Case Study: Fetal Abnormality

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Case Study: Fetal Abnormality

Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant. Case Study: Fetal Abnormality

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Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome.

Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.

Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.

Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.

Windshield Survey Template

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Windshield Survey Template

Windshield Survey Template

Data Overview

Data Strengths Weaknesses
Boundaries The village is small and can be managed incase of an outbreak of a disease in the area.

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 The proximity to the forest can lead to wild fires which can destroy most the property within the area.
Housing and Zoning The residential and commercial houses built in the 1940s and 1950s were build using modern architectural designs and materials and they exist for decades. The disrepair of St. Charles factory and other schools that were abandoned by the Jews shows that these resources are unutilized and they need to be repaired or demolished to give way to new facilities such as hospitals.
Signs of Decay The village is clean and there are no trash, rubble and large dumpster. Therefore, the environment is free from vectors that cause diseases from these sites. Abandoned cars, and bordered-up buildings are dangerous to people and they can easily cause harm.  
Parks and Recreation Areas Parks and recreation facilities in the village ensure that people live healthy lives by exercising in the parks, playgrounds and interacting with people from different cultures. During the COVID-19, these parks and recreation centers were dangerous because they could lead to direct contact between people which could transmit the disease.
Commons Skokie has fabulous grocery stores where the residents can visit and buy healthy, fresh foods that will ensure they live a healthy lifestyle. Some commons such as nightclubs and bars lead to unhealthy lifestyles and cause diseases such as Liver Cirrhosis from drinking and cancer from smoking cigarettes.
Stores Stores such as drug stores, provide residents with supplies on drugs when they are sick. Moreover, other stores such as laundry facilities ensure that people clean their clothes regularly. The availability of drug stores may lure the residents into drug abuse by buying drugs they are not prescribed. Moreover, home delivery for the grocery leads to sedentary lifestyle which cause chronic illnesses.  
Transportation Skokie embrace means of transport such as bicycle riding and walking which promote health and well being and conserve the environment because bicycles do not emit harmful gases. High percentage of people in Skokie use their cars to drive to work, to the stores and back home. Thus, people may not exercise adequately which may cause obesity
Service Centers Social agencies such as department of human services ensure that the elderly in the village is not abused and that they receive adequate care because they represent a significant number of the population. There is only one hospital in the village which provides general services and it can be difficult for a person to access it when they need it the most. Therefore, those living far form the facility may succumb to emergency diseases before they arrive in the hospital.
Street People (and Animals) Skokie is very busy village during the day and people are engaged in productive activities. Therefore, people can afford to live upper class lifestyle and ensure they eat healthy. Dogs and other pets have a strong connection with their owners and it is inappropriate to deny them a chance to be brought in the parks. The owner must be responsible if it defecates.
Protective Services Every community requires security and other services such as fire fighting in case of fire outbreaks. The village has enough personnel and companies to ensure that people are not hurt during fires and they are protected from criminals. Despite having police station and police officers patrolling the area. Skokie still experience moderate crime levels which threaten the peaceful co-existence of the people.
Race Skokie has diverse people with whites, Asians, African Americans and people from two or more races. This population embrace diversity and people interact and exchange cultures Skokie embraces diversity, however, these races may develop social tension which may lead to undesired outcome such as insecurity in the area.
Ethnicity People have the freedom to practice their faith without discrimination. Schools teach various cultural and religious differences depending on the nature of the school. Ethnic stores, churches and languages may result in barriers where other population cannot access these places because they are set aside for one population.
Religion Religious facilities provide services to the people. They ensure that everyone access education at a place they are most comfortable. The differences in religion and separate facilities for various activities such as education deny children the opportunity to interact and share their cultures.
Class Most people in Skokie are upper class. Therefore, they can afford to live healthy life because they can buy healthy foods. The low level of poverty-stricken residents who cannot afford upper class lifestyle are likely to suffer from nutritional deficiency diseases.  
Health Status The median age of the population is 44 years. Therefore, most residents are energetic and they can make good use of the resources in the village. One fifth of the population is made up of older population, this population is always at risk of chronic infections.
     

Data Summary

Please summarize your data by responding to the following:

  1. Describe the strengths of community as evidenced by Windshield Survey.

 

  1. Describe the weaknesses (gaps in service) as evidenced by Windshield Survey.

 

  1. Identify 1 problem based on the identified gap in community resources as an indicator of potential poor health outcomes

According to the gaps identified in the community, one potential indicator of poor health outcomes at Skokie is the high population of the elderly in the village. 20% of the population comprise of people above 65 years. This population is vulnerable to chronic diseases and they need immediate care. Therefore, the growing proportion of the elderly population is a potential indicator of poor health outcomes in the area.

Nursing homework help

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Nursing homework help

There are several professional nursing journals that I can choose to publish my EBP project. I must choose a journal or magazine that is ready by many people. One of them is Nursing Research and Practice Journal. This is a peer-reviewed, Open Access journal that publishes original research articles, review articles, and clinical studies in all areas of nursing. I this this is the best way to disseminate my findings because the journal is open access and publishes only original research and peer reviewed articles. This will enable me to reach a wide audience. Nursing homework help

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I think I should present my EBP project virtually in a conference called 4th International Conference on Nursing science & healthcare to be held on June 10th & 11th, 2022 at Manila, Philippines. This conference will be virtual like last years’ considering the global pandemic and travel restrictions (International Nursing Science and Healthcare Conference 2022 | Nursing Conferences – ICNSH, n.d.). I may opt for this conference because it will create connections between presentations and audience, while facilitating the free exchange of scientific information among attendees. United Scientific Group organizes the conference and it brings together different health care professionals including Scientists, Doctors, Professors, Nursing Lecturers, Nurses, Pharmaceutical Industries, Healthcare Industries, Directors of Association and Societies. I chose the conference because it provides a global platform for networking and exchanging the latest innovations and healthcare. It will provide me with a great opportunity to disseminate my EBP project findings (International Nursing Science and Healthcare Conference 2022 | Nursing Conferences – ICNSH, n.d.).

Nursing homework help

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Nursing homework help

Evidenced-based practice (EBP) is an essential component of the practice of a BSN-prepared RN because as a professional nurse, the nurse must be able to appraise and apply knowledge to enhance the science of nursing and promote better patient outcomes (Abu-Baker et al., 2021). Two ways I will continue to integrate evidence into my practice and encourage it within my work environment will be to research current EBP regularly and participate in applying them when the opportunities present themselves. Becoming a BSN-prepared RN has giving me the knowledge to appraise current methods and research, and the ability to integrate it into practice. In addition, I can look for opportunities to apply EBP in the work environment by playing an active role in developing policies and procedures when needed; like the capstone change project.  Nursing homework help

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Two obstacles that may challenge this plan is that I work full-time as a charge nurse and that, once school is complete, I will lose access to the database that Grand Canyon University offered. Steps I can take to minimize the impact of these challenges include mentoring other nurses into becoming additional charge nurses and subscribing to prestigious nurse journals.

Nursing homework help

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Nursing homework help

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Utilization of EBP is important in everyday practice, to provide the patients with the most up-to-date treatment modalities. EBP is the purposeful and judicious use of the best treatment evidence along with expertise and patient wishes to improve patient outcomes (Titler, 2008). One of the primary methods to incorporate EBP into my work is by doing the research. If I put in time and effort to perform the research and search through the treatment data, I can utilize the research to make a proposal to the physician. If they feel that the information is appropriate, then they can utilize the idea for patient treatment. Another method to incorporate EBP into the workplace is by performing new policies or procedures based on previous research and evidence. Proposals can be made to produce change within the facility. Some obstacles can be denying the proposals, or not wanting to take the treatment path.  If the physician is notified, and proper evidence and theory is behind the recommendation then the physician is more likely to think about the plan versus denying it. Also, if proposals and change plans have been well prepared, and recommendations or changes can be made to the proposal to suit the facilities need then it is more likely to be accepted. In addition, if it can be proven to be cost-effective and beneficial to the company, they are likely to accept it as well.

NU-740: Week 14 Assignment 1: Poster Development

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NU-740: Week 14 Assignment 1: Poster Development

NU-740: Week 14 Assignment 1: Poster Development

Week 14 Assignment 1: Poster Development

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

  1. Go to the website Creating Effective Poster Presentations, found at DNP Connections on Moodle.
  2. Once on that site, review the following tabs:
    1. An Effective Poster
    2. Define Your Message
    3. Know Your Audience(s)
    4. An Effective Abstract
  3. Following your review, discuss your experience and comfort level with creating posters.
  4. If poster creation is a new skill for you, discuss some of the challenges you predict you might encounter.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 14: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 15: Disseminating the Results
  • Moran Textbook PowerPoint – Chapter 15 (PPT)

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Other Moran Textbook PowerPoint presentations:

  • Moran Textbook PowerPoint – Chapter 4 (PPT)
  • Moran Textbook PowerPoint – Chapter 13 (PPT)
  • Moran Textbook PowerPoint – Chapter 14 (PPT)
  • Moran Textbook PowerPoint – Chapter 16 (PPT)

 

Week 15 Assignment 2: Complete Your SPP PowerPoint Presentation

Week 15 Assignment 2: Complete Your SPP PowerPoint Presentation

Value: Complete/Incomplete

Due: Day 3

Grading Category: Complete/Incomplete

Instructions

This week, you will be presenting your Proposal Defense to your faculty at the prearranged date/time that you scheduled in Week 12.

Please refer to the Grading Rubric for details on how this activity will be graded.

Note: You will not submit anything this week. You will receive a complete mark after you have met with your faculty.

 

Week 15 Assignment 1: Proposal Defense Presentation

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignment

Instructions

For this assignment, you will need to attend at least one Richard and Sheila Young School of Nursing DNP Defense during this semester. After you attend, write a brief synopsis (one paragraph) that includes the date and title of the DNP student’s defense you attended. In your synopsis, answer the following:

  1. What is one detail you learned that can be applied to your SPP?
  2. Where do you feel you will need the most assistance in preparing your own defense?
  3. List one goal you plan to achieve in preparation for your own DNP defense.

