Category: Nursing

Use psychiatric outpatient clinic – https://heqlingnhope.com

Conduct a virtual check-in with you, your preceptor, and your mentor to discuss the focus, scope, and progress of your DNP project.

Introduction

Welcome to Assessment 2, where we’re focusing on making connections. Throughout the assessment, we’ll cover essential topics, such as Tips for Stakeholder Connections, Identifying Interventions, and Determining Outcomes, among others.

Overview

Virtual Check-Ins (VCIs) are an important part of the development process for your DNP project. They help ensure that you, your site preceptor, and Capella faculty are all on the same page regarding the focus, scope, and progress of your project. VCIs also help ensure the project you propose will be feasible within the context of your site, available resources, and time.

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 mentors feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your mentors feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

Instructions

For your first VCI, it is required for you, your preceptor, and your mentor to meet face-to-face using a meeting platform. It is your responsibility to coordinate a meeting time that works for all required participants. However, you may ask your mentor to schedule the meeting and provide invitation details. During the VCI, start by thanking everyone for coming, and then move into introductions. The entire VCI should take about 1530 minutes. Before ending the meeting, check with each participant to ensure all their questions and concerns have been met. At the end of the VCI, you will craft a summary of the discussion and submit it for Assessment 2.

Your assessment will be graded based on the following criteria:

• Provide details of the meeting, including the meeting date and time, length of meeting, and a list of attendees and their roles.
• Summarize the key points of the Virtual Check-In.
• Reflect on the progress made on relevant work and the learner-led communication amongst the Virtual Check-In team.
• Reflect on uncertainty areas addressed in the Virtual Check-In and any plans made to help address these uncertainties.
• Create a clear, well-organized, succinct, professionally written submission that uses an appropriate tone and is generally free from errors in grammar, punctuation, and spelling.
• Apply APA style and formatting to in-text citations and references.

Additional Requirements

Your assessment should also meet the following requirements:

• Length: Your summary should be 12 pages in length, excluding the title page.
• References: No reference requirement. However, it is essential that you cite reference material as needed.
• APA format: Use the to help you in writing and formatting your summary. Be sure to include:
• A title page and references page (if needed).
• An abstract and running head are not required.
• Appropriate section headings.
• Additional information: Use the following section headings to format the body of your paper to ensure thorough content coverage and flow.
• Meeting Details.
• Summary of Key Points.
• Reflect on Project Progress.
• Areas of Uncertainty.
• Nomenclature: Please save the document you are submitting for grading using the following format.
• FlexPath: Last name, First name Assessment 2 Attempt #

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Submit all necessary documentation for project site and preceptor approval.
• Provide details of the meeting, including the meeting date and time, length of the meeting, and a list of attendees and their roles.
• Competency 2: Describe a gap in practice, an evidence based intervention, and a desired outcome appropriate for a practicum project.
• Summarize the key points of the Virtual Check-In.
• Reflect on the progress made on relevant work and the learner-led communication amongst the Virtual Check-In team.
• Reflect on uncertainty areas addressed in the Virtual Check-In and any plans made to help address these uncertainties.
• Competency 5: Write in accordance with the academic and professional requirements of the discipline, ensuring appropriate structure, grammar, usage, and style.
• Use required headings and meet body of paper page requirements.
• Communicate clearly and concisely in a form and style appropriate for the audience and for the substance, purpose, and context of the message being conveyed.

Describing the Practice Site

When describing the project site of your Doctor of Nursing Practice (DNP) project, it is important to describe the site in a way that the reader can clearly understand the characteristics of the project site without providing enough information for the reader to identify the actual project site. Therefore, in your description of the practice site, do not provide the name of the actual site.

Each project site is different. Include the information that is relevant to your project while meeting the requirements listed in the corresponding grading rubrics.

