Category: Nursing

Follow the instruction from the case study.

The week 5 project requirements include the writing of a letter to a legislator.

Please be sure to review the grading rubric for the week 5 project (click on week 5 project, click on the grading rubric on the right side). All criteria must be included.

Research a current proposed policy or pending changes to a policy (legislation).

This letter must be about a specific policy (legislation, bill), to a specific legislator (senator, representative).

There should be a title page and reference page included with this assignment.

This should be in letter format, rather than in a paper format. It would be a letter that is ready to mail to a legislator (senator, representative).

Be sure to include the name of the legislator and address where the letter would be sent in the letter. Research how to contact specific legislators.

Letters should only be approximately one page.

Support all information in the letter with scholarly sources.

Letter should include a brief introductory paragraph that includes a brief introduction of the legislation and a purpose statement that states what will be discussed in the letter.

Late points will be deducted for late assignments.

This letter is worth 175 points (review project grading rubric).

written assignment for Legislator Communication is due:

This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governors office. The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations.

To:

Senator Lori Berman

Florida State Senate District 26

2300 High Ridge Road

Suite 161

Boynton Beach, FL 33426

Phone: (561) 2926014

From:

Jon Doe

511 west Boynton

Boynton beach, FL 33462

The week 5 project requirements include the writing of a letter to a legislator.

Please be sure to review the grading rubric for the week 5 project (click on week 5 project, click on the grading rubric on the right side). All criteria must be included.

Research a current proposed policy or pending changes to a policy (legislation).

This letter must be about a specific policy (legislation, bill), to a specific legislator (senator, representative).

There should be a title page and reference page included with this assignment.

This should be in letter format, rather than in a paper format. It would be a letter that is ready to mail to a legislator (senator, representative).

Be sure to include the name of the legislator and address where the letter would be sent in the letter. Research how to contact specific legislators.

Letters should only be approximately one page.

Support all information in the letter with scholarly sources.

Letter should include a brief introductory paragraph that includes a brief introduction of the legislation and a purpose statement that states what will be discussed in the letter.

Late points will be deducted for late assignments.

This letter is worth 175 points (review project grading rubric).

written assignment for Legislator Communication is due:

This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governors office. The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations.

To:

Senator Lori Berman

Florida State Senate District 26

2300 High Ridge Road

Suite 161

Boynton Beach, FL 33426

Phone: (561) 2926014

From:

Jon Doe

511 west Boynton

Boynton beach, FL 33462

Develop a Topic Report that describes the details of your DNP project and include a transcript from your CITI Training.

Expand AllIntroduction

In this assessment, you will need to complete your CITI Research and Ethics training and save a copy of the transcript. To help prepare you to draft your Topic Report, there are a variety of resources to help you create a PICOT question, define your role as a learner in the DNP project, revise your writing, and understand the important role comparisons play in the DNP project.

Overview

In this Topic Report, you will describe the details of your chosen DNP project. Make sure to address each criterion with the essential details required to grasp the project clearly and concisely. This assessment makes up the content sent for secondary review to obtain topic approval. Therefore, it is important to craft the Topic Report with the necessary components for the reader to clearly understand the details of your chosen DNP project.

Note: It is recommended that you use all three attempts and address mentor feedback from the previous attempts to develop each section of your topic report until proficient marks on all criteria are met.

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.

Preparation

To prepare for this assessment, reference the following material:

• CITI Training.
• Describing the Practice Site.
• Identifying Interventions.

Instructions

Your assessment will be assessed on the following criteria:

