Category: Nursing

Purpose
This discussion demonstrates your understanding of the evidence-based intervention in a quantitative research study as the intervention you translate to patients in your practice change project. As you work to find solutions for your selected practice problem during the design phase of your future practice change project, an evidence-based intervention is found through the critical review and appraisal of quantitative research. As stated in this week’s lesson, the evidence-based intervention you are looking for is not the standard of care for your patients. Recall the implementation timeframe for your Chamberlain DNP practice change project is 8 to 12 weeks. However, the published research you find will have taken place over a much longer timeframe. A single research study could be 1 to 3 years or longer. The important element of finding the right research supporting your intervention is that the intervention was shown to impact the outcome with statistical significance.
Instructions
As a DNP student, you are searching for an evidence-based intervention to translate into practice. Using the practice problem you selected in NR715, continue your search and appraisal of evidence by analyzing one quantitative randomized control trial or quasi-experimental research study. This research study should not be one that was used in NR715.
Appraise the quantitative research study using the Johns Hopkins Research Evidence Appraisal Tool. Transfer your findings to the Johns Hopkins Individual Evidence Summary Tool. Do not submit the Johns Hopkins Research Appraisal Tool.
John Hopkins Research Evidence Appraisal ToolLinks to an external site.
John Hopkins Individual Evidence Summary ToolLinks to an external site.
Include your completed Johns Hopkins Individual Evidence Summary Tool and permalink to the selected research study.
Analyze the selected single research study and place the information in the Johns Hopkins Individual Evidence Summary Tool. Address the following in the discussion:
Identify the outcomes specific to the intervention measured by the research team.
Considering implementation fidelity, identify and describe the steps you would take during the design phase to translate/ implement this intervention in a practice setting.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competencies:
1. Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
4. Appraises current information systems and technologies to improve health care. (POs 6, 7)
5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
7. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
8. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care (POs 1, 4)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Analyze research and non-research data for the purposes of critical appraisal and judgment of evidence for translation into practice. (PCs 1, 3, 4, 5, 7, 8; POs 1, 3, 5, 7, 9)
Formulate an emerging practice question focusing on the research-based intervention to influence practice outcomes. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 3, 4, 5, 6, 7, 9)
FYI: The practice problem I used in the previous course was “Obesity” and I narrowed it to adolescents and young adults.

1. Summarize key insights you gained about population health, health equity, diversity, and inclusion and reflect on the ways bias, care inequity, and systems impact health outcomes in diverse populations
2. Identify a population from your practice setting for consideration during this course
3. Propose how applying the AONL population health competencies to your practice could affect the selected population
*** Please answer all questions ***
Each post must cite and reference at least one peer-reviewed source (published within the last 5 years) in APA 7th edition.
Use 2 books:
Cupp Curley, A., Nietz, B., & Erikson, S. (eds.). (2025). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer Publishing Company.
Nash, D., Skoufalos, A., Fabious, R., & Oglesby, W. (2021). Population health: Creating a culture of wellness (3rd ed.). Jones and Bartlett.
other things can use:
Required Textbook Readings (MO 1,2,3,4)
Cupp Curley, A., Nietz, B., & Erikson, S. (eds.). (2025). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer Publishing Company.
Read Chapters 1, 2, and 3
Cupp Curley, A. (ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer Publishing Company.
Read Chapters 1 and 2
Nash, D., Skoufalos, A., Fabious, R., & Oglesby, W. (2021). Population health: Creating a culture of wellness (3rd ed.). Jones and Bartlett.
Read Chapters 1 and 3
All paragraphs have to have at least four sentences in it. Please make sure your citing is correct

Please pay close attention to the reference material. I have included the two assignments that were supposed to be built on. I have also included some background on this project named Xerox. There is also a paper entitled Competency this is the guide to what is required for this paper and what specific areas needs to be addressed.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Even the best intervention plan will not be effective without a sound and reasonable approach to implementing it. The implementation of the same intervention plan can vary drastically between different care settings, based on the culture of the care setting, the resources available, and the stakeholders involved in the project, as well as the specific policies already in place. A successful implementation plan blends contemporary and emerging best practices and technology with an understanding of the on-the-ground realities of a specific care setting and the target population for an intervention. By synthesizing these various considerations it is possible to increase the likely success of the implementation and continued sustainability of an intervention plan.
Preparations
Read Guiding Questions: Implementation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
What are the needs of your stakeholders that are relevant to your target population and need?
What applicable health care policy and regulations are relevant to your target population and need?
How will these considerations impact the development of your Intervention Plan Design assessment?
How can you work these considerations into the development of your Implementation Plan Design assessment?
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
Your implementation plan design will be the third section of your final project submission. The goal for this is to design a plan that will allow your intervention to be theoretically implemented in your target population and setting. You should be able to preserve the quality improvement outcomes that you designed for your target population and setting while also ensuring that the intervention does not put undue stress on the health care setting’s resources or violate any policies or regulations. Provide enough detail so that the faculty member assessing your implementation plan design will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Implementation Plan Design document (linked above) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, as well as the setting and context for which this intervention plan was designed before launching into your implementation plan.
Reminder: these instructions are an outline. Your heading for this this section should be Management and Leadership and not Part 1: Management and Leadership.
Part 1: Management and Leadership
Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.
Part 2: Delivery and Technology
Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
Evaluate the current and emerging technological options related to the proposed delivery methods.
Part 3: Stakeholders, Policy, and Regulations
Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
Propose existing or new policy considerations that would support the implementation of an intervention plan.
Part 4: Timeline
Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.
Address Generally Throughout
Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
Communicate implementation plan in a way that clearly illustrate the importance of interprofessional collaboration to create buy-in from the audience.
Practicum Hours Submission
You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.
Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.
You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns.
Additional Requirements
Length of submission: 4–6 double-spaced pages.
Number of resources: 3–6 resources. (Your final project will require 12–18 unique resources.)
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
Propose existing or new policy considerations that would support the implementation of an intervention plan.
Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
Competency 4: Design patient- and population-centered care to improve health outcomes.
Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.
Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
Evaluate the current and emerging technological options related to the proposed delivery methods.
Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.
Note: You will also be assessed on two additional criteria unaligned to a course competency:
Communicate implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.

