Assignment Overview

The purpose of this assignment is to help you develop skills in critically analyzing a quantitative nursing research study for its rigor, reliability, validity, and relevance to evidence-based practice (EBP). You will evaluate the research articles design, methods, findings, and implications while demonstrating professional writing and APA formatting skills.

Instructions

1. Use the Quantitative Research Article Critique Worksheet as a guide to help you with your paper.

• Please ensure that your Quantitative Research Article contains vital components from your worksheet and your rubric.

1. Write a 36 page paper (excluding title and reference pages) addressing each of the areas below.
2. Format your paper in APA 7th edition style.

• Include a title page, headers, in-text citations, and a reference page.
• Use clear, professional, and scholarly writing.
• Length: Max of 6 pages (excluding title page and references).
• Please note that no Abstract is needed.
• Format: APA 7th edition
• Font: 12-point Times New Roman, double-spaced
• References: Include the article and any additional scholarly sources used to support your thoughts, or rationales.

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

To prepare:

• Review this weeks Learning Resources to understand the assessment, diagnosis, and treatment of integumentary conditions.

Assignment Requirements:

• Access i-Human from this weeks Learning Resources and review the assigned case study.
• Please note: You will complete i-Human cases in case review mode. This may differ from your previous course experience.
• Analyze the provided patient history, physical exam findings, and diagnostic test results to support clinical decision-making.
• Complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.
• You must follow the Management Plan Template (located in this weeks Learning Resources) when writing your treatment plan. Be sure to follow all directions and include each required section.
• Carefully review the grading rubric to understand how your assignment will be evaluated.
• Please note: You will not receive a score within the i-Human platform. This is different from some previous courses. All grading will occur in the Canvas classroom based on your submitted work and the rubric.
• Ensure that all responses are clear, evidence-based, and align with the rubric expectations. Submit the completed assignment in the required format and refer to the Management Plan Template for structure and guidance.

By Day 7

• Submit the written case study assignment as a Word document

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK2Assgn+last name+first initial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6531_Week2_iHuman_Assignment_Rubric

NRNP_6531_Week2_iHuman_Assignment_Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Problem Statement: Includes a clearly written problem statement that integrates subjective and objective data, effectively supporting the identified diagnosis.

10 to >6.0 pts

Proficient

The problem statement is clearly written in paragraph format and includes relevant subjective and objective data (e.g., history, vital signs, labs, physical exam) supporting the diagnosis. Demonstrates clear clinical reasoning, as would be presented to a preceptor.

6 to >2.0 pts

Competent

key components (e.g., objective data, exam findings, or rationale), limiting clarity or thoroughness.

2 to >0 pts

Novice

The problem statement is poorly written or incomplete; key clinical details and rationale are lacking.

10 pts

This criterion is linked to a Learning Outcome

Diagnoses: Correctly identify the primary diagnosis with its corresponding ICD-10 code and list 35 differential diagnoses, each with their own ICD-10 code. Describe the key clinical presentations that led to your selection of these differentials. Explain your diagnostic reasoning by detailing how each differential was considered and subsequently ruled out to arrive at the final diagnosis.

15 to >9.0 pts

Proficient

Correct primary diagnosis and ICD-10 code are identified. A comprehensive paragraph is provided including definition, causes, and symptoms of the diagnosis with clear rationale supported by patient-specific findings. Lists 35 differential diagnoses with ICD-10 codes, definitions, and typical presentations. Each is ruled out with appropriate reasoning. References are included and cited

9 to >3.0 pts

Competent

Primary diagnosis is correct and includes ICD-10 code. Differential diagnoses are listed (at least 2) but missing ICD-10 codes or include minimal explanation. Some rationale or prioritization may be unclear. Most codes are accurate but with minor errors or omissions.

3 to >0 pts

Novice

Primary diagnosis is incorrect or lacks an ICD-10 code. Differential list is too brief (fewer than 2) or missing ICD-10 codes. Rationales are lacking or incorrect. Few or no references cited. Diagnostic reasoning is unclear or unsupported. Codes are incorrect.

