topic
Weight Loss Outcomes Associated With Ozempic Treatment for Patients With Overweight or Obesity.
Category: Nursing
-
Update microsoft visio model
Will upload once assigned
To Be Option A
To be Option B
SECTION 7
To-Be Process Models Options A&B
Option A Operational Quick Wins & Waste Elimination
Option A focuses on fixing the obvious first, removing friction, eliminating duplicate effort and giving
staff the information they already need but currently can’t access in a timely manner. Most interventions
require minimal new infrastructure and can be delivered within 618 months using existing vendor
ecosystems.
Guiding principle: Stop doing things badly before trying to do new things intelligently.
This guidance is designed to support – not prescribe – your process modelling work. Each set of points gives
you a way of thinking about your To-Be design and a set of critical questions your model must be capable of
answering. The answers themselves are for you to work out.
Option A
Quick wins & waste elimination
Your To-Be model should show how fixing the obvious friction points – without rebuilding the
whole system – produces measurable improvements for patients and staff. Think: same
actors, better tools and better information.
PROCESS DESIGN GUIDANCE
1 Start with the handover chain
Every time information moves from one actor to another in the As-Is model, ask: is that
handover currently manual, verbal or paper-based? For each one that is, your To-Be model
should show what replaces it and what the receiving actor now has available that they did
not have before.
What does the triage nurse know the moment the patient arrives, versus what they know
now?
2 Target duplicate effort first
Look for every place in the As-Is model where the same information is entered, recorded or
communicated more than once. Your To-Be model should eliminate each instance of
duplication – and show clearly which actor is freed from that task and what they do with the
recovered time.
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Where does data exist in one place but get manually re-created somewhere else?
3 Make waiting visible and time-bounded
Every waiting step in the As-Is model is currently invisible – no one is automatically alerted
when a threshold is breached. In your To-Be model, identify which waits can be eliminated
entirely and which must remain but should trigger an automatic notification when they
exceed an acceptable limit.
Who needs to know what, and by when, to stop a wait from becoming a crisis?
4 Keep existing swim lane actors but change what they see
Option A does not restructure roles or introduce new organisational actors. The same
people do the same jobs – but with better information at the right moment. Your model
should reflect this: same swim lanes, but with improved data flows and eliminated manual
steps within each lane.
What information would each actor need at each step to make a faster, better decision?
5 Show the cascade effect of each change
Many improvements in Option A have knock-on effects upstream and downstream. Fixing
one bottleneck relieves pressure elsewhere. Your model and written analysis should
explicitly trace these cascades showing how an improvement in one swim lane reduces
waste in another.
If the bed status update delay is eliminated, what else improves as a result?
MODELLING REMINDERS
- Annotate each changed process step with what specifically has changed and why.
- Where a manual step is replaced by a digital one, show the new data flow explicitly.
- Where a step is eliminated entirely, document it – removed steps are as important as new ones.
- Use consistent notation to distinguish new steps from retained steps from eliminated steps.
- Every claim about time or quality improvement must be traceable to a specific process change
in your model.
QUESTIONS YOUR MODEL MUST BE ABLE TO ANSWER
Which of the identifies issues in the Issue Register does this option address – and which
does it leave unresolved?
Be systematic. Work through the register item by item.
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For each improvement, what is the minimum technology or process change required to
deliver it?
Simpler solutions are more credible. Avoid over-engineering.
What does a shift handover look like in your To-Be model compared to the As-Is?
Trace it step by step. What information is transferred, how, and by whom?
How does the ramp wait time reduce – trace the causal chain step by step.
The answer must be traceable through your process model, not asserted.
Option B
Strategic AI adoption targeting root causes
Your To-Be model should show how AI changes the fundamental information architecture of
the system not just how individual tasks are done better, but how the system as a whole
becomes capable of seeing, anticipating and coordinating in ways that are structurally
impossible today.
PROCESS DESIGN GUIDANCE
1 Identify the root causes first
Before designing any process change, clearly articulate what the root causes of the current
crisis are, not its symptoms. Your To-Be model should be designed around resolving those
root causes. Every AI intervention you include should map directly to at least one of them.
What structural conditions make the current crisis unavoidable, regardless of how hard
individuals work?
