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Tag: Clinical Nursing & Patient Care

  • [Solved] The Socioeconomic Impact of Healthcare in the Community

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    Evaluating the socioeconomic impact of healthcare across our diverse communities: Educating our clients regarding accessibility and affordability. – 750 words

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    Evaluating the socioeconomic impact of healthcare across our diverse communities: Educating our clients regarding accessibility and affordability.

    – 750 words

  • [Solved] Assigment .Apa seven . All instructions attached.

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    3 references **files (1)** – ## CASESTUDY2.docx **## CASESTUDY2.docx** **CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care** **Case Scenario** Ms. L.T. is a **61-year-old female** presenting with intermittent chest tightness and exertional dyspnea for 3 weeks. **History:** …

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    Assignment Prompt & Instructions

    3 references

    **files (1)**

    – ## CASESTUDY2.docx

    **## CASESTUDY2.docx**

    **CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care**

    **Case Scenario**

    Ms. L.T. is a
    **61-year-old female** presenting with intermittent chest tightness and exertional dyspnea for 3 weeks.

    **History:**

    · PMH: Hypertension, tobacco use (30 pack-years), anxiety

    · Medications: Amlodipine 5 mg daily

    · Symptoms: Chest discomfort radiating to jaw, relieved by rest

    **Vitals:**

    · BP: 156/88 mmHg

    · HR: 96 bpm

    **Initial Findings:**

    · EKG: Nonspecific ST-T changes

    · SpO₂: 95% on room air

    **Student Assignment Requirements**

    **1. Pathophysiology (25%)**

    · Compare and contrast ischemic vs non-ischemic chest pain mechanisms

    · Explain cardiopulmonary causes of dyspnea

    · Address anxiety overlap

    **2. Assessment & Differential Diagnosis (35%)**

    · Focused cardiac and pulmonary exam

    · Prioritized differential diagnosis

    · Identification of
    **life-threatening conditions**

    · Decision-making for ED referral vs outpatient management

    **3. Pharmacology & Initial Management (30%)**

    · Acute and chronic pharmacologic considerations

    · Antihypertensive optimization

    · Risk reduction strategies

    · Follow-up testing and referrals

    **4. APA & Evidence Integration (10%)**

    **RUBRIC – CASE STUDY 2 – Chest Pain and Dyspnea Diagnostic Reasoning (100 Points)**

    **1. Pathophysiology of Symptoms (25 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (23–25)** | Clearly differentiates ischemic and non-ischemic mechanisms of chest pain and dyspnea, accurately linking physiology to patient presentation. |
    | **Satisfactory (18–22)** | Correct explanation of major mechanisms with limited depth or integration. |
    | **Unsatisfactory (13–17)** | Partial or unclear explanation of pathophysiology. |
    | **Poor (1–12)** | Incorrect or superficial explanation of mechanisms. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **2. Assessment & Differential Diagnosis (35 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (33–35)** | Thorough, prioritized differential diagnosis with clear identification of life-threatening conditions and appropriate disposition decisions. |
    | **Satisfactory (26–32)** | Appropriate differential but limited prioritization or incomplete reasoning. |
    | **Unsatisfactory (18–25)** | Incomplete or poorly prioritized differential diagnosis. |
    | **Poor (1–17)** | Unsafe or inaccurate diagnostic reasoning. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **3. Pharmacology & Initial Management Plan (30 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (28–30)** | Evidence-based management addressing acute and chronic needs with clear rationale and follow-up. |
    | **Satisfactory (22–27)** | Management plan is appropriate but lacks detail or optimization. |
    | **Unsatisfactory (16–21)** | Partial or unsupported management decisions. |
    | **Poor (1–15)** | Unsafe or inappropriate treatment plan. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **4. APA & Evidence Use (10 points)**

    _(Same descriptors as Case 1)_

    **## CASESTUDY2.docx**

    **CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care**

    **Case Scenario**

    Ms. L.T. is a
    **61-year-old female** presenting with intermittent chest tightness and exertional dyspnea for 3 weeks.