• Location: Location is a great place to start when describing your practice site. Do not provide the city and state because those details are so specific that the reader could easily identify the site. Instead, use a geographic region, such as the Northeast United States. You can also describe the community around the practice site with terms such as urban, rural, or suburban.
• Type of Setting: Describe the type of healthcare setting where the project is taking place. This could be a hospital, clinic, community health center, long-term care facility, et cetera. If the site is a specialty center, describe the practice and the primary diagnoses evaluated at the site.
• Size and Scope: Provide information about the size and scope of the project site. How large is the facility or organization? How many patients or clients does it serve?
• Mission and Values: Briefly discuss the mission and values of the organization where the project is being conducted. This can help provide context for the project and demonstrate alignment with the goals of the site.
• Infrastructure and Resources: Describe the infrastructure and resources available at the project site. This may include physical facilities, equipment, technology, staffing levels, and any other relevant resources that are essential for carrying out the project.
• Collaborative Partnerships: Highlight any collaborative partnerships or relationships that exist between the project site and other healthcare organizations, community agencies, or stakeholders. These partnerships may be important for the success of the project.
• Population Served: Provide information about the population served by the project site. This could include demographic characteristics such as age, gender, socioeconomic status, cultural background, and health status. Include the number of patients served per week.
• Relevance to the DNP Project: Explain why the project site was chosen and how it relates to the goals and objectives of your DNP project. Discuss any specific challenges or opportunities presented by the site that are relevant to your project.

By including these elements in your description, you can provide readers with a clear understanding of the project site and its significance to your DNP project. Keep in mind that your description needs to be concise. Therefore, include only the information that is relevant to your project. For example, if your project is entitled Implementation of a Tobacco Cessation Program for Unhoused African American Men, you would include the racial demographics of the shelter clinic. If your project is entitled A Quality Improvement Project to Improve Adherence to Health Supervision Guidelines for Children with Down Syndrome, you would not include the racial demographics of the clinic, but you would include the number of children diagnosed with Down syndrome within the clinic population.

Identifying Interventions and Determining OutcomesIdentifying Interventions

Now, you are ready to explore and determine a type of intervention for your DNP project that is applicable as an evidence-based solution for the organizations healthcare delivery goal. Yes, you will need to choose one specific goal or aim that is an overarching concern needing improvement for a population. The intervention will support the organizations strategic needs related to care delivery improvement and enhancement of outcomes.

After you know what the goal and aim will be for the DNP project, it is time to explore the literature. Go to peer-reviewed scholarly information to explore what type of intervention has been used to affect change with the gap in practice you have identified for your project. Read at least 510 articles to give yourself a clear idea of how a specific intervention, once implemented, has proven to show positive results with organizational outcomes.

Once you determine your goal, go to the Agency for Healthcare Research and Quality (AHRQ) or any specific specialty organization (AORN, AACN, ASPAN, et cetera) where you can find an evidence-based intervention that will support positive healthcare outcomes. You are not creating an interventionyou are using one that is already being used and is proven to work in specific healthcare settings. You can also use any tools that come with the intervention, such as a policy, procedure, job description, and even a project map that shows you the steps of the project. These items can be found in what is commonly called the toolkit for the intervention.

The intervention will help you focus on specific outcome measures and the metrics you will track to see how the intervention is working to affect healthcare outcomes and develop positive change.

Determining Outcomes

The outcomes you want to affect relate directly to the intervention you have chosen for your DNP project. The outcomes should support the aim and objective(s) you are trying to achieve with the intervention.

To begin, you need to refer to the baseline metrics you found to determine the gap in practice. Remember that no data collection can commence until after IRB approval. Then, use the intervention to determine what you will continue to measure, what you may need to track in addition to the baseline metrics, how you will measure, and the frequency of the measure. Next, develop a tracking sheet. The sheet can be a Word table, an Excel file, or another type of tracking tool that is used by the organization.

Once you have created a tracking sheet, you can begin to disseminate the formative outcomes to help keep stakeholders engaged in the process. Stakeholders can help you to decipher when there might be process issues with parts of the intervention and to keep the intervention on track. Outcomes can be both negative and positive, and all are important to analyze and understand. Projects can still be beneficial, even if the results or outcomes are different than you expected. Unexpected outcomes can help determine process issues, other concepts to consider, and what can be done for the next steps to achieve desired outcomes. Oftentimes, when you disseminate outcomes, the unexpected can be the most interesting to consider for the future of change.