• Identify the project problem and relevant evidence.
• Present evidence (data) from the project site to support the problem/gap/need for quality improvement intervention. Discuss how the problem impacts individuals and/or stakeholder groups. Discuss why this problem needs to be addressed now. Include what the problem is, who is experiencing the problem, where the problem exists, and the professional/organizational context. Why does this site need your project? How do you know there is a problem? What metrics are you using to determine if there is a problem? Is there an organizational or established benchmark to compare baseline data? The information you present in this section should be sourced from the project site with the exception of a benchmark.
• Define the project site.
• Describe the project site’s characteristics, including the organization’s size, type of practice setting (e.g., hospital, clinic, department, hospital unit), and level of care delivery. Describe the location, including the geographic region and if the community is urban, rural, or suburban. How many patients are evaluated (daily, weekly, or monthly) in the specific area you plan to implement your project? Provide enough details so that the reader can clearly comprehend the project site without providing the details to be able to identify the site.
• Describe the support for your project at the project site.
• How do your project site and preceptor support your project? Explain how you facilitated discussions and interactions with stakeholders at your project site. What feedback or ideas did you receive regarding your project? What was the job title of the stakeholders you met with? How often did you meet, and what were the main points of the discussions?
• Identify evidence-based interventions and components.
• Provide 12 main overarching potential interventions. Describe how each intervention will be implemented. Include five examples from the literature for each proposed intervention demonstrating favorable outcomes in relation to a similar project problem. Include the sources in your literature matrix.
• Provide your educational intervention. Every project includes a staff educational component. Otherwise, the staff at the project site would not understand your project. However, staff education cannot be the main intervention. Describe the educational intervention and the intended audience. How does the educational intervention support your main interventions?
• Identify the comparisons.
• Identify the comparison for the intervention, which is likely the standard treatment or usual care or current state (the C in your PICOT question). You will be stating the desired state of care versus the current state of care. Remember, this is not research; therefore, as a quality improvement project, all participants will be a part of the DNP project. In other words, there is no control group used for comparison in the DNP projects.
• Identify the desirable outcomes.
• Identify the desirable project outcomes you want to achieve with the project intervention. Are the outcomes measurable? State how the outcomes will be measured. Describe the potential impact of the project implementation.
• Describe the learners role in the project.
• This project is for you to lead and manage. Describe how you will accomplish this with your preceptor as a project guide. What will your role be during project implementation?
• Formulate a project PICOT question.
• Construct a PICOT question in the correct format (PICOT), including all the components. Include the PICOT question with each letter defined in a properly formatted paragraph.
• The time included in the PICOT question refers to the length of time of the actual implementation of the main intervention(s). The time provided in the PICOT does not include pre- or post-implementation data collection or staff education. Typically, interventions are implemented from 810 weeks. The minimum time for implementation is eight weeks.
• Create a list of specific terms and definitions.
• Provide a list of the specific terms and definitions associated with the practicum project so the reader is clear about the definitions. Include abbreviations. Place the list as an APA-formatted appendix.
• Compose an evidence matrix table.
• Provide an evidence matrix table as an APA-formatted appendix. Evidence tables are used to organize the literature that supports your project. Each reference is recorded on a row of the matrix table and labeled with one or more tags. The tag refers to the area of the report where the source is relevant. Please ensure there is content in every column for each row. The notes section needs to contain some content. However, the detail of the notes is determined by the learner. Use the insert table feature in Word to make an evidence matrix table like below.

ReferenceTag

(Practice problem, intervention, model or framework outcomes, and (or) other)

Notes

(Research question, methodology, analysis, results, conclusions, implications for future research, implications for future practice)

• Provide CITI Transcript.
• Complete the CITI training.
• Include a screenshot of your transcript (not certificate of completion) as an embedded object in an APA formatted appendix.
• 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.
• Utilize mentor feedback from the previous draft or attempt.
• Apply APA style and formatting to scholarly writing.

Additional Requirements

Your assessment should also meet the following requirements:

• Length: Your report should be 510 pages in length, excluding the title page, references page, and appendices.
• References: APA-formatted citations and references no more than five years old unless seminal work.
• APA format: Use the to help you in writing and formatting your summary. Be sure to include:
• A title page and references page.
• An abstract and running head are not required.
• Appropriate section headings.
• Appendices.
• Additional information: Use the following section headings to format the body of your paper to ensure thorough content coverage and flow.
• Project Problem and Relevant Evidence.
• The Project Site.
• Project Support at the Project Site.
• Proposed Interventions.
• Comparisons.
• Desirable Outcomes.
• Learners Role for the Project.
• Project Question.
• Nomenclature: Please save the document you are submitting for grading using the following format.
• Last name, First name Assessment 3 Attempt #

Competencies Measured

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

• Competency 2: Describe a gap in practice, an evidence based intervention, and a desired outcome appropriate for a practicum project.
• Identify the project problem and relevant evidence.
• Define the project site.
• Describe the support for your project at the project site.
• Identify 12 evidence-based interventions and one educational intervention that are fully supported with evidence from the literature.
• Identify the comparisons.
• Identify the desirable outcomes.
• Describe the learners role for the project.
• Formulate a project PICOT question, with all components addressed.
• Create a list of specific terms and definitions.
• Compose an evidence matrix table that includes all resources referenced for the DNP project.
• Competency 4: Complete CITI training.
• Provide a screenshot of the CITI training transcript as an appendix.
• 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.
• Apply APA formatting to in-text citations and references.