    **History:**

    · PMH: Hypertension, tobacco use (30 pack-years), anxiety

    · Medications: Amlodipine 5 mg daily

    · Symptoms: Chest discomfort radiating to jaw, relieved by rest

    **Vitals:**

    · BP: 156/88 mmHg

    · HR: 96 bpm

    **Initial Findings:**

    · EKG: Nonspecific ST-T changes

    · SpO₂: 95% on room air

    **Student Assignment Requirements**

    **1. Pathophysiology (25%)**

    · Compare and contrast ischemic vs non-ischemic chest pain mechanisms

    · Explain cardiopulmonary causes of dyspnea

    · Address anxiety overlap

    **2. Assessment & Differential Diagnosis (35%)**

    · Focused cardiac and pulmonary exam

    · Prioritized differential diagnosis

    · Identification of
    **life-threatening conditions**

    · Decision-making for ED referral vs outpatient management

    **3. Pharmacology & Initial Management (30%)**

    · Acute and chronic pharmacologic considerations

    · Antihypertensive optimization

    · Risk reduction strategies

    · Follow-up testing and referrals

    **4. APA & Evidence Integration (10%)**

    **RUBRIC – CASE STUDY 2 – Chest Pain and Dyspnea Diagnostic Reasoning (100 Points)**

    **1. Pathophysiology of Symptoms (25 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (23–25)** | Clearly differentiates ischemic and non-ischemic mechanisms of chest pain and dyspnea, accurately linking physiology to patient presentation. |
    | **Satisfactory (18–22)** | Correct explanation of major mechanisms with limited depth or integration. |
    | **Unsatisfactory (13–17)** | Partial or unclear explanation of pathophysiology. |
    | **Poor (1–12)** | Incorrect or superficial explanation of mechanisms. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **2. Assessment & Differential Diagnosis (35 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (33–35)** | Thorough, prioritized differential diagnosis with clear identification of life-threatening conditions and appropriate disposition decisions. |
    | **Satisfactory (26–32)** | Appropriate differential but limited prioritization or incomplete reasoning. |
    | **Unsatisfactory (18–25)** | Incomplete or poorly prioritized differential diagnosis. |
    | **Poor (1–17)** | Unsafe or inaccurate diagnostic reasoning. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **3. Pharmacology & Initial Management Plan (30 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (28–30)** | Evidence-based management addressing acute and chronic needs with clear rationale and follow-up. |
    | **Satisfactory (22–27)** | Management plan is appropriate but lacks detail or optimization. |
    | **Unsatisfactory (16–21)** | Partial or unsupported management decisions. |
    | **Poor (1–15)** | Unsafe or inappropriate treatment plan. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **4. APA & Evidence Use (10 points)**

    _(Same descriptors as Case 1)_

  • [Solved] Assigment .Apa seven . All instructions attached.

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    3 references **files (1)** – ## Cardio1.docx **## Cardio1.docx** **Cardio-metabolic Syndrome in Adult Primary Care** **Case Scenario:** Mr. J.R. is a 52-year-old Hispanic male presenting for a routine follow-up. He reports fatigue, increased thirst, and weight gain over the past year. History: · PMH…

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    Assignment Prompt & Instructions

    3 references

    **files (1)**

    – ## Cardio1.docx

    **## Cardio1.docx**

    **Cardio-metabolic Syndrome in Adult Primary Care**

    **Case Scenario:**

    Mr. J.R. is a 52-year-old Hispanic male presenting for a routine follow-up. He reports fatigue, increased thirst, and weight gain over the past year.

    History:

    · PMH: Type 2 diabetes (6 years), hypertension, dyslipidemia, obesity

    · Medications: Metformin 1000 mg BID, Lisinopril 10 mg daily, Atorvastatin 20 mg nightly

    · Social: Sedentary lifestyle, works two jobs, limited access to healthy food

    · Family history: Father with MI at 59

    Vitals:

    · BP: 148/92 mmHg

    · BMI: 36 kg/m²

    Labs:

    · A1C: 9.1%

    · LDL: 142 mg/dL

    · Triglycerides: 265 mg/dL

    · eGFR: 68 mL/min/1.73m²

    · Urine albumin/creatinine ratio: 45 mg/g

    **Student Assignment Requirements (APA 7)**

    Students must submit a 7–9 page scholarly paper (excluding title and references) addressing:

    **1. Pathophysiology (25%)**

    · Explain the interrelationship between insulin resistance, obesity, hypertension, dyslipidemia, and endothelial dysfunction