Tips for Stakeholder ConnectionsUnderstanding the Importance of Stakeholders

Stakeholders in a healthcare quality improvement project typically include a diverse group of individuals or entities with a vested interest in the project’s outcomes and impact on healthcare quality.

Important Note: No aspects of the DNP project can commence, including engaging with stakeholders, until after you receive IRB approval.

Stakeholders can encompass:

• Patients and Families: The primary recipients of health care services who directly experience the outcomes of the quality improvement efforts.
• Health Care Providers: Including physicians, nurses, and other healthcare professionals involved in delivering care.
• Administrative and Leadership Teams: Hospital administrators, executives, and leaders responsible for overseeing and implementing quality improvement initiatives.
• Quality Improvement Teams: Professionals specifically dedicated to improving and monitoring health care quality.
• Regulatory Agencies: Government bodies or organizations that set and enforce health care quality standards.
• Payers: Insurance companies or government agencies that may financially support or incentivize quality improvement efforts.
• Community and Advocacy Groups: Organizations representing the interests of the local community or specific patient populations.
• Technology Partners: Companies providing healthcare technology solutions that contribute to quality improvement.
• Researchers and Academia: Professionals conducting studies or contributing to the evidence base for health care quality improvement.
• Non-Governmental Organizations (NGOs): External organizations focused on health care quality, patient advocacy, or related causes.

In essence, stakeholders in a healthcare quality improvement project are those who can influence or are influenced by the project, and their collaboration is essential for successful implementation and sustained improvement. Read through the Centers for Disease Control and Preventions self-study on stakeholders, .

Project

Please answer each of the following prompts in complete sentences with 250 words or less:

1. Provide a description of the proposed project site. Include information on what type of

site it is (hospital, unit floor within a hospital, clinic, specialty clinic, long term care

facility, et cetera). Roughly how many employees are working in the direct area where

you plan to implement your project? How many patients/clients utilize the site weekly?

The project area that will be proposed entails a comprehensive psychiatric outpatient clinic as

a leading platform of community-based services in relation to mental health. Being a

specialty clinic, the facility offers psychiatric assessment, psychotherapy, and drug

management to adults whose behavioral needs might be various. The project will be

implemented in an already existing direct clinical area, currently employing around 18

employees, such as psychiatric-mental health nurse practitioners (PMHNPs), licensed clinical

social workers, and administrative personnel. The clinic is very dynamic, as it has

approximately 350 patients using its services on a weekly basis, both in-person and through

telehealth. This location is favorable and sufficient to be the location of a Doctor of Nursing

Practice (DNP) project, as it offers an adequate sample size and an interdisciplinary team that

could aid in the provision of quality improvement programs related to specialized mental

care delivery.

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2. What is the identified problem or gap in practice at the proposed project site? What

evidence do you have to support this problem? Why does the practice site need your

project? Does the practice site have a specific timeframe when the problem needs to be

resolved?

The practical gap identified is the high rates of medication non-adherence and missed follow-

up visits in patients receiving care through telehealth. The internal clinic data indicate that

22% of patients reported that it was challenging to handle their psychotropic medications

since the growth of virtual services, and this is comparatively high considering the internal

quality standard of 10%. The given gap is included in the sphere of the DNP Topic

Development Model, known as the Improvement of Patient Outcomes, since the given issue

is directly linked with symptom relapse and psychiatric hospitalization. The academic

literature shows that outpatients with psychiatric conditions tend to develop mental drift,

where there is no structured virtual interaction with the provider, causing reduced fidelity of

treatment (Wang et al., 2025). This project must stabilize patient health, and the facility must

be able to meet safety standards, so the facility hopes to have an intervention fully

implemented within the next six months so as to comply with future accreditation reviews.