15 pts

This criterion is linked to a Learning Outcome

Identification and Application of Clinical Practice Guidelines: Identify the clinical practice guideline(s) used in diagnosing the primary condition. Explain how the guideline(s) informed your diagnostic decision-making, including key criteria for diagnosis and recommended assessments. Justify your approach by referencing specific guideline recommendations. Include any CPT codes associated with diagnostic testing used to support the diagnosis.

15 to >9.0 pts

Proficient

Clearly identifies appropriate, up-to-date clinical guidelines (with year and organization) and explains how they informed diagnostic decision-making, including key criteria and recommended assessments. CPT codes for relevant diagnostic procedures are included and appropriate. In-text citations are used.

9 to >3.0 pts

Competent

Guideline(s) are identified and applied, but explanation lacks depth or clarity. Missing CPT codes or not clearly connected to assessments. Citations are incomplete or inconsistent.

3 to >0 pts

Novice

Clinical guidelines are missing or poorly applied. CPT codes are not included or are incorrect. Explanation does not support diagnostic decision-making. Citations are missing.

15 pts

This criterion is linked to a Learning Outcome

Plan: Include appropriate, evidence-based medications (including over-the-counter options), written as complete prescriptions Address any current prescription medications the patient is taking. Additionally, necessary ancillary testing (labs/procedures/imaging) and appropriate referrals are clearly outlined and relevant to the patients condition. Include Office Visit code and associated CPT codes where necessary.

25 to >19.0 pts

Proficient

The management plan includes appropriate, evidence-based new and continued medications written as full prescriptions with purpose, dose, and frequency. Includes OTC medications if applicable. Outlines ancillary testing (labs/procedures), referrals, and codes (CPT, visit code) for today’s visit. All elements are evidence-based and well explained.

19 to >9.0 pts

Competent

Prescribed medications are appropriate but lack full evidence-based justification. One or two elements of the prescription such as dosage, frequency, or purpose are missing or unclear. Ancillary testing and referrals are included but incomplete or lacking detail. Patient education is present but missing key information or rationale.

9 to >0 pts

Novice

Prescribed medications are inappropriate or not supported by evidence. Three or more essential prescription elements such as medication name, dosage, frequency, or purpose are missing. Dosing is incorrect. Patient education is either inaccurate or missing critical information. The overall management plan is unclear, incomplete, or not relevant to the patients condition.

25 pts

This criterion is linked to a Learning Outcome

SDOH, Risks & Health Promotion: Address all aspects of Social Determinants of Health (SDOH); health promotion and risk factors related to the primary diagnosis for the patient.

10 to >6.0 pts

Proficient

Thoroughly addresses SDOH using defined categories (e.g., education, employment, access to care), includes a clear SDOH plan. Lists relevant patient-specific risk factors with citations. Includes age- and risk-based health promotion screenings with USPSTF citations.

6 to >2.0 pts

Competent

Addresses most SDOH elements and risk factors but missing one or more categories or supporting details.

2 to >0 pts

Novice

Multiple SDOH domains and risk factors are missing or insufficiently addressed. Screenings omitted or unsupported.

10 pts

This criterion is linked to a Learning Outcome

Education: Provide clear, evidence-based patient education on the diagnosis, treatment plan, medication use, lifestyle modifications, and symptom management. Ensure the information is patient-centered, culturally appropriate, and addresses health literacy to support adherence and self-management.

15 to >9.0 pts

Proficient

Provides comprehensive, patient-directed education using clear and empathetic language. Explains the primary diagnosis, treatment, medication instructions, lifestyle recommendations, and red flags. Written as if speaking directly to the patient.

9 to >3.0 pts

Competent

Education is provided but lacks personalization or misses key content areas (e.g., side effects, lifestyle advice).

3 to >0 pts

Novice

Education is overly general, missing essential components, or not appropriate for patient understanding.

15 pts

This criterion is linked to a Learning Outcome

Follow Up Instructions: Provide clear, detailed, and patient-centered follow-up instructions tailored to the diagnosis and treatment plan. Specify timing for follow-up visits, including when the patient should return for reassessment or ongoing management. Include red flag symptoms that require immediate medical attention and guidance on when to seek urgent or emergency care.