2 Distinguish AI-assisted from AI-automated
Not every step in your To-Be model should be automated. For each AI intervention, be
explicit about whether a human remains in the decision loop and why. Some decisions carry
clinical or ethical risk that makes full automation inappropriate. Your model should show
where the boundary is and how it is enforced.
For each AI-supported decision, who retains authority and what happens if they override the
AI recommendation?
3 Redesign the information architecture, not just the tasks
Option B is not Option A with more technology. The fundamental change is that information
flows across the system in real time and reaches decision-makers before they need to ask
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for it. Your model should show new data flows that do not exist in the As-Is model and
explain what decisions become possible as a result.
What decisions are currently impossible because information does not exist, is not shared, or
arrives too late?
4 Model the system across its full-time horizon
The scope of option B’s could operate ahead of real time, predicting demand, anticipating
bottlenecks, triggering actions before problems materialise. Your model could show how the
system behaves across different time horizons: 48 hours ahead, 4 hours ahead, and in the
moment. This temporal dimension is what separates strategic AI from operational
automation.
Which process steps in your model are reactive and which are proactive? What is the ratio,
and is it better than the As-Is?
5 Address the patient record problem explicitly
One of the most significant root causes in the As-Is model is that patient information does
not follow the patient across sites. Your To-Be model must show a specific solution to this
and be honest about its constraints. A full EPR replacement is a decade-long project. What
is a realistic, staged approach that delivers meaningful clinical benefit within your
implementation horizon?
What is the minimum viable patient record capability that would eliminate the most critical
information gaps in the As-Is model?
MODELLING REMINDERS
- Option B may introduce new swim lane actors, AI platforms, centralised operations, community
care coordinators. Justify each new actor: what role do they play and why does the current
system have no equivalent?
- Show where AI generates an output and a human acts on it, these are two distinct process
steps and must be modelled as such.
- Do not assume the AI is always right. Your model should include exception handling: what
happens when AI output is wrong or unavailable?
- Clearly distinguish which parts of Option B build on Option A foundations and which require
entirely new infrastructure.
QUESTIONS YOUR MODEL MUST BE ABLE TO ANSWER
Which root causes does this option resolve and which does it only partially address?
Be honest about limitations. No option resolves everything.
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Where does AI create new risks that did not exist in the As-Is model? How are they
mitigated?
Consider: algorithmic bias, system failure, data privacy, deskilling.
How does the system respond to a 30% surge in demand under Option B trace the
process from prediction to resource deployment.
This tests whether your model is genuinely predictive or just reactive with better tools.
What does Option B require that Option A does not – in terms of data, infrastructure,
governance and culture?
Honest assessment of requirements is more persuasive to executives than optimism.
Guidance that applies to both options
Anchor every claim in the
As-Is
Your As-Is model is your
baseline. Every improvement
claim in your To-Be must
reference a specific problem
identified in the As-Is not a
generic aspiration about what
technology can do.
Separate process from
technology
Be precise about which
changes are process redesign,
which are technology
enablement, and which require
both. Conflating the two
produces models that are hard
to evaluate and harder to
implement.
Account for the resistant
stakeholder
Consider the stakeholder most
likely to resist each change.
How does your model account
for their concerns? A model
that ignores implementation
reality is not a credible model.
-
Nursing Question
Introduction
Note: Complete the assessments in this course in the order in which they are presented.
Sound financial management is essential to the fiscal well-being of all health care organizations, and the nurse leader plays an important part. Consequently, the preparation and effective management of operating budgets is a critical skill for nurse leaders. The budget guides leaders in optimizing the use of resources, and because nurses are closest to patients, they understand very well what it takes to operate on a daily basis and provide safe, high-quality care.
This assessment provides an opportunity for you to develop an operating budget for a health care unit. Keep in mind, staff is a large part of this budget and is often hard to control.
Numbers on a budget sheet or report are only numbers. Nurse leaders are major decision makers who must be informed and able to make data-driven decisions, often in a very limited amount of time. Financial analysis consists of the organization and presentation of data in a meaningful and relevant format that enables analysis, comparison, and synthesis.
One of the major challenges facing nurse leaders with regard to financial analysis is determining how many and what types of health care goods and services to deliver. Leaders must also consider how much to charge for goods and services and how to break even or generate profits.
Preparation
Note: Complete the assessments in this course in the order in which they are presented.