• Acute /Critical Illness: PowerPoint
Select one topic from the following. For this assignment, you will discuss pathophysiology, clinical presentation, management, and geriatric (older adult) considerations.
5. Heavy Metal Poisoning

Compare and Contrast
Compare and contrast sedative, hypnotic, or anxiolytic use disorder from cannabis use disorder (without the aid of a drug screen). For this discussion, you will need to emphasize how comprehensive assessment could help us arrive at the correct diagnosis and what the signs and symptoms of each are.

Instructions
For this assignment you will write a paper with content related to ADHD. You are meeting with the parents of a child being evaluated for ADHD. The child meets criteria based on DSM-5 for an ADHD diagnosis through the subjective and objective data provided.
What is DSM-5 criteria that must be met through subjective and objective data for the accurate diagnosis of ADHD?
What information/resources would you use to discuss this diagnosis?
What information would you provide to educate parents/caretakers regarding etiology and symptoms of ADHD?
What treatment options would you discuss with the parents/caretakers?
What non-pharmacological treatment has been useful in treating children with ADHD? Why is it helpful?
What are the long-term effects on the brain of children who have used medication for ADHD? What are the possible long-term benefits and negative impacts of those medications on both the brain and body overall?
Include a minimum of three evidence-based practice guidelines or scholarly articles. All papers should conform to the most recent APA standards.
Please make sure to use and cite the DSM 5
I will attach the rubric,please take a close look
thanks