My transcript report. Also uploaded picture.

COLLABORATIVE INSTITUTIONAL TRAINING INITIATIVE (CITI PROGRAM)

COMPLETION REPORT – PART 2 OF 2

COURSEWORK TRANSCRIPT**

**

Scores on this Transcript Report (Part 2) reflect the most current quiz completions, including quizzes on optional (supplemental) elements of

the course. The Requirements Report (Part 1) lists the reported scores at the time all requirements for the course were met.

Name: A

Institution Affiliation: Capella University (ID: 454)

Institution Email:

Curriculum Group: Human Research

Course Learner Group: Learners

Stage: Stage 1 – Basic Course

Record ID:

Current Score**: 98

REQUIRED, ELECTIVE, AND SUPPLEMENTAL MODULES MOST RECENT SCORE

History and Ethical Principles – SBE (ID: 490) 05-Feb-2026 5/5 (100%)

Defining Research with Human Subjects – SBE (ID: 491) 05-Feb-2026 5/5 (100%)

The Federal Regulations – SBE (ID: 502) 05-Feb-2026 5/5 (100%)

Belmont Report and Its Principles (ID: 1127) 05-Feb-2026 3/3 (100%)

Assessing Risk – SBE (ID: 503) 05-Feb-2026 5/5 (100%)

Informed Consent – SBE (ID: 504) 05-Feb-2026 5/5 (100%)

Privacy and Confidentiality – SBE (ID: 505) 05-Feb-2026 5/5 (100%)

Internet-Based Research – SBE (ID: 510) 05-Feb-2026 5/5 (100%)

CAPELLA UNIVERSITY (ID: 529) 05-Feb-2026 9/10 (90%)

Conflicts of Interest in Human Subjects Research (ID: 17464) 05-Feb-2026 5/5 (100%)

Cultural Competence in Research (ID: 15166) 05-Feb-2026 5/5 (100%)

For this Report to be valid, the learner identified above must have had a valid affiliation with the CITI Program subscribing institution

Identify how you will go about decreasing the chances of getting involved in a malpractice suit. Focus on your attitudes and actions that are likely to prevent you from malpractice actions.

Fill out the chart. please research baby formula and breast feeding

Breastfeeding has long been established as the ‘gold standard’ for infant nutrition as the benefits to mom and baby are numerous. However, nurses should be prepared to support moms, infants, and families with the infant feeding decision that is best for them.

In this assignment, research to find the advantages and disadvantages of both breast and formula feeding. This will prepare you to be the best advocate for your families. Factors you might consider include health/nutrition, social and/or family factors, and time involved.

Location/ Area : Queens Hospital center

zip code :11432

(No AI usage / no plagiarism)

Purpose

The Windshield/Walking Survey is a systematic community assessment method used by community health nurses to gather observational data about a neighborhood. By physically moving through your communitywhether by car (windshield) or on foot (walking)you’ll observe housing conditions, transportation, safety factors, health resources, and demographics. This data will form the foundation for your Part II Community Profile & Teaching Project.

WHY THIS MATTERS FOR YOUR NURSING CAREER

Before you can improve a community’s health, you need to understand it. The Windshield/Walking Survey is one of the most valuable skills you’ll develop as a community health nurseit’s the same systematic assessment method used by public health departments, visiting nurse associations, and community organizations nationwide.

By the end of this assignment, you’ll be able to:

Assess a community the way practicing CHN nurses do

Identify health needs that aren’t visible in statistics alone

Connect what you SEE to what you KNOW about social determinants of health

Build the foundation for a real teaching intervention (Part II)

This isn’t busy workit’s the first step in making a real difference.

WHAT YOU’LL DO

You’ll physically move through your clinical communitywalkingand systematically observe what’s really happening in the neighborhood. You’re looking at housing, transportation, safety, health resources, and the people who live there.

Think of yourself as a detective gathering clues about this community’s health.

STEP-BY-STEP GUIDE

STEP 1: Confirm Your Community (Week 3-4)

Your community should be the neighborhood where you’ll complete clinical. Not sure? Check with your clinical instructor before you begin.