Submit your answers in a Word document.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 15: Learning Materials

Readings

Required

There are no assigned readings; however, you should be reading material from Moran et al. (2020) that is specific to your project.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)
  • Carnegie, D. Speak More Effectively (e-book)

Week 14 Assignment 3: Poster Submission and SPP Proposal

Value: Complete/Incomplete

Due: Day 7

Grading Category: Complete/Incomplete

Instructions

Submit a revised copy of your Poster presentation.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 14 Assignment 2: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category:  Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Review of poster development
  3. Confirmation of Week 15’s scheduled Proposal Defense Presentation
  4. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 14 Assignment 1: Poster Development

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

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Instructions

  1. Go to the website Creating Effective Poster Presentations, found at DNP Connections on Moodle.
  2. Once on that site, review the following tabs:
    1. An Effective Poster
    2. Define Your Message
    3. Know Your Audience(s)
    4. An Effective Abstract
  3. Following your review, discuss your experience and comfort level with creating posters.
  4. If poster creation is a new skill for you, discuss some of the challenges you predict you might encounter.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 13 Assignment 1: Zoom Meeting with Course Instructor

 

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  3. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 13: Learning Materials

Readings

Required

There are no assigned readings; however, you should be reading material from Moran et al. (2020) that is specific to your project.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 13 Assignment 2: Uploading SLOs to CORE ELMS Portfolio and SLOs

Value: Complete/Incomplete

Due: Day 3

Grading Category: Complete/Incomplete

Instructions

  1. Review the Week 1 Activity 2: Portfolio Information and Resources for the details and portfolio information.
  2. Make certain that your portfolio information is up to date.
  3. Your instructor will review the content and offer constructive feedback.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 13 Assignment 3: SPP PowerPoint Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: PPT Presentation

Instructions

Submit a revised copy of your SPP PowerPoint presentation.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 13 Assignment 4: The Essentials: Core Competencies for Professional Nursing Education and SLOs

Value: Complete/Incomplete

Due: Day 7

Grading Category: Complete/Incomplete

Instructions

Over the past several weeks you have examined all nine student learning outcomes (SLOs) that provided an opportunity to reflect upon your achievements in accordance to academic standards. This week you will review and examine The Essentials outlined by the American Association of Colleges of Nursing (AACN). The AACN revised the Essentials outlining the following Domains. The domains and descriptors used in the Essentials are listed below.

Selects a minimum of one Domain and describe how the Domain and SLOs facilitated competency in your DNP education and in professional practice in a minimum of 250 words.

Student Learning Outcomes

  1. Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for health care delivery. 2. Synthesize evidence from research and theory to enhance delivery of quality health care. 3. Develop systems supportive of effective communication at the organizational and interdisciplinary level. 4. Generate knowledge through research and/or evidence-based practice to advance the nursing profession. 5. Evaluate ethical, legal, and professional standards of practice. 6. Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system. 7. Create an environment that maximizes continued learning and development for professional practice. 8. Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system. 9. Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

Essential Domains

Domain 1: Knowledge for Nursing Practice Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Domain 2: Person-Centered Care Descriptor: Person-centered care focuses on the individual within multiple complicated contexts, including family and/or important others. Person-centered care is holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally appropriate. Person-centered care builds on a scientific body of knowledge that guides nursing practice regardless of specialty or functional area.

Domain 3: Population Health Descriptor: Population health spans the healthcare delivery continuum from public health prevention to disease management of populations and describes collaborative activities with both traditional and non-traditional partnerships from affected communities, public health, industry, academia, health care, local government entities, and others for the improvement of equitable population health outcomes.

Domain 4: Scholarship for Nursing Discipline Descriptor: The generation, synthesis, translation, application, and dissemination of nursing knowledge to improve health and transform health care.

Domain 5: Quality and Safety Descriptor: Employment of established and emerging principles of safety and improvement science. Quality and safety, as core values of nursing practice, enhance quality and minimize risk of harm to patients and providers through both system effectiveness and individual performance.

Domain 6: Interprofessional Partnerships Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Domain 7: Systems-Based Practice Descriptor: Responding to and leading within complex systems of health care. Nurses effectively and proactively coordinate resources to provide safe, quality, equitable care to diverse populations.

Domain 8: Informatics and Healthcare Technologies Descriptor: Information and communication technologies and informatics processes are used to provide care, gather data, form information to drive decision making, and support professionals as they expand knowledge and wisdom for practice. Informatics processes and technologies are used to manage and improve the delivery of safe, high-quality, and efficient healthcare services in accordance with best practice and professional and regulatory standards.

Domain 9: Professionalism Descriptor: Formation and cultivation of a sustainable professional nursing identity, accountability, perspective, collaborative disposition, and comportment that reflects nursing’s characteristics and values.

Domain 10: Personal, Professional, and Leadership Development Descriptor: Participation in activities and self-reflection that foster personal health, resilience, and well-being, lifelong learning, and support the acquisition of nursing expertise and assertion of leadership.

Review the SLOs addressed and consider the essentials and domains revising your word document as needed.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 11 Assignment 2: SLO 9 Integrating Student Learning Outcomes and DNP Essentials

value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 1

Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome and the DNP Essential.
  • Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 12 Discussion: Recording your SPP Proposal (For Grading Purposes Only)

Week 12 Discussion 1: Scheduling Your Proposal Defense Meeting (For Grading Purposes Only)

Week 12 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Review of documenting into e-Logs
  3. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  4. Discussion of success in scheduling the Proposal Defense Presentation date
  5. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 12 Assignment 2: Current Scholarly Practice Project (SPP) Submission

Value: 100 points

Due: Day 7

Grading Category: SPP Paper

Instructions

In the past several weeks you have worked on the components of the SPP. Review the rubric for the content expected for this submission. Be sure to look over any feedback and incorporate in your submission

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 10 Assignment 1: Zoom Meeting with Course Instructor

alue: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  3. Discussion of the roles of leadership, mentoring, informatics technology, and quality and safety as they apply to your SPP
  4. Review of completed clinical hours to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 10 Assignment 2: SLO 8 Integrating Student Learning Outcomes and DNP Essentials

value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 8

Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome and the DNP Essential.
  • Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 10 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: 100 points

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will add your theoretical framework and any revisions as advised by your instructor.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 11 Discussion 1: SPP Resources and Support (For Grading Purposes Only)

Week 11 Discussion 1: SPP Resources and Support

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

As you begin to think about the resources that you will need for your SPP, explain the following in this discussion forum:

  1. Who will be needed to assist with your SPP in all of the stages, including assessment, planning, implementing, and evaluating?
  2. Consider inviting interprofessional collaboration into your team makeup, meaning individuals from both nursing and other professions. Identify, by profession, the resources who will be instrumental in your project and why.
  3. Also remember to include the patients and populations served as stakeholders. If you know the names and disciplines of the identified team members for your project, please include this information to share with your course instructor.
  4. Consider every step of the SPP. Will you also need administrative, statistical, or technological support?
  5. Add any additional thoughts on your resources and support team.

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 11 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Discussion of additional resources that may be needed for writing resources
  3. Discussion of how interprofessional collaboration applies to your SPP

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 8 Assignment 2: SLO 6 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 6

Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLOs and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 9 Discussion 1: SPP Theoretical Framework (For Grading Purposes Only)

Week 9 Discussion 1: SPP Theoretical Framework

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

Describe the theoretical framework that supports your SPP as you consider the following:

  1. Indicate the main concepts or constructs of the theory.
  2. Does the theory describe, explain or predict the phenomenon of interest?
  3. Is there a graphic of the theory?
  4. How will the theory guide the framework of the DNP project?
  5. What are the model’s philosophical assumptions that relate to the theoretical framework?

Replies

Review other students’ initial posts and reply to two peers.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 9: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 5: The Phenomenon of Interest
  • Moran Textbook PowerPoint – Chapter 5 (PPT)
  • Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.).
    • Chapter 2: Practice-Based Scholarly Inquiry

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Videos

Theoretical Framework, The Doctoral Journey (17:41 minutes)

Theoretical Framework Video Transcript

How to Support Research with Theoretical and Conceptual Frameworks (5:19 minutes)

How to Support Research with Theoretical and Conceptual Frameworks Video Transcript

Week 9 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Review of documenting into e-Logs
  3. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  4. Discussion of your chosen theoretical framework and its associated assumptions that support variables of your proposed project
  5. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 9 Assignment 2: SLO 7 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 7

Create an environment that maximizes continued learning and development for professional practice.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome and the DNP Essential.
  • Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 10 Discussion 1: Mentorship or Leadership

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Option 1 Mentorship

Initial Post

Does your SPP offer the opportunity to be a mentor and/or preceptor in a practice setting? Cho et al. (2011) identified the following attributes of an outstanding mentor:

  • Exhibits enthusiasm, compassion, and selflessness
  • Acts as a career guide, tailored to the mentee
  • Is able to make a time commitment
  • Supports personal/professional balance
  • Has effective communication skills
  • Is respected in the workplace by peers and senior administrators
  • Is politically astute
  • Is highly knowledgeable in the field (Moran et al., 2020, p. 261)

Reflect upon the above eight attributes and how you would rate yourself as a mentor. How might you achieve increased competency in any of these attributes during your SPP to develop fully in your advanced practice role?

Provide the name and contact information of your proposed mentor. This is someone in the community who will support you in your SPP as a content expert.

Option 2 Leadership, Informatics Technology, and Quality and Safety

Initial Post

Choose one of these three topics: leadership (prompt 1), informatics technology (prompt 2), or quality (prompt 3), and answer the corresponding prompt below. Please choose a topic that has not yet been addressed until the three topics have been explored in this discussion.