    · Describe progression to microvascular and macrovascular complications

    · Integrate evidence-based literature

    **2. Comprehensive Assessment (30%)**

    · Focused and comprehensive primary care assessment

    · Cardiovascular risk stratification (ASCVD)

    · Identification of red flags and complications

    · Preventive care and screening needs

    **3. Pharmacology & Management (35%)**

    · Evidence-based medication optimization per ADA, ACC/AHA, and KDIGO guidelines

    · Justification for adding/changing medications (e.g., GLP-1 RA, SGLT2 inhibitor)

    · Non-pharmacologic management

    · Monitoring and follow-up plan

    **4. Scholarly Writing & APA Format (10%)**

    · Use of current (≤5 years) peer-reviewed sources

    · APA 7 accuracy and clarity

    | |
    | — |
    | **RUBRIC – CASE STUDY 1 – Cardiometabolic Syndrome in Adult Primary Care (100 Points)**<br>**1. Pathophysiology (25 points)**<br>Level<br>Description<br>**Excellent (23–25)**<br>Demonstrates an advanced, accurate explanation of cardiometabolic pathophysiology, clearly integrating insulin resistance, obesity, dyslipidemia, hypertension, and vascular inflammation. Shows strong synthesis of current evidence and applies mechanisms directly to the patient case.<br>**Satisfactory (18–22)**<br>Explains core pathophysiologic concepts correctly with minor gaps in depth or integration. Connections to the patient scenario are present but may lack full synthesis.<br>**Unsatisfactory (13–17)**<br>Provides a basic or partially inaccurate discussion of pathophysiology. Limited linkage between mechanisms and clinical manifestations.<br>**Poor (1–12)**<br>Pathophysiology is superficial, inaccurate, or largely descriptive with minimal understanding of disease mechanisms.<br>**Not Submitted (0)**<br>Section not submitted or missing.<br>**2. Comprehensive Assessment & Clinical Reasoning (30 points)**<br>Level<br>Description<br>**Excellent (28–30)**<br>Presents a comprehensive, prioritized assessment including risk stratification, complication screening, and preventive care. Demonstrates excellent clinical judgment and aligns findings with guidelines.<br>**Satisfactory (22–27)**<br>Assessment is appropriate and accurate but lacks depth, prioritization, or full integration of preventive and risk-based care.<br>**Unsatisfactory (16–21)**<br>Incomplete assessment with missing key elements or limited clinical reasoning.<br>**Poor (1–15)**<br>Assessment is disorganized, incomplete, or clinically unsafe.<br>**Not Submitted (0)**<br>Section not submitted or missing.<br>**3. Pharmacology & Evidence-Based Management (35 points)**<br>Level<br>Description<br>**Excellent (33–35)**<br>Develops a comprehensive, guideline-based pharmacologic and non-pharmacologic plan. Medication choices are fully justified, safe, and patient-centered with appropriate monitoring and follow-up.<br>**Satisfactory (26–32)**<br>Management plan is generally appropriate but may lack full justification, optimization, or monitoring details.<br>**Unsatisfactory (18–25)**<br>Pharmacologic plan demonstrates limited understanding of guidelines or contains omissions or questionable choices.<br>**Poor (1–17)**<br>Plan is unsafe, unsupported by evidence, or demonstrates poor pharmacologic reasoning.<br>**Not Submitted (0)**<br>Section not submitted or missing.<br>**4. Scholarly Writing & APA Format (10 points)**<br>Level<br>Description<br>**Excellent (9–10)**<br>Writing is clear, professional, and well-organized. Correct APA 7 formatting with current, high-quality scholarly sources.<br>**Satisfactory (7–8)**<br>Minor APA or writing errors that do not impede comprehension.<br>**Unsatisfactory (5–6)**<br>Multiple APA or writing errors that detract from clarity.<br>**Poor (1–4)**<br>Significant APA violations and poor academic writing.<br>**Not Submitted (0)**<br>Section not submitted or missing. |

    **## Cardio1.docx**

    **Cardio-metabolic Syndrome in Adult Primary Care**

    **Case Scenario:**

    Mr. J.R. is a 52-year-old Hispanic male presenting for a routine follow-up. He reports fatigue, increased thirst, and weight gain over the past year.