STEP 2: Plan Your Survey (Week 4)

Schedule at least 2 hours to walk through the community.

Pro tip: Go with your clinical groupit’s safer, and you’ll notice different things.

STEP 3: Observe and Document (Weeks 4-5)

Use the Windshield/Walking Survey Template (attached below) to record what you see. Don’t rely on memorytake notes in real time.

STEP 4: Take Photos (During Your Survey)

Capture at least 3+ photos of public spaces: streets, buildings, parks, storefronts, transit stops.

Important: Photograph SPACES, not people. This protects community members’ privacy and keeps your focus on the environment.

STEP 5: Analyze What You Found (Week 5-6)

Look at your observations as a whole. What are this community’s strengths? What health concerns stand out? Your analysis here becomes the foundation for Part II.

WHAT TO OBSERVE: 14 CATEGORIES

As you move through the community, look for clues in each of these areas:

PHYSICAL ENVIRONMENT

Housing & Zoning What types of housing do you see? Houses, apartments, public housing? What condition are they in? Is it all residential, or mixed with businesses?

Open Spaces Are there parks? Playgrounds? Green spaces where people gather? Are they well-maintained and being used?

Boundaries What defines this neighborhood? A highway? A river? A change in housing type? Where does it begin and end?

GETTING AROUND

Transportation How do people get around? Is there public transit? Are streets walkable? Do you see bike lanes? How’s the traffic?

SERVICES & RESOURCES

Health Resources Do you see hospitals, clinics, pharmacies, urgent care? What about mental health services or substance abuse treatment?

Social Services Schools, churches, community centers, food pantries, social service offices?

Stores & Services Grocery stores or just corner stores? Fast food or sit-down restaurants? Banks? Laundromats? What do residents have access to?

SAFETY & PROTECTION

Protective Services Do you see police? Fire stations? How visible are emergency services?

Signs of Decay Abandoned buildings? Graffiti? Litter? Broken windows? Overgrown lots?

Signs of Renewal New construction? Renovations? Fresh paint? Community gardens?

PEOPLE & CULTURE

Street Scene Who do you see on the streets? Families? Elderly? Young people? Do you see signs of homelessness?

Race & Ethnicity What diversity do you observe? What languages are on signs? What cultural indicators do you notice?

Religion Places of worship? Religious symbols or institutions?

Politics & Media Political signs? Community bulletin boards? Local newspapers? How does information flow here?

WHAT GOOD OBSERVATIONS LOOK LIKE

Vague (needs work):

“The housing is old.”

Specific (much better):

“Most housing consists of 3-story brick rowhouses built in the early 1900s. Approximately 1 in 4 buildings show signs of deferred maintenancepeeling paint, missing gutters, or boarded windows on upper floors. Several buildings have ‘For Rent’ signs, suggesting turnover.”

See the difference? Specific observations give you something to work with when you identify health concerns.

TIPS FOR SUCCESS

GO BEYOND MAIN STREETS

Walk the side streets and edges of the neighborhood (safety first). That’s often where you’ll find the most revealing information.

NOTICE WHAT’S MISSING

Sometimes what you DON’T see is just as important. No grocery store? No pharmacy? No playground? That tells you something.

USE ALL YOUR SENSES

What do you hear? Smell? Feel? Traffic noise, industrial smells, or the quiet of a residential street all provide data.

TAKE MORE PHOTOS THAN YOU NEED

You can always delete extras, but you can’t go back in time.

WRITE WHILE IT’S FRESH

Don’t wait until you get home. Jot notes in your phone or on paper as you go.

COMPARE WHAT YOU SEE TO WHAT YOU EXPECTED

Were you surprised by anything? That surprise is often diagnostically useful.

COMMON QUESTIONS

Q: What if my community feels too big?

A: Focus on a specific areadefine it by street boundaries or zip code. A 10-15 block radius is usually manageable.

Q: Can I use Google Street View?

A: Only as a supplement, not a replacement. You need to physically be there to notice things like sounds, smells, activity levels, and changes since the last Google car drove through.

Q: What if I don’t feel safe in parts of the community?

A: Trust your instincts. Survey with your clinical instructor and group during daylight hours. Skip areas that feel unsafeyour well-being comes first. Note in your survey that certain areas weren’t accessible and why.

Q: How do I know if I’ve observed “enough”?