  1. There will be opportunities to exemplify leadership in your SPP project. Discuss your perceived leadership strengths and weaknesses and identify your dominant leadership style(s).
  2. There may be available opportunities to use informatics tools in your SPP project. Review Moran et al. (2020) Table 13-10: Informatics Tools to Enhance the DNP Project Process and Table 13-11: Informatics Tools: Functions and Operating Systems. Discuss how you might use some of the listed tools, or tools not introduced in these tables, in your project development, implementation, and evaluation stages.
  3. There will be opportunities to support your SPP project with quality measures. Discuss the role of QSEN’s educational resources and training initiatives and how they might be incorporated into your SPP. How does your SPP synthesize evidence from research and theory to enhance delivery of quality health care?

Replies

Review other students’ initial posts and reply to two posts. You can make a both replies in the same option or in different options o. If you know someone who is an expert in a classmate’s topic area, please provide him or her with that information. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 7 Discussion: SPP Objectives

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

Post your project objectives, which is a 2–3-sentence statement on the purpose of doing this project. This week you will write Project Objectives or aims of your study for conducting your project. These stated objectives will keep your project on track. I suggest that you review the project objectives description section in your text. The objectives should describe what will be done as a measurable component, and when it will be completed. You will need to identify the aim of the project and an aim of translation into practice, therefore, at minimum you will need 2 objectives/aims.

S.M.A.R.T. Objectives
Specific
Measurable w/Measurement
Achievable
Relevant
Time-Oriented

Specific

  • What do I want to accomplish?
  • Why is this goal important?
  • Who is involved?
  • Where is it located?
  • Which resources or limits are involved?

Measurable w/Measurement

Achievable

  • Can objective be achieved?

Relevant

  • Should it be done?
  • Why?

Time-oriented

  • When will it be done?

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 7: Learning Material

Readings

Required

  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success (1st ed.). Springer
    • Framing the DNP Project; Taking Aim and Being Smart pp. 161-183.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 7 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, you will:

  1. Develop aims and objectives for your SPP.
  2. Review documenting into Core Elms.
  3. Demonstrate mastery of scholarly writing, including correct APA formatting.
  4. Organize the components of your DNP SPP paper.
  5. Review your project aims and objectives.
  6. Describe your project feasibility.

Instructions for Using Zoom

If any associated assignments or tasks are due following your live session, please upload them to this assignment using the following instructions.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 7 Assignment 2: SLO 5 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 5

Evaluate ethical, legal, and professional standards of practice.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLOs and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 7 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will incorporate the research question, statement of the problem, background, significance, and objectives for your project in your draft.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 8 Discussion: SPP Evidence-Based Practice Model

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

This week you will determine your project approach and identify a practice Model best suited to guide your project. Moran et al. (2020) indicates that a “DNP projects use a variety of approaches including quality improvements, program and policy evaluation, evidence-based practice initiatives and components of quantitative and qualitative research methodologies to evaluate, innovate or improve practice.” Methods such as PDSA; Six Sigma; or RCA in a QI project or the IOWA; the Rosswurm and Larrabee or Stelter models on an EPB project need “congruence between the project aim(s) and the study design, and the data collection and the analysis plan” (Moran et al., 2020, p. 156).

In Moran et al. (2020, p. 157), review Table 7-1 for the various approaches to the DNP project that include research /practice based inquiry, quality improvement, evidence-based practice, or program evaluation. As you begin to consider your project design,

  1. Review and select the DNP approach consistent with your population, intervention and outcome measurement for your study and provide a rationale for your selection.
  2. Describe the EBP model that will guide your project and the rationale for choosing this EBP model. You may refer to Table 7-1: DNP Project Approaches (Moran et al. 2021 p. 157) in your text for guidance.
  3. Define practice inquiry as it relates to the development of your scholarship practice project outlined in Holly (2019, p. 47) and the importance practice inquiry as you develop your SPP proposal.
    Your DNP project can take many forms. In Figure 5-2, Moran et al. (2020, p. 141), gives some examples for review

Quality Improvement Projects (a focus on analyzing elements of specific areas of performance to gain some measure of improvement). Quality Improvement Projects might use Plan-Do-Study-Act, Six Sigma, Lean Methodology, Failure Mode Effect Analysis, Root Cause Analysis, or Structure Process Outcome to name a few frameworks.

Examples:

  • Deploying a Geriatric Nurse Practitioner in an Emergency Department to Improve Outcomes for Geriatric Patients
  • Fall Prevention in the Medical Surgical Setting
  • Optimizing Inpatient Heart Failure Education to Support Self-Care After Discharge

Translating Evidence into Practice Projects (incorporate evidence into practice; translate practice guidelines; develop, implement, and/or evaluate practice initiatives). Evidence-based Practice Projects might use the IOWA Model, the Advancing Research & Clinical Practice through Close Collaboration, the Academic Center for Evidence-Based Practice, the Promoting Action on Research Implementation, the Stetler Model, the John Hopkins Hospital Nursing Evidence-based Practice Model, the JBI Model of Evidence-based Healthcare, or the Rosswurm and Larrabee Model, to name a few. Regis College oftentimes uses the Rosswurm and Larrabee Model as an exemplar for evidence-based practice

Examples:

  • Translation of Autism Screening Research into Practice
  • An Evidence-Based Toolkit to Prevent Meningococcal Meningitis in College Students
  • An Evidence-Based Ovarian Cancer Education Toolkit: A Pilot Study
  • Evidence-Based Practice Update for Nurse Practitioners in Urgent Care
  • Implementing Evidence-Based Practice in an Acute-Care Hospital
  • Development of an Evidence-Based, In-Patient Alcohol Detoxification Guideline for Culturally Diverse Adults

Clinical or Practice-based Inquiry Projects (asking questions about clinical practice)

Examples:

  • Predictors of the First-Year Nursing Students at Risk for Early Departure
  • Prevalence of Symptoms in Multiple Sclerosis Patients
  • The Predictive Value of Second Trimester Blood Pressures on the Development of Preeclampsia

Healthcare Delivery Innovation Projects (leading interdisciplinary teams, using technology to promote change, cultural competency advances)

Examples:

  • Development of a Web-Based Health Information Database and Call Center
  • A Web-Based Group Intervention for Patients with Recurrent or Metastatic Pancreatic Cancer
  • Development of a Virtual Nursing Learning Lounge to Bridge the Practice Gap
  • Interdisciplinary Simulation Training for Evidence-Based Obstetric Crisis Management

Program Development and Evaluation Projects. Program Evaluation Projects might use the CDC Framework, Logic Model, Balanced Scorecard, or Context, Input, Process and Product, to name a few.

Examples:

  • A Strategic Plan for the Development of a Model of Care for HIV Co-Infected Diabetics in an Inner-City Clinic
  • Smoking Cessation Program for Patients with Coronary Artery Disease
  • An Evaluation of a School-Based Asthma Protocol
  • A Medication Safety Education Program to Reduce the Risk of Harm Caused by Medication Errors
  • Effectiveness of Chronic Disease Self-Management Programs for Mentally Ill Inmates with Diabetes
  • A Multi-Method Approach to Evaluating Online Distance Learning in Nursing Education
  • Strategic Plan for a Patient-Centered Medical Home Adaptation
  • Development of a Strategic Plan for a Dedicated Education Unit and Clinical Teaching Associate Role

Demonstration Projects (test and measure the effects of program changes in real-world situations)

Examples:

  • A Community Based Approach to Promoting Nutritional Awareness and Improving Dietary Habits
  • Empowering Community Health: A Faith-Based Approach
  • Safe Foot Care in African American Type 2 Diabetes
  • Effects of Health Education on Nutrition and Physical Activity of School Children

Healthcare Policy (opportunities to advocate)

Examples:

  • Leadership, Advocacy, and Policy: Development of a Professional Organization for Doctors of Nursing Practice
  • Criterion-Based Job Description and Performance Assessment for the Advanced Practice Nurse
  • Nursing Informatics Certification and Competencies: A Report on the Current State and Recommendations for the Future
  • Nursing Incivility: Leadership Response

Generating New Evidence or Knowledge (quantitative, qualitative, mixed-methods research studies)

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Review and reply to two posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 8: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question pp. 155-185.
  • Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.). Springer.
    • Part 1 Chapter 3: The DNP Project

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 8 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP.
  2. Review of documenting into CoreElms.
  3. Discuss additional resources that may be needed, such as administrative, statistical, or technological.
  4. Discuss the chosen EBP model that supports the proposed project.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5 Assignment 3: SLO 3 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 3

Develop systems supportive of effective communication at the organizational and interdisciplinary level.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLO and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5 Assignment 1: Scholarly Practice Project SPP Background

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

The background should build a logical, rational, argument for doing the project. It should be very well referenced and represent a brief synthesis of the literature that you read in order to build your argument. By the time the reader finishes it, he or she should be able to guess the purpose of your project without reading any further. According to the guidelines” Background; this should be approximately 2-5 pages and well referenced.

In a Word document, submit the background portion of your SPP only for faculty review.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5: Learning Materials

Readings

Required

  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success (1st ed.). Springer
    • Chapter 4 Developing the DNP Project Background and Context p 91-128.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 6 Discussion: SPP Significance

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

The major focus of this week’s SPP Paper will be the Significance section. Review page 282 of Moran, et al. (2020) that outlines the elements to be included in the significance expanding on the introduction. According to Moran et al. (2020, p. 282), “Why is it important for this work to be completed? What are the problems that have been identified, and what are the implications? Why should the reader be interested in this topic?” The Significance sections provides the reader with an understanding of the problem and where the problem is occurring. (Moran et al, 2020).

In a Word document, develop the Significance section. You will address the importance of the identified problem to You will address the importance of the identified problem to nursing practice, research, education, leadership and/or administration. Please briefly describe how implementation of your SPP may impact nursing practice. You will want to tell the reader why your topic is significant in regards to nursing practice, research, education, leadership and/or administration. Therefore you will have four paragraphs, one for nursing practice, one for research, one for education and one for leadership /administration.