You are the nurse manager of a 35-bed hospital unit with 20 full-time equivalent (FTE) staff. You have been given the task of getting the budget under control. Several people have recently left the unit, and you have been working to fill those open positions. Your staff work scheduled overtime and many sign up to work extra shifts. Your unit serves an older population as well, and has incurred expenses associated with this group of patients.
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 major sections would you include in an operating budget?
- What are your primary sources of budget information?
- Would you include nice-to-have items in your budget? Why or why not?
- What factors, such as organizational objectives, policies, and competition for funding, might affect the development and management of an operating budget?
The following resources are required to complete the assessment.
- . Use this tutorial for the written portion of your operating budget
Requirement
Note: The following requirements correspond to the grading criteria in the assessment scoring guide. Be sure that your budget addresses each point, at a minimum. You may also want to read the to better understand how each criterion will be assessed.
Prepare and submit an operating budget for your hospital unit.
- Prepare the operating budget.
- Note: Assemble your budget figures in a table, using a format of your choice. You may use either Microsoft Word or Excel to create your budget table.
- Explain how the budget was designed and created.
- Develop a strategic plan.
- Develop an approach to ongoing budget management.
- Present budget data and information clearly and accurately.
- Integrate relevant and credible sources of evidence to support your budget data and information, correctly formatting citations and references using current APA style.
Additional
If you use Microsoft Excel to create your budget table, submit the Excel file along with your budget narrative. You may also add the Excel file to your Word document as an embedded object.
Format your budget narrative using APA style.
- Use the APA Style Paper Tutorial, linked above, to help you in writing and formatting your document. Be sure to include:
- An APA-formatted title page and reference page. An abstract is not required.
- A minimum of five properly formatted citations and references.
- Your budget should be 810 pages in length, not including the title page and reference page.
Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.
-
correct the citation
American Nurses Enterprise: American Nurses Association. ANA. (2014, November 25).
Issues at a glance: Full Practice Authority. American Association of Nurse Practitioners. (n.d.).
that is the link
-
discusiion 1
Everything is going to be based in outpatient psychiatry which is where i cpmpleted my clinicals
After studying , and completing 500 clinical hours, students undoubtedly witness problems or gaps in healthcare. The PICO question Population/ Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome: (O) is to ask a searchable and answerable question that provides evidence to improve practice. In a well-written discussion post address, the following:
- Describe a real-world, current problem in US psychiatric care. This could be a problem that affects clinical decisions and may include a broad range of biological, psychological, and sociological issues.
- Formulate a PICO question based on the question chosen in the announcement. You will use this question in each discussion for this term.
- Summarize the reason this PICO question is so important to advanced practice nursing.
Submission Instructions:
- Your initial post should be at least 500 words, formatted and cited in the current APA style.
- Provide support for your work from at least five academic sources less than 5 years old. Visit for specific examples on how to create in-text citations and cite references using the current APA format.
- Students will use this PICO question when creating the abstract and academic poster.
- Students may not duplicate the PICO question of another student at St. Thomas University.
-
letter/email to interview legislator
Assignment Prompt
Public policy has a major impact on your practice and your patients. Advocacy is an expectation of the advanced practice nurse. Elected officials care about what their constituents have to say. To make a difference, you need to be informed and engaged. Contacting your legislator and discussing issues is an important attribute of nurse leaders. In your interactions with lawmakers you want to be positive and nonpartisan, personal, persistent, patient, focused on your message, and provide accurate information.
Directions
- Determine the issue or message (e.g., telehealth impact on your practice) you wish to discuss with your legislator(s). Resource: .
- Identify your legislator and contact information from his or her website and/or .
- Choose one method of Advocacy: Face-to-Face or Letter/ Email.
Advocacy Option #1:
- Face-to-Face: Meet in person with a state or federal legislator or the legislators assistant/aide. The student may have to meet with the legislators assistant (especially if federal legislator) which is acceptable. Making an appointment might be time consuming (especially if federal legislator), so you will need to begin the appointment process early in course. Students in the same legislative district may go together.
- Once you have completed the visit, each student will write a summary (one-page) and thank-you note (even when the visit is conducted with other students).
- Summary may include: Was legislator/assistant: — knowledgeable about APN role and topic or at least willing to become informed? Was he or she willing to express support or opposition? Was he or she cordial or merely civil, helpful or confrontational, or informative about the political process?