3. What are your initial thoughts on quality improvement and intervention(s)?

This intervention that is suggested is a Telehealth-based Shared Decision Making (SDM)

Protocol with self-administering digital reminders. The chosen quality improvement initiative

revolves around the “Improvement of Process” domain by improving the quality of virtual

documentation and patient engagement approaches. Providers can monitor patient realization

of medication change in real time by employing a standardized “teach-back” assessment at

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each telehealth session. Studies indicate that the integration of patient agency, patient

adherence, and SDM models into patient psychiatric care improves remarkably when digital

health tools are implemented (Naslund et al., 2020). To guarantee the sustainability and

success of the process, the level of implementation will be assessed by monitoring the rate of

maintained appointments and patient self-reported scores of adherences after weeks of the

implementation process.

4. Is there additional information that would be helpful to the mentor or site-based learning

team?

The site-based learning team must be aware that the clinic has recently improved its

Electronic Health Record (EHR) system with a powerful patient portal. There will be the

employment of this technology in order to utilize it to support the automated reminders and

data collection of the project, and guarantee high-fidelity tracking of patient interactions.

Moreover, the site leadership fully supports this DNP project and has appointed a quiet room

where the student will hold virtual meetings and analysis of data. The phase of the Discovery

of the Organization of the DNP journey is extremely reliant on this organizational support.

5. Describe the population.

The target sample will include adults aged 18-70 years with a diagnosis of chronic mental

health conditions such as major depressive disorder and bipolar I/II disorder. Social

determinants of health, barriers to this group of the population, including limited

transportation and unstable housing, are common, which is why the success of the telehealth

model is critical to their further treatment. Research highlights the application of a high-touch

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structured digital intervention as effective in vulnerable groups of psychiatric patients to

close the distance between clinical appointments and self-management in everyday life

(Richardson et al., 2022). The needs of this population can be met in accordance with the

DNP objective of enhancing the health status of the population by providing quality and

technology-advanced services that are affordable.

6. You will be scheduling a Virtual Check-In with you, your mentor, and your preceptor in

the upcoming weeks. Please provide a list of dates and blocks of time when you and your

preceptor are available. Your mentor will use this to send out a Zoom meeting link.

The learner and preceptor are available for the Virtual Check-In during the following windows

(all times in EST):

Wednesday, January February 10:00 AM 11:00 AM

Friday, February 10:00 AM 11:00 AM

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References

Naslund, J. A., Bondre, A., Torous, J., & Aschbrenner, K. A. (2020). Social Media and Mental

Health: Benefits, Risks, and Opportunities for Research and Practice. Journal of

Technology in Behavioral Science, 5(3), 245257. https://doi.org/10.1007/s41347-020-

00134-x

Richardson, S., Lawrence, K., Schoenthaler, A. M., & Mann, D. (2022). A framework for digital

health equity. Npj Digital Medicine, 5(1). https://doi.org/10.1038/s41746-022-00663-0

Wang, S., Killedar, A., Von Huben, A., Norris, S., & Wilson, A. (2025). Evaluation of health

equity frameworks in telehealth and digital health: a systematic review and narrative

synthesis. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1690117

Please respond to at least 2 of your peers posts. To ensure that your responses are substantive, use at least two of these prompts:

For the age of the adolescent your peers selected:

• Provide additional information regarding the childs cognitive and social development.
• Use developmental theorist to explain the developmental stage the child is currently in, and how caregivers can continue to nurture their development.
• Provide additional information regarding developmental red flags for the caregiver and FNP to assess for. What are the appropriate interventions if developmental delays are observed?

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the students position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Peer1(Natalie) Anticipatory Guidance for Caregivers of 13-Year-Olds

At age 13, children enter a period of rapid growth, development, and change known as puberty. During the wellness visit, your child will be screened for several things, including high blood pressure, scoliosis, depression symptoms, obesity, and eating disorders (American Academy of Pediatrics [AAP], 2025). The provider will perform a physical assessment and address topics such as feelings about school, sexuality, home life, puberty changes, sleeping patterns, family relationships, and eating habits (AAP, 2025). If not checked before this visit, the provider may order blood tests to screen for high cholesterol, anemia, or sexually transmitted infections, if necessary (Garzon et al., 2025).