Replies

Review and respond to at least two other students’ initial posts with questions, thoughts, and/or suggestions.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 6: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Page 282, Background and Significance section.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 6 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Report your status of the week’s independent work on your SPP.
  2. Review yourdocumenting into CoreElms.
  3. Discuss the significance of your SPP proposal.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 6 Assignment 2: SLO 4 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 4

Generate knowledge through research and/or evidence-based practice to advance the nursing profession.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLO and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 3 Discussion 1: SPP Research Question and Validated Instrument

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

After reading and reviewing Bradshaw and Vitale’s learning materials, you will develop your PICO question and look in the literature and explore a validated tool, which will be used in your study.

Review the PICO video, which describes the Population, Intervention, Comparison, and Outcome. State your clinical/research question in the PICO format and post.
Review the following example.

  • Population describes the sample population.
  • Intervention names the clinical intervention or therapies of interest.
  • Comparison identifies a comparison intervention or the intervention is compared to usual care or procedure.
  • Outcome describes the outcome or consequences.

For those who are working on a qualitative study, your PICO will not identify an intervention. Review Polit and Beck (2021, p. 34), for all types of PICO questions.

In preparation for our Zoom meeting next week, consider the following items to discuss:

  1. What is the problem you would like to investigate?
  2. Are you thinking about a quantitative study, where you will implement an intervention, or perhaps a qualitative study to assess the meaning or process? If you are unfamiliar with the types of research, take the time to review them in your research book prior to the Zoom session. Also, review the PICO question format in Polit and Beck (2021, p. 34).
  3. What is the population of focus?
  4. What type of intervention or treatment do you want to employ?
  5. How will you implement the intervention? How will this be delivered? Who will it be delivered to?
  6. What do you want to measure? Review the independent and dependent variables.
  7. How do you plan to translate your findings into practice?

Here is an example:

Let’s say you want to structure and investigate a telephonic management program to enhance self-care for adults with diabetes in rural areas and to compare to the usual care in an urban area.

  • P = adults with diabetes in rural area
  • I = telephonic management program
  • C = urban area
  • O = self-care (You will want to assess the education from the telephone session along with HgA1C and perhaps other measures.)

Therefore, PICO your question will be:

In adults with diabetes who live in rural areas, what is the effect of a telephonic management program compared to usual care in an urban area on self-care?

Once you conduct the study, how would you translate this into practice?

Would you go to the local health department, primary care office, or home care to implement a program?

Also, you should begin to explore a tool that you will use in your study to measure the outcome variable of your PICO.

Replies

Review other students’ initial posts to gain additional insight on the topic of the PICO Development discussion. Reply to at least two posts and offer insight on the PICO questions content and structure. Offer comments on the validated tools selected for the study.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 3: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 6 Developing the DNP Project
    • Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question
    • Chapter 10: Creating and Developing the Project Plan
  • Moran Textbook PowerPoint – Chapter 6 (PPT)
  • Moran Textbook PowerPoint – Chapter 7 (PPT)
  • Moran Textbook PowerPoint – Chapter 10 (PPT)
  • Polit, D. F., & Beck, C. T. (2016). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Lippincott, Williams, & Wilkins pp. 33-34
  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success, (1st ed.). Springer
    • Lesson 5.2 Formalizing a Question using PICOT pp. 137-140.
    • Lesson 7.8 Evaluation of Outcome and Process pp. 209-212.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Video

PICO: A Model for Evidence-Based Research

PICO: A Model for Evidence-Based Research Video Transcript

Week 3 Assignment 2: SLO 1 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 1

Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for healthcare delivery.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome (SLO)and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 3 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Instructions

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Structuring your PICO question.
  2. Discussion regarding the research question.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 4 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Introduction

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Report the status of the week’s independent work on your SPP.
  2. Review your documenting into CoreElms.
  3. Discuss the development of your SPP statement of the problem.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 4: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 5: The Phenomenon of Interest
    • Chapter 6: Developing the DNP Project
    • Chapter 12: The Proposal
  • Moran Textbook PowerPoint – Chapter 5 (PPT)
  • Moran Textbook PowerPoint – Chapter 6 (PPT)
  • Moran Textbook PowerPoint – Chapter 12 (PPT)
  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success, (1st ed.). Springer. 
    • Lesson 4.1 Revising the Problem Statement p. 94.
  • Bonnel, W., & Smith, K. (2021). Proposal writing for clinical nursing and DNP projects. (3rd ed.). Springer.
    • SECTION 1 Writing your proposal; putting your “problem” in context pp. 29-56

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Video

Research Problem and Purpose Statement

Work Before Your Research Question (12:36 Minutes)

Research Problem and Purpose Statement Video Transcript

Week 4 Assignment 2: SLO 2 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 2

Synthesize evidence from research and theory to enhance the delivery of quality health care.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLOs and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 4 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will incorporate the research question and statement of the problem in your draft.

In the statement of the problem, you want to identify 4-6 reasons for the problem that you identified. Start out with a list, then structure a sentence or two for each of the listed items. When you get to the background, you can use each item on your list and expound on the item/issue in a paragraph(s). This will provide congruency for the reader and enhance the flow of ideas. Have you identified reasons for your study?

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5 Assignment 2: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Report your status of the week’s independent work on your SPP.
  2. Review your documenting into CoreElms.
  3. Discuss the background of your SPP Proposal.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 1 Discussion: DNP Goals and Competency

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post byDay 3and reply to at least two of your colleagues, on two separate days, byDay 7.

Grading Category: Discussions

Initial Post

Moran, Burson, & Conrad (2020, p. 18) indicates the doctoral education has two paths. Compare the DNP and PhD in nursing components and outline the difference in their goals and competencies of graduates. Why did you choose to pursue a DNP?

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Reply to two other posts and offer insight into the expected DNP goals and competency.
Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 1: Tools to Be Successful in this Course

Please participate in the following interactive media pieces to gain a better understanding of the course structure and how the courses work together as well as developing engaging and professional presentation and research processes.

  • DNP Course Structure
  • Creating PowerPoint Presentations
  • The Research Process

Week 1: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 1: Setting the Stage for the Doctor of Nursing Practice Project
    • Chapter 2: Defining the Doctor of Nursing Practice: Current Trends
    • Chapter 11: Driving the Practicum to Impact the DNP Project
  • Moran Textbook PowerPoint – Chapter 1 (PPT)
  • Moran Textbook PowerPoint – Chapter 2 (PPT)
  • Moran Textbook PowerPoint – Chapter 11 (PPT)
  • PICO and Developing Search Strategy (PDF)

Instructional Materials

  • SPP Proposal Defense PPT Template (PPT)
  • DNP Connections

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams. You will begin to use the Core Elms in Week 3 to allow time for the registration process.

  • Core Elms Login
  • Core Elms Student User Guide (PPT)
  • Guidelines for Scholarly DNP Project NU740-743 (PDF)
  • Regis College Nursing Handbook Addendum, DNP Section Review
  • Roles and Responsibilities of Committee Members and Students (Word)
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Videos

  • The Research Process: Topic Selection Video (10:20 minutes)
    • The Research Process: Topic Selection Video Transcript

The Research Process (2:57 minutes)

The Research Process Video Transcript

Quantitative and Qualitative – What’s the difference? (2:25 minutes)

Quantitative and Qualitative – What’s the difference? Video Transcript

Week 1 Assignment 1: Zoom Meeting

Value: Complete/Incomplete

Due: Day 7

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your (SPP).

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Review the SPP Proposal condensed template (Word) and the SPP Project Proposal Defense template (PPT)
  2. Review the individual self-assessment of scholarly writing and APA formatting abilities.
  3. Review the Regis College resources for writing and APA formatting support.
  4. Submit a two-paragraph summary of your discussion with your instructor.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 1 Assignment 2: Syllabus Exercise

Value: Complete/Incomplete

Due: Day 7

Instructions

To ensure that everyone understands the resources and what is available in the syllabus, please complete the following exercise.

The syllabus contains a lot of information that will be useful to you over the course of the term. Make sure that your submission states that you have read the syllabus, understand the information, and are clear about the expectations and responsibilities of this course. In addition, list one new item that you learned after reading the syllabus.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your files to the File Picker.
  3. Select Save Changes.

Week 2 Discussion: DNP Project Taskforce

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

According to Moran et al. (2020, pp. 55-56), a DNP Project should

  • Encompass multiple aspects to the DNP Essentials.
  • Be broadly practice based (health system, population, or policy).
  • Are quality improvement, demonstration projects, clinical inquiry, or translation of EBP or program evaluation?
  • Understand the needs of the stakeholders.
  • Must contain evidence synthesis, leadership, and a measurement of outcomes.
  • Include the necessary project elements of planning, implementing and evaluation components.
  • Focus on changes that impact healthcare outcomes though direct or indirect care with a system or population.
  • Cover the implementation of the project; demonstrates and appropriate area of practice including evaluation of the process and its outcomes and a plan for sustainability.
  • Contain rigor; a systematic, logical and thorough approach in the design and implementation addressing a significant problem, including the evaluation of appropriate metrics.
  • Use of valid and reliable data collection and analyzing methods to facilitate project outcomes.

It should briefly describe the DNP Task Force Recommendations for Implementation of the DNP Project and Expectations (Moran et al. 2020, p. 28)

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Reply to two of your peers and offer insight.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 2 Assignment: Annotated Bibliography

Value: 100 points

Due: Day 7

Grading Category: Annotated Bibliography

Overview

Scholarly writing is an expectation in the course and program. Writing resources include Pearson Writer and Smarthinking.

An important part of your work in this course is a review of articles related to the topic of your major project. An annotated bibliography is a method you can use to summarize and assess the articles you plan to use for your Scholarly Practice Project Paper.

For this assignment, you are required to write an annotated bibliography for one research article related to the topic of your Scholarly Practice Project Paper. The bibliography should reflect the research you are doing related to your topic of interest.