A: If you can speak knowledgeably about each of the 14 categories and support your conclusions with specific examples, you’ve done enough.

HOW YOU’LL BE EVALUATED 9 (see rubric attached)

Your survey will be assessed on four criteria:

COMPLETENESS OF OBSERVATIONS (20 points)

Did you address all 14 categories with specific, detailed observations?

QUALITY & ORGANIZATION (15 points)

Is your documentation clear, well-organized, and professional? Are community boundaries clearly defined?

PHOTO DOCUMENTATION (5 points)

Did you include at least 3+ photos of public spaces (no people) that support your observations?

COMMUNITY ANALYSIS (10 points)

Did you identify meaningful strengths AND health concerns? Are they connected to your observations?

Total: 50 points

FORMATTING CHECKLIST

Used the Windshield/Walking Survey Template (download below)

4-6 pages of written observations

Community name and boundaries clearly stated at the top

All 14 observation categories completed

At least 3+ photos embedded in the document after the reference list (public spaces only)

Community strengths section completed

Health concerns section completed

Your name and date on the document

This survey becomes the foundation for Part II: Community Profile & Teaching Project. The health concerns you identify here will guide your group’s teaching intervention. The better your survey, the easier Part II will be.

Review the elements included in PICOT questions to guide evidence-based nursing practice. Complete the . Respond to the questions noted below.

Using a minimum of 3 scholarly nursing sources, current within 5 years, answer the following questions:

• Identify and describe one practice-related issue or concern.
• Explain why the issue/concern is important to the profession of nursing and its impact on health outcomes. Describe the rationale for addressing the issue or concern.
• Define each element of your PICOT question in one or two sentences, being sure to address all of the following:
• P-Population and problem: What was the nursing practice concern or problem, and whom did it affect?
• I-Intervention: What was the evidence-based solution for the problem?
• C-Comparison: What was another solution for the problem?
• O-Outcome: Did the intervention work? What was the outcome?
• T-Time frame: What was the timeframe?
• Construct your practice question in the standard PICOT question format (narrative) and define each letter separately, such as:
• In _____ (P), how did _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?
• Include a minimum of 3 current scholarly nursing sources within five years using APA format.

Assignment Instructions

1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
2. Using the PICOT worksheet provided, upload the as a Word Document.
3. No direct quotes may be used in this assignment.
4. Due to the reflective nature of the assignment, first person is acceptable.
5. Please note: If you do not receive a proficient rating in any major content category, you can re-submit your assignment with revisions in those content categories to receive a better grade. You have one additional opportunity to revise after the initial submission in order to make improvements. The initial submission must be a complete paper rough drafts will not be graded. All revisions must be submitted no later than Sunday of Week 7 at 11:59 p.m. (You cannot revise your college-level writing style for a higher grade in that category)

Review the elements included in PICOT questions to guide evidence-based nursing practice. Complete the . Respond to the questions noted below.

Using a minimum of 3 scholarly nursing sources, current within 5 years, answer the following questions:

• Identify and describe one practice-related issue or concern.
• Explain why the issue/concern is important to the profession of nursing and its impact on health outcomes. Describe the rationale for addressing the issue or concern.
• Define each element of your PICOT question in one or two sentences, being sure to address all of the following:
• P-Population and problem: What was the nursing practice concern or problem, and whom did it affect?
• I-Intervention: What was the evidence-based solution for the problem?
• C-Comparison: What was another solution for the problem?
• O-Outcome: Did the intervention work? What was the outcome?
• T-Time frame: What was the timeframe?
• Construct your practice question in the standard PICOT question format (narrative) and define each letter separately, such as:
• In _____ (P), how did _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?
• Include a minimum of 3 current scholarly nursing sources within five years using APA format.

Assignment Instructions

1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
2. Using the PICOT worksheet provided, upload the as a Word Document.
3. No direct quotes may be used in this assignment.
4. Due to the reflective nature of the assignment, first person is acceptable.
5. Please note: If you do not receive a proficient rating in any major content category, you can re-submit your assignment with revisions in those content categories to receive a better grade. You have one additional opportunity to revise after the initial submission in order to make improvements. The initial submission must be a complete paper rough drafts will not be graded. All revisions must be submitted no later than Sunday of Week 7 at 11:59 p.m. (You cannot revise your college-level writing style for a higher grade in that category)