At this age, children are in the teen phase and may have strong emotions that can manifest as mood swings. Support is very important during this stage as teens need guidance, and it is important to set clear expectations and rules for them (Garzon et al., 2025). It is also important to teach your teen about safety and discourage risky behaviors due to peer pressure, such as underage drinking, smoking, and doing drugs. Although sex is not encouraged at this age, ensure that your teen understands the concept of STDs, safe sex, and what it means to be sexually responsible (Garzon et al., 2025).

Ways you can help your teen at this age include allowing for open conversation about their feelings, speaking about the expected changes of puberty, such as the beginning of menstruation, encouraging physical activity, promoting healthy eating, and encouraging them to try different activities, such as sports or other hobbies (Nemours KidsHealth, 2025). Other tips for raising a 13-year-old include teaching about safety, such as wearing a seat belt, using a helmet when riding a bike, wearing sunscreen, and monitoring their internet use (Nemours KidsHealth, 2025). Your teen should also be brushing their teeth twice a day and visiting a dentist for a checkup every 6 months.

According to the U.S. Centers for Disease Control and Prevention (2026), recommended immunizations for the 13-year-old include the following:

Annual Influenza vaccine and COVID-19 vaccine as recommended

If not already received: 1st dose of Tetanus, diphtheria, acellular pertussis (Tdap), and 1st dose of Human papillomavirus (HPV) vaccinations.

References

American Academy of Pediatrics. (2025). Your checkup checklist: 13 years old. HealthyChildren.org.

Centers for Disease Control and Prevention. (2026, January 26). Your child needs vaccines as they grow! (child easy-read immunization schedule). CDC Vaccines & Immunizations.

Garzon, D. L., Driessnack, M., Dirks, M., Duderstadt, K. G., & Gaylord, N. M. (2025). Burns’ Pediatric Primary Care (8th ed.). Elsevier – Evolve.

Nemours KidsHealth. (2025). 13-year-old well-child checkup. Nemours Children’s Health.

Peer2(Haley L) Anticipatory Guidance for Adolescents: Focus Age 13 Years:

Adolescence is a period of rapid physical, emotional, and social development, and age 13 marks an important transition toward greater independence. During this time, caregivers play a crucial role in providing guidance, support, and structure while allowing adolescents to gradually take on more responsibility. Understanding what to expect at this age can help caregivers promote healthy growth and prevent risk-taking behaviors.

Physically, most 13-year-olds are well into puberty. Common changes include growth spurts, acne, increased body odor, voice changes, and emotional sensitivity related to hormonal fluctuations. “In girls, puberty usually begins when they’re between 8 and 13 with breasts and pubic hair starting to grow. Periods tend to begin about 2 years after breasts start to develop. In boys, the first sign of puberty is testicles getting bigger. This happens around age 11 but may start as early as 9 and as late as 15. Then the penis gets longer and pubic hair grows” (13 Year Well-Child Checkup | Nemours KidsHealth, n.d.). Caregivers should encourage good hygiene habits, such as daily bathing, deodorant use, and basic skin care. Adequate sleep is essential, as adolescents need approximately 810 hours of sleep per night to support physical growth and cognitive functioning. Limiting screen time before bed and maintaining consistent sleep routines can improve sleep quality.

Emotional and mental health development accelerates at this age, and mood swings are common as adolescents learn to manage strong emotions and stress. “Find ways to spend time with your child. If you are concerned that your child is sad, depressed, nervous, irritable, hopeless, or angry, let your health care professional know” (Bright Futures Information for Parents: 11-14 Year Visit, n.d.). Caregivers should encourage open communication and create a safe environment for teens to express their feelings.

“Children/teens ages 11-14 are in the process of carving out their identity, and their measuring stick is often their peers opinions and approval. This directly impacts their self-awareness” (Tools for Your Child’s Success, 2024). Adolescents may experience peer pressure related to substance use, vaping, or risky behaviors. Caregivers should have ongoing conversations about making healthy choices, resisting peer pressure, and selecting friends who are supportive and respectful.