Guidelines

  1. You will write an annotated bibliography for one research article related to your topic of interest. The annotated bibliographic entry for the article should be two to three paragraphs for a total of no more than two pages in length.
  2. The OWL Purdue Online Writing Lab has a good guide to writing annotated bibliographies; you are encouraged to follow the format outlined on this site specifically relating to the summarization, assessment, and reflection. Following are excerpts from the Purdue guide and should be used to direct the writing of your annotated bibliography.
    1. Summarize. Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine the degree of detail of your summary.
    2. Assess. Is it a useful source? How does it support the focus of your paper? Is the information reliable? Is this source biased or objective? What is the goal of this source?
    3. Reflect. Ask how this source fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
  3. Write your annotated bibliography in your own words. Do not use the abstract of the article as your annotated bibliography.
  4. The article you select must be at a graduate level. All must come from academic/professional-level referenced journals. You cannot use articles from introductory nursing journals (such as RN, AJN).
  5. Lastly and most importantly, if you have any questions, please contact your faculty.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

 

 

 

 

 

 

Health Care Quality Evolution Milestone Events Chart

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Health Care Quality Evolution Milestone Events Chart

Health Care Quality Evolution Milestone Events Chart

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Healthcare Legislation, Regulatory Agencies, and Quality Initiatives Milestone Description
1)     1791 Regulating Healthcare States were given the right to regulate health and formally began licensing physicians (Chaudhry, 2010).
2)     1800 State medical boards State medical boards license, discipline, and regulate physicians and other health care professionals to protect the public (Truex, 2014).
3)     1850 First health insurance policy The Franklin Health Assurance Company of Massachusetts was the first commercial insurance company in the U.S. to provide private health care coverage benefits for injuries not resulting in death (Scofea, 1994).
4)     1862 U.S. Army Medical Department and the United States Sanitary Commission formed Post-Civil War, new health-related agencies, hospitals, and medical research and care implemented to care for the post-Civil War injured and increase population health awareness (Reilly, 2016).
5)     1886 U.S. Army established the Hospital Corps The first U.S. data repository to collect medical data. This was implemented by the Surgeon General’s Office and the Library of the Surgeon General (Weedn, 2020).
6)     1900 Self-pay is the primary source of payment for healthcare services Most Americans continued to pay their own health care expenses, which often meant either uncompensated charity care or no care. Hospitals were voluntary institutions that were privately supported (University of Pennsylvania School of Nursing, n.d.).
7)     1908 Workers’ compensation legislation President Theodore Roosevelt signed legislation to provide workers’ compensation (WC) for certain federal employees in unusually hazardous jobs (U.S. Department of Labor, n.d.).
8)     1915 American Association of Labor Legislation (AALL) The first universal access health insurance legislation. It would provide limited insurance benefits to working class, their dependents, and others who earned less than $1,200 a year. Although supported by the American Medical Association (AMA), it was never passed into law (Derickson, 2002).
9)     1916 The Federal Employees’ Compensation Act (FECA) Replaced the 1908 WC legislation to include civilian employees of the federal government. They were provided medical care, survivors’ benefits, and compensation for lost wages under FECA (U.S. Department of Labor, n.d.).
10)  1920 Introduction of prepaid health plans (direct contracting) Direct contracting between employers, local hospitals, and physicians for medical services was the first predetermined fee that was paid monthly or yearly basis. These prepaid health plans were the precursor of today’s managed care plans and capitation payments (Young & Kroth, 2018).
11)  1921 -1976 Indian Health Services (IHS) The Snyder Act of 1921 and the Indian Health Care Improvement Act (IHCIA) of 1976 created the legislative authority for Congress to provide funding to Native Americans for health care services, which is now known as the Indian Health Services (IHS) (Warne & Frizzell, 2014).
12)  1921 Sheppard-Towner Maternity and Infancy Act Legislation to reduce maternal and infant mortality. The Act was challenged and then said to be unconstitutional by the Supreme Court. Additionally, the Act was opposed by the American Medical Association. The act was not renewed and expired in 1929. (Moehling & Thomasson, 2012).
13)  1927 Workers’ Compensation Act Office of Workers’ Compensation Programs (OWCP) administers FECA as well as the Longshore and Harbor Workers’ Compensation Act of 1927 and the Black Lung Benefits Reform Act of 1977 (Young & Kroth, 2018).
14)  1929 Blue Cross (BC) Insurance Policy Baylor University, Dallas, TX, guaranteed schoolteachers 21 days of hospital care for $6 a year. Other groups of employees in Dallas joined, and in a short time period BC becomes hospital insurance nationwide (Young & Kroth, 2018).
15)  1930 Blue Shield (BS) Plans Blue Shield (BS) was founded to provide insurance to lumber and mining camps of the Pacific Northwest at the turn of the century. Employers paid fees to medical service bureaus, which were composed of groups of physicians. BS becomes physician insurance nationwide (Young & Kroth, 2018).
16)  1938 The Food, Drug, and Cosmetic Act was signed by President Franklin Delano Roosevelt Food, drug, and cosmetic safety implemented. The new law brought cosmetics and medical devices under control, and it required that drugs should be labeled with adequate directions for safe use (Young & Kroth, 2018; FDA, n.d.).
17)  1939 Wagner National Health Act (S.1620) The bill would have allowed the states to implement mandatory and universal health care but did not pass due to WWII (United States national health program: Wagner, bill, S. 1620, 1939).
18)  1946 Hill-Burton Act Provided federal grants for modernizing hospitals during the Great Depression and WWII (1929-1945). In return for federal funds, hospitals were required to provide services free or at reduced rates to patients unable to pay for care (Young & Kroth, 2018).
19)  1947 Taft-Hartley Act Amended the National Labor Relations Act of 1932, restoring a more balanced relationship between labor and management. An indirect result of Taft-Hartley was the creation of third-party administrators (TPAs), which administer health care plans and process claims, thus serving as a system of checks and balances for labor and management (Achermann, 2009).
20)  1948 International Classification of Disease (ICD), World Health Organization (WHO). Classification system used to collect diagnoses for statistical purposes. Originally used for mortality reporting but later and today used for morbidity reporting as well (Young & Kroth, 2018).
21)  1950 Major medical insurance Birth of the major medical insurance for catastrophic and prolonged illness, with deductibles and lifetime maximum benefit amounts (Young & Kroth, 2018).
22)  1951 The Joint Commission (JC): Facility Accreditation The Joint Commission does accreditation for hospitals and other medical facilities to ensure the facilities pass CMS, state and other inspections and ensure that services and facilities are safe and effective care of the highest quality and value (Young & Kroth, 2018).
23)  1956 Dependents’ Medical Care Act The Dependents’ Medical Care Act of 1956 was signed into law and provided health care to dependents of active military personnel (precursor to CHAMPVA 1973 and now TriCare 1988) (Young & Kroth, 2018).
24)  1966 Social Security Amendments of 1965 Medicare-Title XVIII insurance for Americans over the age of sixty-five (65). Medicaid-Title XIX a cost-sharing program between the federal and state governments to provide health care services to low-income Americans (Young & Kroth, 2018).
25)  1966 Current Procedural Terminology (CPT) The Current Procedural Terminology (CPT) codes were developed by the AMA in 1966 as a way to describe and track physician and other professional medical services. The CPT Code book is updated annually, and changes go into effect on January 1 of each new year (Dotson, 2013).
26)  1970 Controlled Substances Act (CSA); Drug Enforcement Agency (DEA): Controlled substances Controlled Substances Act (CSA) was created to improve the manufacturing, importation and exportation, distribution, and dispensing of controlled substances. Manufacturers, distributors, and dispensers of controlled substances must be registered with the Drug Enforcement Administration (DEA) (Gabay, 2013).
27)  1970 Occupational Safety and Health Administration Act OSHA) The Occupational Safety and Health Administration Act (OSHA) was designed to protect all employees against injuries from occupational hazards in the workplace (Young & Kroth, 2018).
28)  1972 Professional Standards Review Organizations (PSROs) Created as part of Title XI of the Social Security Amendments Act of 1972 were Professional Standards Review Organizations (PSROs), which were physician-controlled nonprofit organizations that contracted with CMS to provide for the review of hospital inpatient resource utilization, quality of care, and medical necessity. The PSROs were replaced with Peer Review Organizations (PROs), as a result of the Tax Equity and Fiscal Responsibility Act of 1982, or TEFRA (Young & Kroth, 2018).
29)  1973 Health Maintenance Organization Act The Health Maintenance Organization Assistance Act of 1973 authorized federal grants and loans to private organizations that wished to develop health maintenance organizations (HMOs), which are responsible for providing health care services to subscribers in a given geographic area for a fixed fee (Young & Kroth, 2018).
30)  1974 Employee Retirement Income Security Act of 1974 (ERISA) ERISA is a federal law that sets minimum standards for most voluntarily established retirement and health plans in private industry to provide protection for individuals in these plans. This law allows employers to be self-insured (Young & Kroth, 2018).
31)  1975 U.S. Nuclear Regulatory Commission (NRC) The NRC is a federal agency that ensures safe use of radioactive materials. They license and regulate the nation’s civilian use of radioactive materials to provide reasonable assurance of adequate safety for people and the environment. In health care this would include all diagnostic medical use, therapeutic medical use, and medical research use (United States Nuclear Regulatory Commission, 2020).
32)  1976 Food and Drug Administration (F.D.A.): Medical Equipment   FDA: Medical Device Amendments passed to ensure safety and effectiveness of medical devices, including diagnostic products (FDA, n.d.).
33)  1977 Health Care Financing Administration (HCFA) The DHHS combine health care financing and quality assurance programs into one agency, HCFA. Medicare and Medicaid programs were transferred to HCFA, which is now CMS (Young & Kroth, 2018).
34)  1980 American Association for Accreditation of Ambulatory Surgery Facilities (AAAASF)             The AAAASF was established to standardize and improve the quality of health care in outpatient facilities. AAAASF accredits thousands of facilities worldwide including clinics, surgery centers, and state/federal health agencies, and patients acknowledge that AAAASF sets the “Gold Standard in Accreditation” (American Association for Accreditation of Ambulatory Surgery Facilities, n.d.).
35)  1980 Department of Health and Human Services (DHHS) The Office of Education and the Department of Health, Education and Welfare (HEW) became the Department of Health and Human Services (DHHS) (U.S. Department of Health & Human Services, n.d.).
36)  1981 Omnibus Budget Reconciliation Act (OBRA) The OBRA was federal legislation that expanded the Medicare and Medicaid programs. Government became more involved in nursing homes, including restraint restrictions (Svahn, 1981).
37)  1982 BCBS Association The Blue Cross Association and the National Association of Blue Shield merge to create the BlueCross BlueShield Association (BCBSA) (Young & Kroth, 2018).
38)  1983 Tax Equity and Fiscal Responsibility Act of 1982 (TEFRA) TEFRA created Medicare risk programs, which allowed federally qualified HMOs and competitive medical plans that met specified Medicare requirements to provide Medicare-covered services under a risk contract. TEFRA today is known as Medicare Part C or Medicare Advantage. The Act also enacted a prospective payment system (PPS), which is a predetermined payment for inpatient services based on diagnoses codes. The PPS went into effect in 1983 and is called diagnosis-related groups (DRGs), which is the hospital inpatient reimbursement system. Peer-review organizations (PROs), now called quality improvement organizations, or QIOs, were also created (Young & Kroth, 2018).
