

    – 2 years ago

  • [Solved] provide a reply as a DNP student to the following post. Use at least 2 different scholarly references no older than 5 years old. on APA 7 format

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    Executive Solution Overview

    to Mary G. \ The Evolution of Nursing Science and Practice: Historical Opportunities and Challenges Many historical challenges have influenced the evolution of nursing science and practice related to society, academic legitimacy and professional boundaries. One of the most significant challenges wa…

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    to Mary G.

    \

    The Evolution of Nursing Science and Practice: Historical Opportunities and Challenges Many historical challenges have influenced the evolution of nursing science and practice related to society, academic legitimacy and professional boundaries. One of the most significant challenges was establishing nursing as its own science, rather than simply an extension of medicine. Doubt about the independence as an academic and scientific field presided in the nursing field until recently, given that the knowledge of this professional discipline was historically considered to have been borrowed from other disciplines and fields, specifically from the biomedical and social sciences. The positivist influence was prevalent in the mid-20th century, where the emphasis on theory development and empirical validation bred a rigid "hard science" perspective along a continuum of the optimization of society through the provision of services, where humanistic and social aspects of nursing practice were diminished (Da Silva & Wynn, 2025). This caused a tension between the desirable standardization of scientific method used to deliver care and the holistic, individualized care which is the essence of nursing.

    Furthermore, highlighting the relevance of feminist theory to nursing science is crucial, since it matched the core values of nursing science which consisted of advocacy, care, and social justice. But, feminist-driven changes encountered political and gender biases and were resisted, which further delayed the full recognition of nursing as a legitimate science (Mendívil, Choperena, & Salas, 2025). This was further compounded by the postmodern turn in nursing theory that criticized traditional paradigms and encouraged qualitative research and patient-centered narratives, which some scholars and critics believed lacked the scientific basis. This has long been one of the major divides in nursing  between those favoring the production of objective knowledge and those calling for a more subjective epistemology and continues to be a key challenge to the discipline.

    The other fundamental problem towards transform of nursing practice has been the restriction of independency and acknowledgement of nurse practitioners in the healthcare setups. Nursing used to be considered a step down from medicine, with nurses as caretakers under the orders of physicians, not independent practitioners. This limited their participation in the formation of healthcare policy and evidence-based practices specific to concerns important in nursing. The emergence of advanced practice nursing and higher education for nurses, especially the DNP, has improved the role of nurses as innovators in healthcare, but we still have a significant pathway to go when it comes to fully realize this potential. According to Finnegan et al. (2025, p.), it’s hard to align nursing competencies, education standards, and degrees, varied across institutions, and resisted by traditional medical hierarchies.

    Evidence-based practice (Essential III) and healthcare policy and advocacy (Essential V), identified as critical areas within DNP Essentials, are key requirements in overcoming previous obstacles that have historically limited the independence of the nursing profession and the development of nursing practice. Nevertheless, integrating these competencies holistically still mandates advocacy, legislation, and cross-disciplinary efforts to disrupt systemic obstacles. The future must distill this social science knowledge and marry it with nursing science and practice while contextualizing both from a philosophical view while reinforcing the methodology of research and redefining the nurse as both scientist and practitioner.

    **References**:

    Da Silva, T. H. R., & Wynn, M. (2025). Introduction to digital nursing and nursing theory. King’s College London Publications. Retrieved from https://kclpure.kcl.ac.uk/portal/en/publications/introduction-to-digital-nursing-and-nursing-theory

    Finnegan, L., Kelly-Weeder, S., Akintade, B. F., & Hooks, J. D. (2025). Harmonizing excellence: Crafting the nexus of competencies, standards, and degree demands in nurse practitioner education. Nursing Outlook. Elsevier. https://www.sciencedirect.com/science/article/pii/S0029655425000016

    Mendívil, M., Choperena, A., & Salas, V. (2025). Interventions to develop clinical judgment among nurses: A systematic review with narrative synthesis. Nurse Education in Practice. https://www.sciencedirect.com/science/article/pii/S1471595325000563

    – 2 years ago