Category: Nursing

For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
I have submitted the reference material that is needed. The project is implements a call center based at Kanakanak hospital in bush alaska to serve the entire region (villages) to provide timely service. Just a bit about our area it is only accessible via airplane at any given time. We are off the road system. Each village or community has a health aide which is at an EMT or less level to be the eyes and ears for the village typically a population of around 0-200 people. If there are critical needs we medvac patient to the larger hospital in Dillingham Ak or Kanakkanak . I have included the action plan, some policies that they have so far and sort of a pitch expressing the need for this. There are numbers that I am not sure is needed but wanted to give the information as context.
Preparations
Read Guiding Questions: Problem Statement (PICOT) [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment. (Included)
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.
As you reflect on your work in the field, what population do you feel has the greatest need? Why? Is the need across the population, or within a specific setting?
What interventions already exist for the selected population? Are they effective? Why or why not?
How will site support from your practicum and your preceptor support your goals and objectives?
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 problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as 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: Problem Statement (PICOT) document (linked above) to better understand how each criterion will be assessed.
Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
Your Problem Statement (PICOT) should be structured as follows:
Part 1: Problem Statement (2–3 pages)
Need Statement (1 paragraph).
Analyze a health promotion, quality improvement, prevention, education or management need.
Population and Setting (1–2 paragraphs).
Describe a target population and setting in which an identified need will be addressed.
Intervention Overview (1–2 paragraphs).
Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
Comparison of Approaches (1–2 paragraphs).
Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
Initial Outcome Draft (1 paragraph).
Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Time Estimate (1 paragraph).
Propose a rough time frame for the development and implementation of an intervention to address and identified need.
Part 2: Literature Review (10–15 resources, 3–6 pages)
Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
Address Generally Throughout
Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.
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: 5–9 double-spaced pages.
Number of resources: 10–15 resources. (Your final project summation will require 12–18 unique sources across all sections.)
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.
Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
Analyze a health promotion, quality improvement, prevention, education, or management need.
Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
Describe a quality improvement method that could impact a patient, population, or systems outcome.
Competency 4: Design patient- and population-centered care to improve health outcomes.
Propose a rough time frame for the development and implementation of an intervention to address an identified need.
Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Note: You will also be assessed on two additional criteria unaligned to a course competency:
Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these additional requirements.

The Tuskegee Syphilis study, conducted by the U.S Public health services between 1932 and 1972, aimed to studythe natural progression of untreated syphillis in African American Man. The study initially involved 600 men: 399 with syphillis and 201 without.The men were mislead and were not informed of their diagnosis, being told they were receiving treatment for “bad blood,”a term used locally to describe various ailments.
Requirements: 800

Complete the following flow chart by adding the names of the veins. Where possible,
include the organs/areas each vein serves above or next to each box. Note that some of
these veins are more medial than others; this is important for determining the naming. We use visible body app and book by Cynthia Harley, Ph.D.

SYNTHESIS OF LITERATURE ASSIGNMENT INSTRUCTIONS
OVERVIEW
I’VE ATTACHED THE PREVIOUS ASSIGNMENT WHICH IS A TEMPLATE FOR THIS ONE. THE REFERENCES ARE THERE IN THAT ASSIGNMENT SO THIS PAPER IS A CONTINUATION
Utilize the articles addressed in the literature matrix to write a synthesis of the research. You will
only have 10 – 15 articles, but you should be able to draw some conclusions and form opinions
about how the research could be used to make a practice change. It is important that students are
able to not only analyze individual research studies, but to then see how the evidence on a topic
“fits together”. This is beyond a simple literature review; it is looking at research as a whole and
drawing conclusions.
Review the articles you’ve gathered and address the following:
1. What are the overall strengths and weaknesses of the research studies?
2. Where there any obvious gaps in the research (something that wasn’t addressed that
really needed addressing)?
3. Which studies had similar conclusions? How did these studies differ in terms of strength
of design, level of evidence (using Melnyk classification system), number of subjects,
usefulness for practice, and other pertinent aspects of research?
4. Were there studies that had very different or contradictory results? Why do you think this
is the case?
5. What is your overall conclusion about what the research is concluding and using the
evidence for a practice change?
6. Anything else you found pertinent or noteworthy about the research studies you
reviewed.
Keep in mind that this is a synthesis, so you don’t want to discuss research using a “shotgun”
approach where you talk about research A, then research B, then research C, etc. This doesn’t
demonstrate an understanding of the research as a whole. An example of an approach for
synthesis might be research A & B reached similar conclusions while research C reached a
different conclusion with a smaller sample size. You would then add your own
conclusions/opinion, based on the whole of what the studies are telling you.
INSTRUCTIONS
 This is a formal paper and should be written in narrative format, utilizing APA format per
LU graduate level paper guidelines.
 Please include a title page, abstract, and reference page.
 Use headings to separate sections of your paper.
 Clearly cite information from the research studies themselves and other sources used in
evaluating them. Note that you may have several citations in one paragraph as you
discuss different research studies.
 A minimum of 5 pages is required, not including title, abstract, and reference pages.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool

Work with your EBP group for this part of the project; however, this is an individual assignment. Use the articles you retrieved from the previous assignment. Each student will select two (2) research articles from your prior submission which are approved by your course instructor. Each group will be analyzing a total of six (6) unique articles for the project. Try to select the best articles for your PICOT question. This will be your final article set.
Picot: IN ACUTE CARE GERIATRIC PATIENTS, HOW DOES BED ALARMS COMPARE TO NO BED ALARM IMPACT FALLS DURING HOSPITALIZATIONS.
Read each article carefully several times and answer the questions to the best of your ability about the merit of the article. Create an evidence table for your two (2) articles, using the template provided. Use either the quantitative or qualitative article templates depending on the type of article you are evaluating. This table will be a tool to inform your article analysis. Use the EBP article analysis document as a basis to evaluate the scientific merit of your articles. Write a summary of your findings in about 2 paragraphs for each article. Submit your assignment in one contiguous document (i.e., article 1 evidence table, article 1 analysis, article 2 evidence table, article 2 analysis).
im sending 12 articles that was approve my the instructor you just have to choose 2 from it, also there is an example

I am working on a PICO research paper about birth control and infertility. I need sections 3,4,5 of the rubic completed.
Section 3 – search and strategy / level of evidence
Section 4- literature review
Section 5- analysis of literature
I will attach my research paper, a rubic, and example research paper of what’s expected for this assignment.

Plan your health promotion activity/service
Instructions: For this part of the activity, you will begin to plan out your health promotion activity/service by performing a community assessment, research data and trends and selecting a community agency to collaborate with.
1. Each student will use a community assessment model (e.g. Community as Partner) to do an abbreviated community assessment, which must include data collection and a windshield survey, of your selected community. A complete windshield survey should include elements such as boundaries, housing and zoning, open space, commons, transportation, social service centers, stores, condition of the area, race and ethnicity, religion, health indicators, politics, media, media, business and industry. See Chapter 12 in text. (25 points)
2. The student will analyze data looking for trends showing strengths, weaknesses, and conditions
3. The student identifies one or two community health problems which represent a particular aggregate at-need or at-risk. Be sure to include citations and a reference list to support the identified problem and need for this intervention. (25 points)
4. Identify an activity or service you can provide to meet this need and your target audience. Projects must have a community focus. (25 points)
5. The student will then collaborate with a community agency to plan and implement a health promotion project to address the problems and needs of the aggregate. This can be a church, educational facility, community center, or community group in your community. Students MAY NOT complete clinical projects in their place of employment. (25 points)