39)  1983 Inpatient Perspective Payment System (IPPS) Medicare IPPS is how hospitals are paid for inpatient stays. Each admission is coded with ICD-10-CM diagnoses and ICD-10-PCS hospital procedure codes. Based on the reason for the admission and the severity of illness and procedures performed, the inpatient stay is assigned a Diagnostic Related Group (DRG). The hospital is paid a flat fee for the cost-based DRG. Reimbursement is based on the primary diagnoses, comorbidities and complications (severity of Illness) and procedures performed (Young & Kroth, 2018; Centers for Medicare & Medicaid Services, 2021a).
40)  1984 CMS Standardization of Information submitted on Medicare Claims HCFA, now known as CMS, required providers to use the HCFA-1500 (now called the CMS-41500) to submit Medicare claims. The HCFA Common Procedure Coding System (HCPCS) (now called Health Care Procedure Coding System) was created, which included CPT, level II (national), and level III (local) codes. Commercial payers also adopted HCPCS coding and use of the CMS-1500 claim form. The CPT codes change yearly because technology and medical advancements drive the changes (Young & Kroth, 2018).
41)  1986 Consolidated Omnibus Budget Reconciliation Act (COBRA) Provides workers and their families who lose their health benefits the right to continue those benefits for 18 months or 36 months due to the death of a spouse (Young & Kroth, 2018).
42)  1988 Clinical Laboratory Improvement Act (CLIA) Clinical Laboratory Improvement Act (CLIA) legislation established quality standards for all laboratory testing to ensure the accuracy, reliability, and timeliness of patient test results regardless of where the test was performed (Centers for Medicare & Medicaid Services, 2021b).
43)  1989 Agency for Healthcare Research and Quality’s (AHRQ) The AHRQ mission is to produce evidence to make health care safer, higher quality, more accessible, equitable, and affordable (Young & Kroth, 2018).
44)  1989 Health Plan Employer Data and Information Set (HEDIS) The National Committee for Quality Assurance (NCQA) developed the HEDIS, which created standards to assess managed care systems using data elements that are collected, evaluated, and published to compare the performance of managed health care plans (Young & Kroth, 2018).
45)  1991 Standardized Evaluation and Management Codes (Physician Office Visit CPT Codes) The AMA and CMS implement major revision of CPT, creating a new section called Evaluation and Management (E/M), which describes patient encounters where the physician must document for quality purpose; past, family and social history (PFSH), physical exam (PE), and medical decision making (MDM) (AMA, 1991).
46)  1991 National Committee for Quality Assurance (NCQA) The NCQA ensures the quality of managed care plans by providing standard and objective information about HMOs (Marjoua & Bozic, 2012).
47)  1992 Resource-Based Relative Value Scale (RBRVS) system Cost-based fee schedule for physicians under Omnibus Reconciliation Acts (OBRA) was created. Each CPT code is assigned a relative value unit (RVU) and multiplied with an annual conversion factor to reimburse the physician more cost-effectively based on their work, overhead, and risk of malpractice (McCormack & Burge, 1994).
48)  1993 Clinton proposed the Health Security Act of 1993 Based on six guiding principles of security, simplicity, savings, choice, quality, and personal responsibility (Young & Kroth, 2018).
49)  1996 National Correct Coding Initiative (NCCI) The NCCI was created to promote correct coding initiatives and to eliminate improper medical coding. NCCI edits are developed based on coding conventions defined in the American Medical Association’s Current Procedural Terminology (CPT) manual (Centers for Medicare & Medicaid Services, 2021f).
50)  1996 Health Insurance Portability and Accountability Act of 1996 (HIPAA) The HIPAA established regulations that govern privacy, security, and electronic transactions standards for health care information. It also created portability of health insurance when an employee terms from their job. The primary intent of HIPAA is to provide better access to health insurance, limit fraud and abuse, and reduce administrative costs (Young & Kroth, 2018).
51)  1997 Balanced Budget Act (BBA); Children’s Health Insurance Plan (CHIP); OIG Fraud & Abuse Audits Title XXI, State Children’s Health Insurance Program (SCHIP) established to provide uninsured, low-income children health insurance under state Medicaid programs. The Balanced Budget Act of 1997 (BBA) addresses health care fraud and abuse issues. The DHHS Office of the Inspector General (OIG) provides investigative and audit services in health care fraud cases (Young & Kroth, 2018).
52)  1999 Center for Improvement in Healthcare Quality (CIHQ) The CIHQ is a membership-based organization comprised primarily of acute care and critical access hospitals, for which it provides accreditation services (Center for Improvement in Healthcare Quality, n.d.).
53)  1999 Omnibus Consolidated and Emergency Supplemental Appropriations Act (OCE- SAA) amended the BBA of 1997 to require the development and implementation of a Home Health Prospective Payment System (HHPPS) The OCE-SAA required the development and implementation of a Home Health Prospective Payment System (HHPPS), which reimburses home health agencies at a predetermined rate for health care services provided to patients. The HHPPS was implemented October 1, 2000, and uses the Outcomes and Assessment Information Set (OASIS), a group of data elements that represent core items of a comprehensive assessment for an adult home care patient and form the basis for measuring patient outcomes for purposes of outcome-based quality improvement (McCall et al., 2013).
54)  2000 Outpatient Prospective Payment System (OPPS) Medicare’s OPPS is used to pay hospital outpatient services. Ambulatory Payment Classifications (APCs) are used to calculate reimbursement and is for hospital-based outpatient claims. It is a cost-based system that uses CPT codes and payment classifications to pay for similar services under group flat fee payments (Centers for Medicare & Medicaid Services, 2021e).
55)  2000 Benefits Improvement and Protection Act of 2000 (BIPA) The Medicare, Medicaid, and SCHIP Benefits Improvement and Protection Act of 2000 (BIPA) requires implementation of a $400 billion prescription drug benefit, improved Medicare Advantage (formerly called Medicare+Choice) benefits, faster Medicare appeals decisions, and more (Young & Kroth, 2018).
56)  2000 Managed Market Competition; Consumer-driven health plans Markets were consolidating and managed care was accelerating, and consumer were driving the insurance market-driven health plans. Consumers want the best health care at the lowest cost. Consumer-driving plans were, for example, employer-paid with high-deductible insurance plans with medical savings accounts used by employees to cover deductibles and other medical costs when covered amounts are exceeded (Well, 2002).
57)  2001 Administrative Simplification Compliance Act (ASCA) The ASCA establishes the compliance date (October 16, 2003) for modifications to the Electronic Transaction Standards and Code Sets as required by HIPAA. Covered entities must submit Medicare claims electronically unless the Secretary of DHHS grants a waiver (Centers for Medicare & Medicaid Services, 2021c).
58)  2002 announced that quality improvement organizations (QIOs) CMS OIOs perform utilization and quality control review of health care furnished, or to be furnished, to Medicare beneficiaries. QIOs replaced peer review organizations (PROs), which previously performed this function (Young & Kroth, 2018).
59)  2005 National Provider Identifier, NPI The Standard Unique Health Identifier for Health Care Providers (or National Provider Identifier, NPI) is implemented (Centers for Medicare & Medicaid Services, 2021c).
60)  2005 Patient Safety and Quality Improvement Act of 2005 Amends Title IX of the Public Health Service Act to provide for improved patient safety and reduced incidence of events adversely affecting patient safety. It encourages the reporting of health care mistakes to patient safety organizations by making the reports confidential and shielding them from use in civil and criminal proceedings (Centers for Medicare & Medicaid Services, 2021c).
61)  2005 Deficit Reduction Act of 2005 Created the Medicaid Integrity Program (MIP), which is a fraud and abuse detection initiative and program (Young & Kroth, 2018).
62)  2006 Physician Quality Reporting Initiative (PQRI) or System (PQRS) The Tax Relief and Health Care Act of 2006 (TRHCA) authorized implementation of a physician quality reporting system that establishes a financial incentive for eligible professionals who participate in a voluntary quality reporting program (Young & Kroth, 2018).
63)  2009 American Recovery and Reinvestment Act of 2009 The American Recovery and Reinvestment Act (ARRA) authorized an expenditure of $1.5 billion for grants for construction, renovation and equipment, and the acquisition of health information technology systems (Young & Kroth, 2018).
64)  2009 Health Information Technology for Economic and Clinical Health (HITECH) Act The Health Information Technology for Economic and Clinical Health (HITECH) Act provides DHHS with the authority to establish programs to improve health care quality, safety, and efficiency through the promotion of health IT, including electronic health records and private and secure electronic health information exchange (Young & Kroth, 2018).
65)  2010 Patient Protection and Affordable Care Act (2010) The PPACA (2010) provides quality affordable access to health insurance for Americans. The Act provides a broader range of mandated prevention services, where patients are not to be charged copayments or deductibles on those services to incent them to get the preventive services. The Act eliminates lifetime caps on benefits and extends coverage of college students to age 26 (Young & Kroth, 2018).
66)  2014 National Coordinator for Health Information Technology (ONC) The ONC is the office that supports the administration’s healthIT.gov efforts. It is a primary resource to the entire health system to support the adoption of health information technology and the promotion of nationwide, standards-based health information exchange (HealthIT.gov, 2021).
67)  2015 Hospital Quality Reporting (HQR) and Initiative (H.Q.I.) The HQR began in 2003, mandated by the Medicare Prescription Drug, Improvement, and Modernization Act (MMA) of 2003. Failure to successfully report resulted in a 0.4 percentage point reduction in the annual market basket used in the reimbursement. This increased to a 2.0 percent reduction under the Deficit Reduction Act of 2005. Under the American Recovery and Reinvestment Act of 2009 and the Affordable Care Act of 2010 the reduction is one-quarter of the hospital’s applicable annual payment rate in 2015 and beyond if all Hospital Inpatient Quality Reporting Program requirements are not met (Centers for Medicare & Medicaid Services, 2021d).
68)  2015 Medicare Access and CHIP Reauthorization Act of 2015 (MACRA) and Merit-based Incentive Payment System (MIPS) Repeals the Sustainable Growth Rate (PDF) formula, value-based purchasing. Implements MIPS, which combines the former PQRS reporting system with ePrescribe and meaningful use into the one program with four (4) components (Quality Payment Program, n.d.).
69)  2021 American Rescue Plan Act (ARPA) The American Rescue Plan Act of 2021, also called the COVID-19 Stimulus Package or American Rescue Plan. The ARPA expands A.C.A. health insurance subsidies and lowers costs (Centers for Medicare & Medicaid Services, 2021c).
70)  2021 Medicare Care Compare Medicare search engines that allow Medicare recipients to sign up, log in, and find and compare nursing homes, hospitals, physicians, other providers of care. There is also a look up externally for non-Medicare patients, but the data is limited. The compare data compares from the quality measures and cost data submitted through the quality reporting programs. The data provides transparency and was initiated by the consumerism movement in health care (Medicare.gov, 2021).
71)  2030-2000 Healthy People 2000, 2010,  2020, 2030 Healthy People 2030 is the fifth decade of the program. Healthy People 1990 began a ten-year population health initiative. Every ten years since its inception goals have been set, population health data is measured and outcomes are analyzed. The 1990 to 2000 span of time was the baseline of the program. For Healthy People 2000, the second iteration of the initiative, was guided by 3 broad goals: a) increase the span of healthy life, b) reduce health disparities and c) achieve access to preventive services for all. For Healthy People 2010, the focus increased on improving quality of life. The one significant overarching goal was to eliminate health disparities and not just simply reduce them. For Healthy People 2020 there were four goals: a) attain a high-quality of life; b) live longer without preventable disease, disability, injury, or premature death; c) achieve health equity and eliminate disparities; and d) improve all groups in regard to health status. Finally, for Healthy People 2030, the fifth iteration rolled out in August 2021, there is increased emphasis on the lessons learned over the last 4 decades to improve health equity, health literacy, and a new concentration on well-being (Health.gov, n.d.; Kroth, & Young, 2018).