- Post the summary and a copy of your thank you note (letter or email) in the D2L assignment link.
Advocacy Option #2:
- Letter or Email: The student must write three (3) letters or emails or a combination of letters/emails to their identified legislators (State and/or Federal). The letters/emails may be the same topic to three different legislators or three different topics to three different legislators. Legislators read correspondence, especially when it is personalized and clearly from a constituent. The following guidelines should be used when writing to your representative:
- Be brief (one page or less), and use your own words.
- Begin with the appropriate heading and address.
- Be specific: State the specific bill number and issue and state your opinion in the first sentence.
- Relate your experience with the issue. Use personal examples when possible. Your interest and concern about the issue is important.
- Ask the legislator to specifically commit to supporting or opposing the legislation you are writing about.
- Ask for specific reasons they are supporting or opposing the proposal.
- Sign and print your name and include your address and other contact information.
- If you have pertinent materials and/or editorials from local papers, include them.
- Cite any references at the end of the letter or email usingAPA format.
- Avoid form letters/emails if possible. If you are using a sample or form letter, be sure to adapt it, especially in the first sentence and paragraph. Legislators and their aides recognize form letters and are less likely to be influenced by them.
- Thank him or her for considering your opinion.
- Submit the three letters and/or emails in Word docs in the D2L assignment link along with a separate one-page reflection on your experience.
i will upload the sample legislative letter. i believe just do option 2 because it is easier please do it asap! and no plagiarism or ai!
-
BIO 2200(Conservation & Biodiversity)
POW #1: Biodiversity/Species Diversity
- Due May 24 by 11:59pm
- Points 30
- Submitting a file upload
- File Types doc, docx, and pdf
- Attempts 0
- Allowed Attempts 3
- Available May 15 at 5pm – May 24 at 11:59pm
Picture of the Week (POW) Directions:
Use the template provided to fill in your details. I have also provided an example of a POW over biodiversity that will let you see what kind of detail and effort are expected. These links do not show in the e-mail generated from the announcement, please go to the announcement on Canvas to use the blank template for you to use and to view an example POW. Template you must use:
POW Example:
Be aware that the date on the sample assignment may not be within your date requirements.
Your assignment should be written all in your own words using class materials, your knowledge and experiences. Do not use outside sources or AI. Do no quote anything from class or anywhere else. Use your own words.
Your picture must be taken between May 2025-June 2026 and must be taken by you and only uses wild species. Dogs, cats, houseplants, garden plants, cows, etcare not wild species and cannot be used. If you have a picture you really love and want to use outside of these dates please ask me.
Please save as a word document or PDF for submission.
-
Part 2 of professional practice report
As you have noticed, we have presented a lot of information in your studies thus far. Some of the information is similar and you may have found some conflicting information. The point of providing so many resources is to look at the same content from different perspectives. That is what we do with the literature, too.
How does understanding and engaging stakeholders influence the implementation and sustainability of your intervention? How might this knowledge shape your approach to collaborative healthcare in your future practice?
Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructors feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructors feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.
If you choose to make revisions based on feedback from a previous attempt, you should highlight your revisions in yellow. For example, if you made revisions from attempt one and would like the instructor to review the content when grading attempt two, the content must be highlighted. Therefore, the instructor reviews only the content highlighted on attempts two and three. If the entire paper is highlighted, the paper will be returned ungraded and count as an attempt. Track changes are not a substitution for highlighted text.
Doctor of Nursing Practice-prepared nurses are well-versed in preparing written material and synthesizing content. In the Professional Practice Plan, you will draw from the information from the Professional Practice Report by creating an introduction. Then, you will describe the population, the use of stakeholders, and a problem question.
Before you get started, please watch the following video:
- .
For this assessment, write a 35 page plan demonstrating the skills of summary and synthesis in the development of an introduction, description of both the population and the stakeholders, a problem question, and a conclusion. Review the scoring guide to understand the assignment’s requirements, especially regarding headings and page length.
- Write an introduction by synthesizing the context of Section II from the Professional Practice Report assessment.
- Provide a summary using the MEAL plan for the practice site and problem. Revisit as needed.
- Much of the information will come from your Professional Practice Report.
- Make sure to address instructor feedback, if any, from the previous assessment and incorporate the feedback into your introduction.