    History:

    · PMH: Type 2 diabetes (6 years), hypertension, dyslipidemia, obesity

    · Medications: Metformin 1000 mg BID, Lisinopril 10 mg daily, Atorvastatin 20 mg nightly

    · Social: Sedentary lifestyle, works two jobs, limited access to healthy food

    · Family history: Father with MI at 59

    Vitals:

    · BP: 148/92 mmHg

    · BMI: 36 kg/m²

    Labs:

    · A1C: 9.1%

    · LDL: 142 mg/dL

    · Triglycerides: 265 mg/dL

    · eGFR: 68 mL/min/1.73m²

    · Urine albumin/creatinine ratio: 45 mg/g

    **Student Assignment Requirements (APA 7)**

    Students must submit a 7–9 page scholarly paper (excluding title and references) addressing:

    **1. Pathophysiology (25%)**

    · Explain the interrelationship between insulin resistance, obesity, hypertension, dyslipidemia, and endothelial dysfunction

    · Describe progression to microvascular and macrovascular complications

    · Integrate evidence-based literature

    **2. Comprehensive Assessment (30%)**

    · Focused and comprehensive primary care assessment

    · Cardiovascular risk stratification (ASCVD)

    · Identification of red flags and complications

    · Preventive care and screening needs

    **3. Pharmacology & Management (35%)**

    · Evidence-based medication optimization per ADA, ACC/AHA, and KDIGO guidelines

    · Justification for adding/changing medications (e.g., GLP-1 RA, SGLT2 inhibitor)

    · Non-pharmacologic management

    · Monitoring and follow-up plan

    **4. Scholarly Writing & APA Format (10%)**

    · Use of current (≤5 years) peer-reviewed sources

    · APA 7 accuracy and clarity

    | |
    | — |
    | **RUBRIC – CASE STUDY 1 – Cardiometabolic Syndrome in Adult Primary Care (100 Points)**<br>**1. Pathophysiology (25 points)**<br>Level<br>Description<br>**Excellent (23–25)**<br>Demonstrates an advanced, accurate explanation of cardiometabolic pathophysiology, clearly integrating insulin resistance, obesity, dyslipidemia, hypertension, and vascular inflammation. Shows strong synthesis of current evidence and applies mechanisms directly to the patient case.<br>**Satisfactory (18–22)**<br>Explains core pathophysiologic concepts correctly with minor gaps in depth or integration. Connections to the patient scenario are present but may lack full synthesis.<br>**Unsatisfactory (13–17)**<br>Provides a basic or partially inaccurate discussion of pathophysiology. Limited linkage between mechanisms and clinical manifestations.<br>**Poor (1–12)**<br>Pathophysiology is superficial, inaccurate, or largely descriptive with minimal understanding of disease mechanisms.<br>**Not Submitted (0)**<br>Section not submitted or missing.<br>**2. Comprehensive Assessment & Clinical Reasoning (30 points)**<br>Level<br>Description<br>**Excellent (28–30)**<br>Presents a comprehensive, prioritized assessment including risk stratification, complication screening, and preventive care. Demonstrates excellent clinical judgment and aligns findings with guidelines.<br>**Satisfactory (22–27)**<br>Assessment is appropriate and accurate but lacks depth, prioritization, or full integration of preventive and risk-based care.<br>**Unsatisfactory (16–21)**<br>Incomplete assessment with missing key elements or limited clinical reasoning.<br>**Poor (1–15)**<br>Assessment is disorganized, incomplete, or clinically unsafe.<br>**Not Submitted (0)**<br>Section not submitted or missing.<br>**3. Pharmacology & Evidence-Based Management (35 points)**<br>Level<br>Description<br>**Excellent (33–35)**<br>Develops a comprehensive, guideline-based pharmacologic and non-pharmacologic plan. Medication choices are fully justified, safe, and patient-centered with appropriate monitoring and follow-up.<br>**Satisfactory (26–32)**<br>Management plan is generally appropriate but may lack full justification, optimization, or monitoring details.<br>**Unsatisfactory (18–25)**<br>Pharmacologic plan demonstrates limited understanding of guidelines or contains omissions or questionable choices.<br>**Poor (1–17)**<br>Plan is unsafe, unsupported by evidence, or demonstrates poor pharmacologic reasoning.<br>**Not Submitted (0)**<br>Section not submitted or missing.<br>**4. Scholarly Writing & APA Format (10 points)**<br>Level<br>Description<br>**Excellent (9–10)**<br>Writing is clear, professional, and well-organized. Correct APA 7 formatting with current, high-quality scholarly sources.<br>**Satisfactory (7–8)**<br>Minor APA or writing errors that do not impede comprehension.<br>**Unsatisfactory (5–6)**<br>Multiple APA or writing errors that detract from clarity.<br>**Poor (1–4)**<br>Significant APA violations and poor academic writing.<br>**Not Submitted (0)**<br>Section not submitted or missing. |