 

 

 

References

 

Achermann, J. (2009). Small gifts and big trouble: Clarifying the Taft Hartley act. University of San Francisco Law Review, 44(1), 63–94.

American Association for Accreditation of Ambulatory Surgery Facilities. (n.d.). We maintain the highest standards for outpatient accreditation. https://www.aaaasf.org/who-we-are/

Center for Improvement in Healthcare Quality. (n.d.). Welcome to CIHQ. https://www.cihq.org/

Centers for Medicare & Medicaid Services. (2021a). Acute inpatient PPS. https://www.cms.gov/Medicare/Medicare-Fee-for-Service-Payment/AcuteInpatientPPS

Centers for Medicare & Medicaid Services. (2021b). Clinical laboratory improvement amendments (CLIA). https://www.cms.gov/Regulations-and-Guidance/Legislation/CLIA

Centers for Medicare & Medicaid Services. (2021c). CY 2002 Physician fee schedule proposed rule with comment period. https://www.cms.gov/Medicare/Medicare-Fee-for-Service-Payment/PhysicianFeeSched

Centers for Medicare & Medicaid Services. (2021d). Hospital inpatient quality reporting program. https://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalRHQDAPU

Centers for Medicare & Medicaid Services. (2021e). Hospital outpatient prospective payment system (OPPS). https://www.cms.gov/Research-Statistics-Data-and-Systems/Files-for-Order/LimitedDataSets/HospitalOPPS

Centers for Medicare & Medicaid Services. (2021f). National correct coding initiative edits. https://www.cms.gov/Medicare/Coding/NationalCorrectCodInitEd

Chaudhry, H.J. (2010). The important role of medical licensure in the United States. Academic Medicine, 85(11), 1657. doi:10.1097/ACM.0b013e3181f557ed

Derickson A. (2002). “Health for three-thirds of the nation:” Public health advocacy of universal access to medical care in the United States. American Journal of Public Health, 92(2), 180–190. https://doi.org/10.2105/ajph.92.2.180

Dotson P. (2013). CPT® Codes: What are they, why are they necessary, and how are they developed?. Advances in Wound Care, 2(10), 583–587. https://doi.org/10.1089/wound.2013.0483

Gabay M. (2013). The federal controlled substances act: Schedules and pharmacy registration. Hospital pharmacy, 48(6), 473–474. https://doi.org/10.1310/hpj4806-473

Health.gov. (n.d.). History of healthy people. https://health.gov/our-work/healthy-people/about-healthy-people/history-healthy-people

HealthIT.gov. (2021). https://www.healthit.gov/

Marjoua, Y., & Bozic, K. J. (2012). Brief history of quality movement in US healthcare. Current reviews in Musculoskeletal Medicine, 5(4), 265–273. https://doi.org/10.1007/s12178-012-9137-8

McCall, N., Korb, J., Petersons, A., & Moore, S. (2003). Reforming Medicare payment: Early effects of the 1997 Balanced Budget Act on postacute care. The Milbank Quarterly, 81(2), 277–173. https://doi.org/10.1111/1468-0009.t01-1-00054

McCormack, L. A., & Burge, R. T. (1994). Diffusion of Medicare’s RBRVS and related physician payment policies. Health Care Financing Review, 16(2), 159-173. https://www.cms.gov/Research-Statistics-Data-and-Systems/Research/HealthCareFinancingReview/Downloads/CMS1191353dl.pdf

Medicare.gov. (2021). Find & compare nursing homes, hospitals & other providers near you.  https://www.medicare.gov/care-compare/

Moehling, C. M., & Thomasson, M. A. (2012, April). Saving babies: The contribution of Sheppard-Towner to the decline in infant mortality in the 1920s (Working Paper 17996.). National Bureau of Economic Research. https://www.nber.org/system/files/working_papers/w17996/w17996.pdf

Quality Payment Program. (n.d.). APMs overview. https://qpp.cms.gov/apms/overview

Reilly R. F. (2016). Medical and surgical care during the American Civil War, 1861-1865. Baylor University Medical Center Proceedings, 29(2), 138–142. https://doi.org/10.1080/08998280.2016.11929390

Scofea,L. A. (1994). The development and growth of employer-provider health insurance. Monthly Labor Review, 117(3), 3–10. https://www.bls.gov/opub/mlr/1994/03/art1full.pdf

Svahn, J. A. (1981). Omnibus Reconciliation Act of 1981: Legislative history and summary of OASDI and Medicare provisions. Social Security Bulletin., 44(10). https://www.ssa.gov/policy/docs/ssb/v44n10/v44n10p3.pdf

Truex E. S. (2014). Medical licensing and discipline in America: A history of the Federation of State Medical Boards. Journal of the Medical Library Association, 102(2), 133–134. https://doi.org/10.3163/1536-5050.102.2.019

University of Pennsylvania School of Nursing. (n.d.). History of hospitals. https://www.nursing.upenn.edu/nhhc/nurses-institutions-caring/history-of-hospitals/

United States Nuclear Regulatory Commission. (2020). Medical uses of nuclear materials. https://www.nrc.gov/materials/miau/med-use.html

U.S. Department of Health &  Human Services. (n.d.). HHS historical highlights. https://www.hhs.gov/about/historical-highlights/index.html

U.S. Department of Labor. (n.d.). Procedure manual; Division of federal employees’ compensation (DFEC). https://www.dol.gov/agencies/owcp/FECA/regs/compliance/DFECfolio/FECA-PT0

U.S. Food and Drug Administration. (n.d.). Part II: 1938, Food, Drug, Cosmetic Act.  https://www.fda.gov/about-fda/changes-science-law-and-regulatory-authorities/part-ii-1938-food-drug-cosmetic-act

United States National Health Program: Wagner, bill, S. 1620. (1939). California and Western Medicine, 51(3), 214–215.

Warne, D., & Frizzell, L. B. (2014). American Indian health policy: Historical trends and contemporary issues. American Journal of Public Health, 104(Suppl 3), S263–S267. https://doi.org/10.2105/AJPH.2013.301682

Weedn, V. W. (2020). Origins of the armed forces medical examiner system. Academic Forensic Pathology, 10(1),16–34. doi:10.1177/1925362120937916

Weil, T. P. (2002, Summer). Managed competition using both market-driven and regulatory strategies. Managed Care Quarterly, 10(3), 32–40.

Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding Its organization and delivery (9th ed.). Jones & Bartlett.

 

The Healthcare Quality Evolution

 

 

Nursing homework help

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Nursing homework help

COMP1702 Big Data Faculty Header ID Contribution: 100% of course
Course Leader: Coursework   Deadline Date:

25 April 2022 (23:30)
 

Feedback and grades are normally made available within 15 working days of the coursework deadline
Learning Outcomes:

1 Explain the concept of Big Data and its importance in a modern economy 2 Explain the core architecture and algorithms underpinning big data processing 3 Analyse and visualize large data sets using a range of statistical and big data technologies 4 Critically evaluate, select and employ appropriate tools and technologies for the development of big data applications

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Plagiarism is presenting somebody else’s work as your own. It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set down by the University. Please see your student handbook for further details of what is / isn’t plagiarism.