Cognitively, 13-year-olds are developing the ability to think more abstractly and reason about moral and ethical issues. School responsibilities may increase, requiring stronger organizational and time-management skills. Caregivers should encourage responsibility for homework and schoolwork while continuing to offer support and guidance. Praising effort rather than perfection helps foster resilience and a healthy self-image.

Safety and risk prevention are critical topics during early adolescence. Caregivers should discuss internet safety, including appropriate social media use, cyberbullying, and protecting personal information online. Open conversations about substance use prevention, including alcohol, drugs, and vaping, are essential. Reinforcing the importance of seatbelt use, helmet use during sports or biking, and making safe choices can reduce preventable injuries. Age-appropriate discussions about relationships, consent, and mutual respect are also recommended to support healthy interpersonal development, “consent isnt just about sex, its about respecting boundaries in all relationships. The key to teaching consent throughout their lives is meeting your child where they are developmentally” (How to Talk to Your Child About Sex, Bodies, and Consent | Little Otter, n.d.).

Sexual development often raises questions at this age as physical and emotional changes occur. Caregivers should encourage honest, judgment-free conversations and provide accurate information about puberty, relationships, and boundaries. Emphasizing respect, consent, and personal values can help adolescents make informed decisions.

Immunizations are an important part of preventive health care during adolescence. At age 13, caregivers should ensure their child is up to date on recommended vaccines. According to the CDC, 2025, these include the Tdap vaccine if it was not administered at age 1112, completion of the HPV vaccine series to protect against several cancers, the meningococcal conjugate vaccine, an annual influenza vaccine, and COVID-19 vaccines or boosters as recommended by current guidelines.

References:

13 year Well-Child Checkup | Nemours KidsHealth. (n.d.).

Bright Futures Information for parents: 11-14 year visit. (n.d.).

Child and Adolescent Immunization Schedule by Age (Addendum updated August 7, 2025). (2025, October 7). Vaccines & Immunizations. https://www.cdc.gov/vaccines/hcp/imz-schedules/child-adolescent-age.html

How to talk to your child about sex, bodies, and consent | Little otter. (n.d.). https://www.littleotterhealth.com/blog/how-to-talk-to-your-child-about-sex-bodies-and-consent-without-the-shame

Tools for Your Child’s Success. (2024, August 28). Friends for your 13-year-old – Tools for Your Child’s Success. Tools for Your Childs Success. https://toolsforyourchildssuccess.org/tools/13-years-old/friends/

For this discussion, you are asked to select one of the issues presented in the unit that has been addressed in your community.

Please complete the following steps for your discussion post and response.

• Seniors is the population topic:
• Discuss challenges that your chosen population faces in healthcare. (100-150 words)
• Describe how the health of your selected population is currently being addressed and protected in your community. (100-150 words)
• Using the literature, describe one other approach to protecting the health of your chosen population. (50-100 words)

Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.

Instructions

Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.

For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

To complete your concept map, you may wish to follow these steps:

1. Select one of the mental health Sentinel U scenarios:

• Ivy Jackson, 61 YO, Female, African American. Major depressive disorder

1. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.
2. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.
3. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

• You may wish to use the , but are also free to create your own.

1. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Your assessment submission will be assessed on the following criteria.

• Diagnosis: Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
• Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
• Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.
• Concept Map: Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
• Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
• Organization: The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
• Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
• Professional Communication: The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
• APA format and style: The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

Additional Requirements

• Concept Map: 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.
• SIM Report: Ensure you download the completed SIM report showing the patient selected.
• Reference List: Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.
• APA Style: Use current APA style for all in-text citations and any current APA-approved font.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
• Describe a mental health diagnosis that is supported by relevant and evidence-based sources.
• Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
• The concept map is well-organized and easy to follow, with a clear purpose and goals.
• Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.
• Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.
• Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
• The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.
• The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.