- Include your concise problem statement.
- Remember that a good problem statement is one to two sentences and includes both the problem and a measurable objective.
- Include a thesis statement that addresses the content from the Professional Practice Plan.
- Much of the information will come from your Professional Practice Report.
- Describe the population at the practice site in terms of role, age range, diagnosis, procedure, etc.
- The length of this section should be one paragraph.
- In the description, be as specific as possible and provide details to convince the reader who your population is.
- Consider the following when describing the practice problem:
- What collective factors would include or exclude participation?
- Is there both a primary and secondary population?
- Describe the stakeholders at the practice site and their roles in the practice problem.
- The length of this section should be two to three paragraphs.
- Consider the following when describing the stakeholders:
- Describe the stakeholders at the proposed practice site.
- Explain plans to tailor your message to stakeholder groups.
- Describe your strategy for obtaining cooperation and collaboration at your proposed site.
- Formulate a problem question using the PICO format. Provide the details of each component of your PICO question.
- The length of this section should be one paragraph.
- Remember the PICO is a question; therefore, you should have appropriate punctuation.
- Make sure to label the components of your PICO question.
- Provide a conclusion synthesizing the concepts described in the Professional Practice Plan in a well-formatted paragraph.
- Make sure not to include any new information in the conclusion.
- Provide a summary using the MEAL plan for the practice site and problem. Revisit as needed.
APA Style and Scholarly Writing
- Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Write with a specific purpose in mind.
- Adhere to scholarly and disciplinary writing standards.
- Apply APA style and formatting to scholarly writing.
- Include APA citations and references for a minimum of four scholarly references.
-
Your assessment should also meet the following requirements:
- Length: Your report should be 35 pages long, excluding the title page, references page, and appendices. Be sure also to submit a PDF of the scholarly source you chose to summarize.
- References: Include APA-formatted citations and references for at least four scholarly references no more than five years old. Visit for help finding articles in the Capella library. Use for guidance in citing sources and formatting your paper in proper APA style. See the for more APA resources specific to your degree level.
- APA Format: Use the to help you write and format your report. An abstract and running header are not required but be sure to include the following:
- A title page and references page.
- Appropriate section headings.
- Additional Information: In addition to an introduction with a thesis statement and a conclusion, use the following section headings to format the body of your paper to ensure thorough content coverage and flow.
- Population.
- Stakeholders.
- Problem question.
- Naming Convention: Save the document you are submitting using the following format.
- Last Name, First Name – Assessment 2 Attempt #.
-
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Utilize organizational and community stakeholders in a responsive and responsible manner that supports a team approach to a possible intervention or process change.
- Describe the population at the practice site and how it is affected by the practice problem. Include factors for inclusion or exclusion.
- Describe stakeholders at a practice site and their roles in a practice problem.
- Competency 2: Engage in scholarship to advance health by synthesizing literature to support a possible intervention or process change.
- Write an introduction that synthesizes context of previous work in the course.
- Formulate a problem question using the PICO format.
- Synthesize content to provide a well-formatted conclusion.
- Competency 4: Address assessment purpose in effective written or multimedia presentations, incorporating appropriate evidence and communicating in a form and style consistent with applicable professional and academic standards.
- Use required headings and meet body of paper page requirements.
- Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Apply APA style and formatting to scholarly writing.
- Apply APA formatting to in-text citations and references.
- Competency 1: Utilize organizational and community stakeholders in a responsive and responsible manner that supports a team approach to a possible intervention or process change.
-
Part 2 of professional practice report
As you have noticed, we have presented a lot of information in your studies thus far. Some of the information is similar and you may have found some conflicting information. The point of providing so many resources is to look at the same content from different perspectives. That is what we do with the literature, too.
How does understanding and engaging stakeholders influence the implementation and sustainability of your intervention? How might this knowledge shape your approach to collaborative healthcare in your future practice?
Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructors feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructors feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.
If you choose to make revisions based on feedback from a previous attempt, you should highlight your revisions in yellow. For example, if you made revisions from attempt one and would like the instructor to review the content when grading attempt two, the content must be highlighted. Therefore, the instructor reviews only the content highlighted on attempts two and three. If the entire paper is highlighted, the paper will be returned ungraded and count as an attempt. Track changes are not a substitution for highlighted text.