 

All material copied or amended from any source (e.g. internet, books) must be referenced correctly according to the reference style you are using.

 

Your work will be submitted for plagiarism checking. Any attempt to bypass our plagiarism detection systems will be treated as a severe Assessment Offence.

 

Coursework Submission Requirements

 

  • An electronic copy of your work for this coursework must be fully uploaded on the Deadline Date of 25th April 2022 using the link on the coursework Moodle page for
  • For this coursework you must submit a single report in PDF format. In general, any text in the document must not be an image (i.e. must not be scanned) and would normally be generated from other documents (e.g. MS Office using “Save As .. PDF”). An exception to this is handwritten mathematical notation, but when scanning do ensure the file size is not excessive.
  • There are limits on the file size (see the relevant course Moodle page).
  • Make sure that any files you upload are virus-free and not protected by a password or corrupted otherwise they will be treated as null
  • Your work will not be printed in colour. Please ensure that any pages with colour are acceptable when printed in Black and
  • You must NOT submit a paper copy of this
  • All coursework must be submitted as above. Under no circumstances can they be accepted by academic staff

 

The University website has details of the current Coursework Regulations, including details of penalties for late submission, procedures for Extenuating Circumstances,

 

and penalties for Assessment Offences. See http://www2.gre.ac.uk/current- students/regs

 

 

 

Detailed Specification

You are expected to work individually and complete a report that addresses the following tasks. You need to cite all sources you  rely on with in-text style. You may include material discussed in the lectures or labs, but additional credit will be given for independent research. Note: References should be in Harvard format. The word count does NOT include references.

 

 

 

·       Part A (25 Marks)

 

  • Task A.1 [mark 10] Explain the main characteristics of Big Data. (Word count: 200 words ±10%)

 

  • Task A.2 [mark 15] Compare Hadoop and Relational Database Systems. Give an application scenario that is well suited to Hadoop and explain your reason. (Word count: 300 words ±10%)

 

 

 

·       Part B (30 Marks):   MapReduce Programming

 

Suppose that you have a large student file which cannot be stored in a single machine. Each record of this file contains information: (Student_ID, Student_Name, Sex, Age, Module, Grade, Department).

 

  • Task B.1 [mark 15] Please design a MapReduce Algorithm (Pseudo-codes or Java Codes) to output the average grade for each module. The algorithm is expected to be as efficient as possible.

 

  • Task B.2 [mark 15] Describe the algorithm designed. You should explain how the input is mapped into (key, value) pairs by the map stage, i.e., specify what is the key and what is the associated value in each pair, and, if needed, how the key(s) and value(s) are computed. Then you should explain how the output (key, value) pairs of the map stage are processed by the reduce stage to

 

get  the  final  answer(s).     You should also analyse the efficiency of the MapReduce algorithm designed. (Word count: 300 words ±10%)

 

  • Part C (45 marks): Big Data Project Analysis

The CropY company is a leading provider of precision agriculture service. Precision agriculture is the science of gathering, processing, and analysing temporal, spatial and individual data. It combines other information to support management decisions according to estimated variability for improved resource use efficiency, productivity, quality, profitability.

 

The CropY company is now plan to develop a big data project to meet the following requirements: help worldwide users better understanding the implications of the weather and making contingency plans; buying supplies, such as fertilizer and seeds; as well as maintaining and monitoring the quality of yield, whether livestock or crops; knowing the variety of cultivated plants, conditions of its growth and its needs of seeds; choosing the type of fertilizer and pesticides, understanding their employment conditions and their impact on the climate- soil-plant; recognizing daily water needs for each kind of plant; calculating the median and mean values of yield; studying the conditions of natural environment; estimating the financial revenue and manage the potential risks.

 

  • Task C.1 [mark 10]: The volume of big data is expected to be more than 500 Petabytes. The data will come from various sensors, satellites, drones, social media, market data, Online news feed etc. The Figure 1 below shows some example data of CropY Some IT technician plan to build a data warehouse to store data for further data analysis tasks but some others believe data lake is a better choice. Which choice do you prefer? Please justify your choice. (Word count: 300 words ±10%)

 

 

Figure 1. Example Data of CropY Company

 

 

  • Task C.2 [mark 10]: The data of CropY company includes a large collection of plants, corps, diseases, symptoms, pests, and relationships between them. The CropY company needs to build a data analytical store which can facilitate queries like: “find all diseases which are directly or indirectly caused by nitrogen

deficiency”. Please recommend a data store and justify your choice. (Word

count: 300 words ±10%)

 

  • Task C.3 [mark 15]: Some prediction and analytics services provided by the  CropY company require to response in a few seconds after the arrival of new data. Namely, they are real time or near real time prediction and analytics tasks. Some IT managers suggested a popular distributed processing framework — MapReduce to implement these tasks. Do you agree with that? Please justify your choice. (Word count: 300 words ±10%)

 

  • Task C.4 [mark 10]: CropY company decided to move most of applications and services to cloud. These applications and services need to be highly available, scalable, and accessible from worldwide. Note that some data such as price and customer data are confidential. Please design a cloud hosting strategy for this big data project and explain how your design will meet the security, scalability, high availability. (Word count: 300 words ±10%)

 

 

 

 

 

Grading Criteria

 

 

Grade 80-100% Exceptional

 

Clear evidence of research

Excellent quality and innovation with total control of all relevant material. Demonstrate outstanding insight and an ability to structure and synthesise material.

Demonstrates an excellent Understanding of the material and issues

Relevant use of referencing and examples. The reference is complete and precise. Expression/style/grammar outstanding.

 

 

Grade 70-79% Excellent

 

Clear evidence of research

Able to criticise and evaluate material.

Demonstrate good insight and an ability to structure and synthesise material Demonstrates a good

 

understanding of the material and issues Professional standard of report

The reference is nearly complete and precise.

 

 

Grade 60-69% Very Good

 

Evidence of adequate research

Meets the essential functional requirements

The design uses the appropriate frameworks but may have errors. Acceptable standard of report The references are basically satisfactory.

 

Grade 50-59% Good

 

A partial response to the question

Little sustained attempt to develop a coherent answer limited reading

The evidence may be misremembered, vague or insufficient to constitute a serious response Containing errors of fact or interpretation

The references are NOT enough.

 

Grade <50% Fail

 

Few requirements met Poor standard of report

Does not demonstrate self-direction or originality in problem solving or a critical self-evaluation of the project process

No (or wrong) References

NR326 Mental Health Nursing

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NR326 Mental Health Nursing

Purpose

The student will review, summarize, and critique a scholarly article related to a mental health topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

(CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)

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(CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)

(CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)

(CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

 

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

  • Follow these guidelines when completing this Speak with your faculty member if you have questions.
    1. Select a scholarly nursing or research article, published within the last five years, related to mental health The content of the article must relate to evidence-based practice.
      • You may need to evaluate several articles to find one that is
    2. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty
    3. The submitted assignment should be 2-3 pages in length, excluding the title and reference
  • Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).
    1. Introduction (10 points/10%)
      • Establishes purpose of the paper
      • Captures attention of the reader
    2. Article Summary (30 points/30%)
      • Statistics to support significance of the topic to mental health care
      • Key points of the article
      • Key evidence presented
      • Examples of how the evidence can be incorporated into your nursing practice
    3. Article Critique (30 points/30%)
      • Present strengths of the article
      • Present weaknesses of the article
      • Discuss if you would/would not recommend this article to a colleague
    4. Conclusion (15 points/15%)
      • Provides analysis or synthesis of information within the body of the text
      • Supported by ides presented in the body of the paper
      • Is clearly written
    5. Article Selection and Approval (5 points/5%)
      • Current (published in last 5 years)
      • Relevant to mental health care
      • Not used by another student within the clinical group
      • Submitted and approved as directed by instructor
    6. APA format and Writing Mechanics (10 points/10%)

 

 

  • Correct use of standard English grammar and sentence structure
  • No spelling or typographical errors
  • Document includes title and reference pages
  • Citations in the text and reference page

 

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

 

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

 

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction

(10 points/10%)

 10 points 8 points 0 points
Required criteria

1.    Establishes purpose of the paper

2.    Captures attention of the reader

 Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Summary

(30 points/30%)

 30 points 25 points 24 points 11 points 0 points
Required criteria

1.    Statistics to support significance of the topic to mental health care

2.    Key points of the article

3.    Key evidence presented

4.    Examples of how the evidence can be incorporated into your nursing practice

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Critique

(30 points/30%)

 30 points 25 points 11 points 0 points
Required criteria

1.    Present strengths of the article

2.    Present weaknesses of the article

3.    Discuss if you would/would not recommend this article to a colleague

 Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Conclusion

(15 points/15%)

 15 points 11 points 6 points 0 points
1.    Provides analysis or synthesis of information within the body of the text

2.    Supported by ides presented in the body of the paper

3.    Is clearly written

 Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Selection and Approval

(5 points/5%)

 5 points 4 points 3 points 2 points 0 points
1.       Current (published in last 5 years)

2.       Relevant to mental health care

 Includes 4 Includes 3 Includes 2 Includes 1 No requirements for

 

3.     Not used by another student within the clinical group

4.     Submitted and approved as directed by instructor

 requirements for section. requirements for section. requirements for section. requirement for section. this section presented.
APA Format and Writing Mechanics

(10 points/10%)

 10 points 8 points 7 points 4 points 0 points
1.    Correct use of standard English grammar and sentence structure

2.    No spelling or typographical errors

3.    Document includes title and reference pages

4.    Citations in the text and reference page

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Total Points Possible = 100 points

 

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

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NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

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CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

Or

P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. This section contains the symptoms that is bringing the patient into your office. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP. 

General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

Caregivers are listed if applicable.

Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

Social History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology.  However, at a minimum, please include:

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings)

Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

Educational Level

Hobbies:

Work History: currently working/profession, disabled, unemployed, retired?

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)

 

 

Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

 

 

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse:  oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis.  Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format i.e., General: Head: EENT: etc.

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case.

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

References

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.