  • [Solved] ASL

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    In APA format, how does my Farm Share service-learning experience demonstrate _Relevant and Meaningful Service within the Community_, _Enhanced Academic Learning_, _Purposeful Civic Learning_, _Purposeful Reflections_, and _Critical Thinking/Conclusion_ in relation to my selected course objectives? …

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    Assignment Prompt & Instructions

    In APA format, how does my Farm Share service-learning experience demonstrate _Relevant and Meaningful Service within the Community_, _Enhanced Academic Learning_, _Purposeful Civic Learning_, _Purposeful Reflections_, and _Critical Thinking/Conclusion_ in relation to my selected course objectives? The goals of service learning are to  1) enhance classroom learning, 2) meet community needs, and 3) foster civic responsibility/civic engagement.

    – [\
    \
    paperrequirements.docx](https://www.sweetstudy.com/files/paperrequirements-docx-10493033 "paperrequirements.docx")

  • [Solved] Bj week 5

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    In-depth study guidance and analytical solution covering Bj week 5.

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    Assignment Prompt & Instructions

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

  • [Solved] Bj week 5

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    **Bj week 5 Enhancing Referral Follow-Through for Veterans in Outpatient Mental Health Care** **files (1)** – ## ProblemStatementInstructionSheet.docx **## ProblemStatementInstructionSheet.docx** Constructing a Problem Statement ## What is a Problem Statement? A problem statement is one or two sente…

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    **Bj week 5 Enhancing Referral Follow-Through for Veterans in Outpatient Mental Health Care**

    **files (1)**

    – ## ProblemStatementInstructionSheet.docx

    **## ProblemStatementInstructionSheet.docx**

    Constructing a Problem Statement

    ## What is a Problem Statement?

    A problem statement is one or two sentences that identifies and summarizes a condition, problem, or issue that an improvement process is going to be developed to address.

    A problem statement provides an articulate expression of what the improvement process (project) is setting out to achieve.

    However, before a problem statement can be written there needs to be an understanding of the difference between the symptoms of a problem and an actual problem.

    Symptoms are typically the only indication that there is a problem. Symptoms are the shadows of underlying problems; the evidence by which a problem affects staff and makes itself known. In other words, a symptom is not a problem, but rather the outcome of an actual problem. A problem can be defined as the gap between the existing state and the desired state of a process.

    ## Constructing Your Problem Statement

    To write a problem statement, answer the following questions and develop your one or two sentence statement from the answers.

    **Completed Example:**

    | | |
    | — | — |
    | **Questions** | **Example Responses** |
    | **What is the problem?** | Graduate students are not prepared for advanced levels of scholarly writing. |
    | **Who does this effect?** | Students who are in graduate programs and their faculty. |
    | **How does this problem make you feel?** | Concerned about how current instructional strategies, feedback mechanisms, and course design do not support students’ competency. |
    | **When is it a problem?** | Every time a student submits a scholarly paper for evaluation. |
    | **Why should I care?** | Graduate students are expected to demonstrate advanced scholarly writing skills that reflect critical thinking, evidence- based reasoning, and professional communication. |
    | **How does it affect the customer?** | This gap can affect the students’ ability to succeed in coursework, contribute to the nursing body of knowledge,<br>and engage in leadership or policy advocacy. |

    ### Tips for Writing a Problem Statement

    · Look for the problem, not the solutions.

    · Focus on one problem.

    · Keep the statement to one or two sentences.

    · Ensure you can distinguish between symptoms and problems. An effective method fordoing this is to use the 5 Whys tool.

    Herzing University, 2025

    As you are considering and answering the questions in the first column, write down any key words.