Doctor of Nursing Practice-prepared nurses are well-versed in preparing written material and synthesizing content. In the Professional Practice Plan, you will draw from the information from the Professional Practice Report by creating an introduction. Then, you will describe the population, the use of stakeholders, and a problem question.
Before you get started, please watch the following video:
- .
For this assessment, write a 35 page plan demonstrating the skills of summary and synthesis in the development of an introduction, description of both the population and the stakeholders, a problem question, and a conclusion. Review the scoring guide to understand the assignment’s requirements, especially regarding headings and page length.
- Write an introduction by synthesizing the context of Section II from the Professional Practice Report assessment.
- Provide a summary using the MEAL plan for the practice site and problem. Revisit as needed.
- Much of the information will come from your Professional Practice Report.
- Make sure to address instructor feedback, if any, from the previous assessment and incorporate the feedback into your introduction.
- Include your concise problem statement.
- Remember that a good problem statement is one to two sentences and includes both the problem and a measurable objective.
- Include a thesis statement that addresses the content from the Professional Practice Plan.
- Much of the information will come from your Professional Practice Report.
- Describe the population at the practice site in terms of role, age range, diagnosis, procedure, etc.
- The length of this section should be one paragraph.
- In the description, be as specific as possible and provide details to convince the reader who your population is.
- Consider the following when describing the practice problem:
- What collective factors would include or exclude participation?
- Is there both a primary and secondary population?
- Describe the stakeholders at the practice site and their roles in the practice problem.
- The length of this section should be two to three paragraphs.
- Consider the following when describing the stakeholders:
- Describe the stakeholders at the proposed practice site.
- Explain plans to tailor your message to stakeholder groups.
- Describe your strategy for obtaining cooperation and collaboration at your proposed site.
- Formulate a problem question using the PICO format. Provide the details of each component of your PICO question.
- The length of this section should be one paragraph.
- Remember the PICO is a question; therefore, you should have appropriate punctuation.
- Make sure to label the components of your PICO question.
- Provide a conclusion synthesizing the concepts described in the Professional Practice Plan in a well-formatted paragraph.
- Make sure not to include any new information in the conclusion.
- Provide a summary using the MEAL plan for the practice site and problem. Revisit as needed.
APA Style and Scholarly Writing
- Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Write with a specific purpose in mind.
- Adhere to scholarly and disciplinary writing standards.
- Apply APA style and formatting to scholarly writing.
- Include APA citations and references for a minimum of four scholarly references.
-
Your assessment should also meet the following requirements:
- Length: Your report should be 35 pages long, excluding the title page, references page, and appendices. Be sure also to submit a PDF of the scholarly source you chose to summarize.
- References: Include APA-formatted citations and references for at least four scholarly references no more than five years old. Visit for help finding articles in the Capella library. Use for guidance in citing sources and formatting your paper in proper APA style. See the for more APA resources specific to your degree level.
- APA Format: Use the to help you write and format your report. An abstract and running header are not required but be sure to include the following:
- A title page and references page.
- Appropriate section headings.
- Additional Information: In addition to an introduction with a thesis statement and a conclusion, use the following section headings to format the body of your paper to ensure thorough content coverage and flow.
- Population.
- Stakeholders.
- Problem question.
- Naming Convention: Save the document you are submitting using the following format.
- Last Name, First Name – Assessment 2 Attempt #.
-
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Utilize organizational and community stakeholders in a responsive and responsible manner that supports a team approach to a possible intervention or process change.
- Describe the population at the practice site and how it is affected by the practice problem. Include factors for inclusion or exclusion.
- Describe stakeholders at a practice site and their roles in a practice problem.
- Competency 2: Engage in scholarship to advance health by synthesizing literature to support a possible intervention or process change.
- Write an introduction that synthesizes context of previous work in the course.
- Formulate a problem question using the PICO format.
- Synthesize content to provide a well-formatted conclusion.
- Competency 4: Address assessment purpose in effective written or multimedia presentations, incorporating appropriate evidence and communicating in a form and style consistent with applicable professional and academic standards.
- Use required headings and meet body of paper page requirements.
- Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Apply APA style and formatting to scholarly writing.
- Apply APA formatting to in-text citations and references.
- Competency 1: Utilize organizational and community stakeholders in a responsive and responsible manner that supports a team approach to a possible intervention or process change.