Health Policy and Nursing Practice: Exploring Impact, Advocacy, and Ethics

In this assignment, you will explore the critical health policy issues affecting nursing practice, evaluate the significance of healthcare legislation on nursing and the healthcare system, and discuss strategies for nurses to engage in political action. Additionally, you will examine the ethical implications of health policy and the role of nurses in advocating for change. By reflecting on your own nursing practice and experiences, you will gain a deeper understanding of the intersection between healthcare policy, nursing practice, and ethical decision-making.

Instructions

Research and Identify Health Policy Issues (500 words)

• Step 1 | Research at least two current health policy issues that are impacting nursing practice and patient care today. These can be related to patient rights, healthcare access, nursing shortages, healthcare affordability, or any other relevant issue.
• Step 2 | Identify how these policies are affecting your nursing practice, the quality of patient care, and the overall healthcare system. Be specific about how these issues are relevant to your work in your healthcare setting.
• Step 3 | Analyze one piece of healthcare legislation that has recently been passed or is under consideration. Evaluate its potential impact on nursing practice and patient care. How will it change the way nurses provide care or interact with patients?

Strategies for Advocacy and Political Action (400 words)

• Step 1 | Discuss strategies for nurses to engage in political action. This could include writing to legislators, participating in professional organizations, or engaging in local or national advocacy campaigns.
• Step 2 | Reflect on how you, as a nurse, could advocate for changes in health policy in your workplace, community, or at a legislative level. Provide specific examples or strategies you might use based on the healthcare policy issues you identified earlier.
• Step 3 | Discuss the importance of nursing ethics in this advocacy process. How do you balance your ethical obligations as a nurse with the need to influence health policy? How can nurses advocate for policies that promote ethical, equitable, and patient-centered care?

Personal Reflection (300 words)

• Reflect on your current role as a nurse and how health policy and political action are relevant to your everyday practice.
• Consider a situation where you may have witnessed the effects of a healthcare policy on patient care or nursing practice. How did it impact your role, and how did you respond?
• Discuss how engaging in health policy advocacy could enhance your professional growth and the nursing profession as a whole.

Deliverables:

• A written assignment (1,2001,300 words) addressing the three components outlined above
• Include at least two references to scholarly sources, including policy briefs, peer-reviewed articles, or other credible resources that support your analysis and recommendations. Be sure to cite your sources in APA format.

• Watch the film called Sentimental Women Need Not Apply.
• Write a one paged paper reflecting on the film and your thoughts about the history of nursing that was presented. Do NOT summarize the film, but reflect on the content. How would you relate the evolution of nursing as a profession to contemporary nursing practice? Select and write about 2-3 areas of nursing that have changed over time. You may want to think of this terms of changes in nursing education and preparation, doctor/nurse relationships, nursing practice and roles, gender and/or racial issues, nursing pay, how the profession of nursing was viewed by society, etc. Be sure to address 2ALL of the points listed below in the Grading Rubric section.
• Submit this assignment via Safe Assign in the SafeAssign section of Brightspace. All reflection papers MUST be submitted as attachments (do not copy and paste into SafeAssign)

I have attached a screenshot of a case that I assessed. This assignment requires I write a SOAP note with the findings. Please let me know if there is any relevant information missing that I need to send in order to make the information complete. Thank You!

Please write Learning Experience Portfolio using the Example, Directions, Guidelines and Rubric attached below. If you have any questions, please reach out to me.