    Then, write the first draft of the statement describing the current state using the information you gathered. Thus, the example’s problem statement would be as follows:

    _Current instructional strategies do not support the development of scholarly writing skills among graduate nursing students. There is a need to explore how instructional strategies influence the development of scholarly writing skills among graduate nursing students._

    | | |
    | — | — |
    | **Questions** | **Responses** |
    | **What is the problem?** | |
    | **Who does this effect?** | |
    | **How does this problem make you feel?** | |
    | **When is it a problem?** | |
    | **Why should I care?** | |
    | **How does it affect the customer?** | |

    ### Draft Problem Statement

    Write the first draft of the statement describing the current state using the information you gathered.

    **## ProblemStatementInstructionSheet.docx**

    Constructing a Problem Statement

    ## What is a Problem Statement?

    A problem statement is one or two sentences that identifies and summarizes a condition, problem, or issue that an improvement process is going to be developed to address.

    A problem statement provides an articulate expression of what the improvement process (project) is setting out to achieve.

    However, before a problem statement can be written there needs to be an understanding of the difference between the symptoms of a problem and an actual problem.

    Symptoms are typically the only indication that there is a problem. Symptoms are the shadows of underlying problems; the evidence by which a problem affects staff and makes itself known. In other words, a symptom is not a problem, but rather the outcome of an actual problem. A problem can be defined as the gap between the existing state and the desired state of a process.

    ## Constructing Your Problem Statement

    To write a problem statement, answer the following questions and develop your one or two sentence statement from the answers.

    **Completed Example:**

    | | |
    | — | — |
    | **Questions** | **Example Responses** |
    | **What is the problem?** | Graduate students are not prepared for advanced levels of scholarly writing. |
    | **Who does this effect?** | Students who are in graduate programs and their faculty. |
    | **How does this problem make you feel?** | Concerned about how current instructional strategies, feedback mechanisms, and course design do not support students’ competency. |
    | **When is it a problem?** | Every time a student submits a scholarly paper for evaluation. |
    | **Why should I care?** | Graduate students are expected to demonstrate advanced scholarly writing skills that reflect critical thinking, evidence- based reasoning, and professional communication. |
    | **How does it affect the customer?** | This gap can affect the students’ ability to succeed in coursework, contribute to the nursing body of knowledge,<br>and engage in leadership or policy advocacy. |

    ### Tips for Writing a Problem Statement

    · Look for the problem, not the solutions.

    · Focus on one problem.

    · Keep the statement to one or two sentences.

    · Ensure you can distinguish between symptoms and problems. An effective method fordoing this is to use the 5 Whys tool.

    Herzing University, 2025

    As you are considering and answering the questions in the first column, write down any key words.

    Then, write the first draft of the statement describing the current state using the information you gathered. Thus, the example’s problem statement would be as follows:

    _Current instructional strategies do not support the development of scholarly writing skills among graduate nursing students. There is a need to explore how instructional strategies influence the development of scholarly writing skills among graduate nursing students._

    | | |
    | — | — |
    | **Questions** | **Responses** |
    | **What is the problem?** | |
    | **Who does this effect?** | |
    | **How does this problem make you feel?** | |
    | **When is it a problem?** | |
    | **Why should I care?** | |
    | **How does it affect the customer?** | |

    ### Draft Problem Statement

    Write the first draft of the statement describing the current state using the information you gathered.

  • [Solved] Asssigment part 2 part one attached

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    **files (1)** – ## Module3.docx **## Module3.docx** **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_ **Instructions:** Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulat…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Module3.docx

    **## Module3.docx**

    **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_

    **Instructions:**

    Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulating the clinical question?

    1. What is the PICOT Format?

    2. What is the importance of following the PICOT format when formulating the clinical question?

    3. Provide two examples of clinical questions formulated utilizing the PICOT format.

    **Use an Essay Format:**

    · You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and not contain material copied from books or the internet.

    · When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    **Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    **## Module3.docx**

    **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_

    **Instructions:**

    Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulating the clinical question?

    1. What is the PICOT Format?

    2. What is the importance of following the PICOT format when formulating the clinical question?

    3. Provide two examples of clinical questions formulated utilizing the PICOT format.

    **Use an Essay Format:**

    · You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and not contain material copied from books or the internet.

    · When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    **Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

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