Chosen Practice problem Mental health disorder, moreso depression as a global burden of disease.
See assignment direction below- need 6 pages including intext and reference list-use articles 1 and 2 on appendix G and article below for this paper plus add other non-research evidence to complete, APA format, grammar and plagiarism check
1. Review the directions for completing each column of the Johns Hopkins Individual Evidence Summary Tool (located in the Week 2 lesson).
2.
3. Use the above quantitative research studies from NR715 that are already on your expanding Johns Hopkins Individual Summary Tool. Add the quantitative research study appraised in Week 1 of this course to your Johns Hopkins Individual Evidence Summary Tool. All articles must be recent research articles less than 5 years old, and be related to your selected National Practice Problem. Two of the quantitative research studies support your introduction and analysis of the selected practice problem. The quantitative study appraised in NR716 has tested the evidence-based intervention.
a. If any of your quantitative research studies do not meet these requirements, you need to find replacement quantitative research studies and update the Johns Hopkins Evidence Summary Tool after you appraise, level the evidence, and grade the quality of the replacement study or studies.
4. Locate three non-research evidence sources to support the introduction and analysis of the practice problem.
5. Use a synthesis style of writing in every section (1, 2, 3, & 4) of the paper when incorporating research evidence and non-research evidence.
6. Use the most current version of Microsoft Word
The assignment includes the following components:
1. Introduction
a. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
b. Write a one-sentence purpose statement.
c. Introduce the practice problem.
d. Introduce an evidence-based intervention using research evidence to support the intervention.
2. Analysis of the Practice Problem (1-2 paragraphs)
i. Significance
ii. Prevalence
iii. Mortality
iv. Economic ramifications of the practice problem
e. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
f. Present the following at the national and local levels:
3. Evidence Synthesis (minimum of 3 quantitative research articles)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Identify the main themes and salient points that emerge from a synthesis of research evidence.
c. Compare and contrast the main points from a synthesis of research evidence.
d. Present an objective overarching synthesis of the research intervention.
4. Conclusion
a. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
b. Write one concise paragraph providing a clear and logical summation of the paper.
5. References
a. Include a list of all references in APA format.
b.
6. writing a one sentence clear and concise practice question (In adults receiving MH treatment, does the routine use of PHQ-9 screening tools during sessions improve early detection of depression enhance suicidal prevention and lead to better overall health outcome compared to standard practice without screening over a period of 6-12 weeks?)
7. identifying and presenting a translation science theory or model (please use Knowledge to Action KTA theoretical framework) to serve as the framework for a practice change project.
Selection of a Translation Science Theory or Model (2-3 paragraphs)
a. Apply a translation science theory or model to support the practice change project.
b. Determine how the identified translation science theory or model serves as the framework for the design, implementation, evaluation and dissemination phases of a practice change project.
c. Propose how stakeholders are integrated into the phases of the selected theory or model.
2. Conclusion
a. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
b. Write one concise paragraph providing a clear and logical summation of the paper.
.
Hahn, E. E., Munoz-Plaza, C. E., Pounds, D., et al. (2022). Effect of a community-based
medical oncology depression screening program on behavioral health referrals among
patients with breast cancer: A randomized clinical trial. JAMA, 327(1), 41–49.
https://doi.org/10.1001/jama.2021.22596
https://jamanetwork-com.chamberlainuniversity.idm.oclc.org/journals/jama/article-
Use this article as Number 1 and in addition to article 1 and 2 from appendix G you completed from first order for this paper
Add a list of reference

In your PowerPoint you must include information about the disorder, including the inheritance pattern, etiology, pathophysiology, signs and symptoms, treatment, prognosis and references.

Prepare a 2 page interprofessional staff update on HIPAA and appropriate social media use in health care.
Important:
Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
Please see attached instructions.
Scenario
In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:
• Assessment 02 Supplement: Protected Health Information [PDF]Download Assessment 02 Supplement: Protected Health Information [PDF]
Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.
You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.
Based on this incident’s severity, your organization has established a task force with two main goals:
• Educate staff on HIPAA and appropriate social media use in health care.
• Prevent confidentiality, security, and privacy breaches.
The task force has been charged with creating a series of interprofessional staff updates on the following topics:
• Social media best practices.
• What not to do: Social media.
• Social media risks to patient information.
• Steps to take if a breach occurs.
Instructions
First, select one of the health care settings described in the following resource:
• Assessment 02 Supplement: Protected Health Information [PDF]Download Assessment 02 Supplement: Protected Health Information [PDF]
As a nurse in this setting, you are asked to create the content for a staff update containing a maximum of two content pages that address one or more of these topics:
• Social media best practices.
• What not to do: social media.
• Social media risks to patient information.
• Steps to take if a breach occurs.
This assessment is not a traditional essay. It is a staff educational update about PHI. Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).
The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:
• What is protected health information (PHI)?
o Be sure to include essential HIPAA information.
• What are privacy, security, and confidentiality?
o Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
o Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
• What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
o What are some examples of nurses being terminated for inappropriate social media use in the United States?
o What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
o What have been the financial penalties assessed against health care organizations for inappropriate social media use?
o What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?
Notes
• Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include need-to-know information. Omit nice-to-know information.
• Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.
• Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.