Write a one-page peer review of the discussion below:
Mental Illness in the Carbon County Community
Within my community in Carbon County, there is definitely a significant presence of underserved and vulnerable subgroups. Specific portions (even entire townships or boroughs) within the county seem to be more at risk for vulnerability than others, such as Weissport, Lansford, and Lehighton boroughs; that being said, the healthcare disparities in the immediate area do not end there. Specifically, one high risk, vulnerable population within this community is people with mental illness. In an effort to best serve the community within the area, Lehigh Valley Health Network (LVHN) completed a community assessment of health needs that sought to identify strengths and vulnerabilities. One specific data point within LVHN’s assessment was that mortality from suicide in the county was approximately double that of the national average, at just over 24 people per 100,000 (2022). The fact that the incidence rate was so far above both the state and national rates is alarming and suggests a lack of community resources and support for mental illness. Along with this statistic, LVHN’s community assessment of health also found that the percentage of adults who reported high levels of alcohol consumption was about 21.5 percent, which sat at about two percent higher than the national average as well as one to two percent above the state average (2022). Both recreational drug use and alcohol abuse are certainly tied in with mental health, and an increase in one issue could have potentially devastating effects upon another. The vast majority of data obtained for the assessment led into just the beginning of 2020, so it would also be interesting and helpful to see additional, current data spanning throughout and following the pandemic.
Impact to the General Community
Actions taken from mental health challenges actually add to trauma and violence within the community, in the form of self-directed violence. This type of violence can cause minor to moderate injuries or can even lead to death by suicide. Suicide can be defined as “taking an action that causes one’s own death,” (Rector & Stanley, 2022). Completed suicides have an apparent direct impact to the patients themselves, as this event results in mortality. But the second- and third-order effects upon the community at large cannot be underestimated either. Any violence within the community is bound to have a negative impact upon families, neighbors, and acquaintances, but each suicide can exact a hefty toll upon many within a victim’s home, school, workplace, and entire town. Even if a person with mental illness is able to seek and receive appropriate treatment, it can be a huge challenge for that individual to maintain relationships, keep himself or herself safe, and engage in the tasks necessary to hold a job and make contributions to the community. But many people are not able to afford or locate timely assistance within the country and specifically within the Carbon County community, which exacerbates the challenge greatly and can lead to increased attempts at self-directed violence as well as potential increased incidences of self-medication via drug and alcohol abuse. And while violence, mortality rates, and drug and alcohol abuse are at an increased rate in a community, it is clearly generally less safe for those who inhabit the area.
Community Interventions
Mental health is a crisis that definitely impacts a sizeable subgroup within Carbon County, but it has also been identified as a nationwide issue that needs to be addressed. A few national objectives that contend with mental health include reduction of the overall suicide rate, increasing the percentage of people with depression who seek and receive treatment, and increasing the percentage of adult and adolescent primary care screenings for depression (Rector & Stanley, 2022). Although those goals will be addressed differently on a national level, there is also value to dealing with them at the community level as well. For example, interventions such as screenings at primary care and emergency care facilities within the community could serve as a great tool to identify vulnerable individuals as well as to help direct them to the appropriate resources. In addition, similarly to the manner in which Carbon County has developed a task force specific to opiate overdoses (complete with advertising and community outreach), the community could engage in awareness campaigns and educational programs to help identify risks associated with mental illness and self-directed violence as well as to broadcast the resources available specific to the area (Rector & Stanley, 2022).
The U.S. Department of Health and Human Services identified a specific shortage area in Carbon County, largely within the more rural coal region. The organization’s site published that the St. Luke’s Miners Healthcare Center in Lansford Borough served as a designated rural health clinic with coverage for primary care, mental health, and dental health needs (2023). Although this clinic is within walking distance of most locations within the town, many individuals may not know that the resource exists. Ensuring to disseminate information to the public regarding resources such as this clinic, the community crisis hotline, and the county alcohol and drug referral lines could help many individuals get the care they need. In turn, helping that vulnerable subgroup receive proficient, accessible care could resolve a large amount of self-directed violence in the community and keep other community members safe from exposure to violence and the heartache associated with losing a loved one to suicide.
References
Lehigh Valley Health Network. (2022, May). 2022 Community health needs assessment profile –
Carbon County. Carbon County CHNA Report. https://www.lvhn.org/sites/default/files/
2022-06/N17520_CHNA_Carbon_County_2022.pdf
Rector, C. & Stanley, M.J. (2022). Community and public health nursing: Promoting the public’s
health (10th ed.). Wolters Kluwer.
U.S. Department of Health & Human Services. (2023, November). Health provider shortage
areas find. Health Resources & Services Administration. https://data.hrsa.gov/tools/shortage-area/hpsa-find
Direction for Peer Responses:
Peer responses must be specific and not simply restate what your peer has said. You do not need to assess the quality of your peer’s work (e.g., good job with your post). Give your peer authentic feedback to engage in a scholarly discussion. Expand on Ideas: Instead of simply rephrasing what your peer said, aim to expand on their ideas. Add depth to the discussion by providing additional information, perspectives, or examples related to the topic. For instance, “Building on your point about [topic], I would like to add…” Offer a Counter Argument: If you have any critiques or suggestions for improvement, provide them in a constructive manner. Be specific about what aspects of their argument or reasoning could be enhanced. For example, “While I agree with your analysis of [topic], I believe considering [alternative perspective or evidence] could strengthen your argument.” Share Personal Experiences or Examples: Draw from your own experiences or clinical practice to illustrate or support your points. This adds authenticity and relevance to your response. For instance, “In my clinical experience, I encountered a similar situation where [describe situation]. This relates to your point about [topic] because…” Pose Thoughtful Questions: Encourage further discussion by posing thoughtful questions to your peer. These questions can help deepen their understanding of the topic or prompt them to consider alternative viewpoints. For example, “I’m curious about your thoughts on [related aspect of the topic]. How do you think [specific factor] influences [topic] in the context of [setting]?” Provide Evidence or References: If applicable, support your points with evidence from scholarly sources or relevant literature. This demonstrates academic rigor and enhances the credibility of your response. For example, “Research by [author] suggests that [fact or finding], which aligns with your argument about [topic].” Encourage Dialogue and Collaboration: Conclude your response by inviting your peer to continue the discussion or collaborate on future projects. This fosters a sense of community and engagement within the academic environment. For instance, “I look forward to hearing your thoughts on [related topic]. Peer reviewed scholarly resources should be used and a minimum of 2 references are required. Correct APA format, including letter casing, references and citations, writing mechanics, grammar, spelling, and punctuation are used.

Conduct an analysis of the elements of the research article you identified(Article attached). Be sure to include the following:
-Your topic of interest(Nursing Informatics-please see the attached article)
-A correctly formatted APA citation of the article you selected, along with link or search details.
-Identify a professional practice use of the theories/concepts presented in the article.
-Analysis of the article using the “Research Analysis Matrix” section of the template
-Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
-Describe your approach to identifying and analyzing peer-reviewed research.
-Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
-Identify at least one resource you intend to use in the future to find peer-reviewed research.

I have attached the readings, rubric and assignment. Please use apa 7 formatting and scholarly resources

from week 4 to 7 time log
Submit a journal entry (along with your time log). The journal entry is your opportunity to be self-reflective. It should connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. See the Practicum Guidelines, located in the Practicum area and in this week’s Learning Resources, for a complete descriiption of the practicum.