Instructions, Template and guidelines included

Assignment: Research Article Evaluation (CSLO 2, 3) Instructions: Select a research article related to nursing and write a 2-3 double spaced page (NOT including the title page and reference) article evaluation. Use only scholarly/professional, peer-reviewed articles written within the last 5 years You must choose your article by the end of week 2 and submit to your instructor for approval using the assignment dropbox in Canvas 2-3 double spaced page (NOT including the title page and references) In your evaluation, address each of the following components: o The author(s), their credentials, and practice areas If the article has more than four authors only write about the first three authors. o The purpose of the study o Research question(s) o Provide discussion of the authors review of the literature o Population, sample size, and sample selection process o Research method(s) used in the study o Research findings o Article critique o Discussion of how the information in the article might be useful in future nursing practice. Written in current APA format. This paper should include: o Formal components including title page o APA headers (include page numbers) o APA formatted headings in the body of the paper o Appropriate in-text reference citations o A reference page, in correct APA format Galen College of Nursing NSG 3000 Syllabus Version 5.61 Research Article Evaluation Grading Rubric: Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Author(s), their credentials, and practice areas The author(s), their credentials, and practice areas are clearly and thoroughly identified. The author(s), their credentials, and practice areas are identified briefly; however, are not clear. The author(s), their credentials, and practice areas are partially identified. Absence of the author(s), their credentials, and practice areas. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Purpose of the study The purpose of the study contains specific, thorough information and explanation. No lapses in logical progression of information. The purpose of the study contains specific information, but brief explanation. There are minor lapses in the description of the purpose. The purpose of the study is minimally explained. There are major lapses in the description of the purpose or it is not clearly explained. Absence of the purpose of the study. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Research question(s) The research question(s) are clearly and thoroughly identified. The research question(s) are identified briefly; however, are not clear. The research question(s) are partially identified. Absence of the research question(s). Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Review of the literature Provide a discussion of the author(s) review of the literature. The review of the literature contains specific, thorough information and explanation. No lapses in logical progression of information. The review of the literature contains specific information, but brief explanation. There are minor lapses in the description of the information. The review of the literature is minimally explained. There are major lapses in the description of the literature review or it is not clearly explained. Absence of the review of the literature. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Population, sample size, and sample selection process The population, sample size, and sample selection process contain specific, thorough information and explanation. No lapses in logical progression of information. The population, sample size, and sample selection process contain specific information, but brief explanation. There are minor lapses in the description of the information. The population, sample size, and sample selection process are minimally explained. There are major lapses in the description of the population, sample size, and sample selection process or they are not clearly explained. Absence of the population, sample size, and sample selection process. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Research method(s) The research method(s) contains specific, thorough information and explanation. No lapses in logical progression of information. The research method(s) contains specific information, but brief explanation. There are minor lapses in the description of the information. The research method(s) is minimally explained. There are major lapses in the description of the research method(s) or it is not clearly explained. Absence of the research method(s). Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Research findings The research findings contain specific, thorough information and explanation. No lapses in logical progression of information. The research findings contain specific information, but brief explanation. There are minor lapses in the description of the information. The research findings are minimally explained. There are major lapses in the description of the research method(s) or it is not clearly explained. Absence of the research findings. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Article Critique The article critique contains specific, thorough information and explanation. No lapses in logical progression of information. The article critique contains specific information, but brief explanation. There are minor lapses in the description of the information. The article critique is minimally explained. There are major lapses in the description of the research method(s) or it is not clearly explained. Absence of the research findings. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) Discussion of how the information in the article might be useful in future nursing practice. (CSLO 2, 3) The discussion of how the information in the article might be useful in future nursing practice contains specific, thorough information and explanation. No lapses in logical progression of information. The discussion of how the information in the article might be useful in future nursing practice contains specific information, but brief explanation. There are minor lapses in the description of the information. The discussion of how the information in the article might be useful in future nursing practice is minimally explained. There are major lapses in the description of the research method(s) or it is not clearly explained. Absence of the discussion of how the information in the article might be useful in future nursing practice. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Non-Performance (0) APA Skillful and proficient writing using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, headers, page numbers, headings in the body of the paper, appropriate in-text reference citations, and reference page. Written in 2-3 double spaced pages. Uses appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, headers, page numbers, headings in the body of the paper, appropriate in-text reference citations, and reference page with a few errors or lapses. Written in 2-3 double spaced pages. Uses appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, headers, page numbers, headings in the body of the paper, appropriate in-text reference citations, and reference page with a moderate number of errors or lapses. Written in less than 2 or greater than 3 double spaced pages. Does not write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Total Points 100 80 60