5 to >3.0 pts

Excellent

Follow-up instructions are thorough and detailed including who to follow up with, timeframe, referral details, and specific symptoms to prompt a return visit sooner. Includes red flag symptoms with instructions. Written clearly and specifically.

3 to >1.0 pts

Good

Follow-up instructions are mostly clear but missing specific details about red flags or timing.

1 to >0 pts

Poor

Follow up instructions are vague, incomplete, or missing red flag guidance.

5 pts

This criterion is linked to a Learning Outcome

Scholarly References: Includes a minimum of 3 scholarly, peer-reviewed references that are not older than 5 years. Include the most recent clinical practice guidelines if applicable. In-text citations present in APA format to support your work.

5 to >3.0 pts

Excellent

Includes at least 3 scholarly, peer-reviewed references published within 5 years. All are properly cited in-text and in APA format. Clinical practice guidelines are clearly cited if

3 to >1.0 pts

Good

Includes 2 scholarly references with citations. Missing guideline or minor citation issues.

1 to >0 pts

Poor

Fewer than 2 scholarly sources or missing citations. Guidelines are not cited if applicable.

5 pts

Total Points: 100

template is below will provide password when accept assignment

For this assignment, you will develop and present an educational presentation in PowerPoint with voice narration. The audience is a community group of adults. You will demonstrate collaborative and caring relationships with clients, their families, and caregivers, through effective teaching about clients physiological and pathophysiological states of rheumatoid arthritis and osteoarthritis.

You will have 12 slides total including the content slides. You may use the bolded words in the outline as titles for your slides. The outline of the criterion is below.

You are to compare and contrast osteoarthritis and rheumatoid arthritis with regards to background and an effective patient teaching plan in this presentation.

• 1 Title slide. Title your presentation. Include your name. Add your pic if you like.
• 1 slide. Introduction: musculoskeletal system. Address the structure and function. Include the purpose of the presentation. Learning about rheumatoid arthritis and osteoarthritis
• 6 slides. Compare and contrast the two disorders on the same slide for each of the 6 topics. Use the slide layout that best demonstrates comparison viewing.
• Definition; RA vs OA
• Pathophysiology; RA vs OA
• Epidemiology; RA vs OA
• Clinical manifestations; RA vs OA
• Diagnostic Evaluation; RA vs OA
• Treatment Options; RA vs OA
• These slides should have a few key features addressed of both conditions on one slide to effectively compare and contrast.
• 1 slide. Address the importance of compassion in relationships with the provider and patient/ family / caregiver impacted by these conditions.
• 1 slide. Address the importance of collaboration in relationships with the provider and patient/ family / caregiver impacted by these conditions.
• 1 slide. Provide 5-6 effective summary of teaching points as a conclusion regarding the clients physiological and pathophysiological states for these conditions. Teaching points to be developed so that they may apply to both conditions.
• 1 slide. Provide references (5).

Your presentation assignment should:

• Introduction and conclusion slide
• The overall order of information is clear and contributes to the meaning of the assignment
• Strong attempt at APA formatting and correctly citing all references
• Reference slide
• May include speaker note content that is additional to the slide content.
• Must include voice narration
• Appropriate design applied
• Smart art / elegant graphics
• Appropriate picture/s
• Slides are not wordy
• Five or more peer-reviewed references
• 12 slides total

Use the attached file to complete this paper. The topic is Hemodialysis.

Instructions for Reflection Activity: Childhood Illness Movie Purpose of the Reflection Activity The purpose of this reflection activity is to encourage you to engage critically with the movie about childhood illness that you watched. As future nurses, it is essential to understand the clinical aspects of care and reflect on the emotional, ethical, and social challenges that arise when caring for children and their families in times of illness. By reflecting on the themes presented in the movie, you will: Deepen your understanding of the multifaceted nature of pediatric care, including the psychological and emotional impacts on both the child and their family. Develop empathy and cultural competence by recognizing the challenges and emotional experiences associated with childhood illness. Make connections between the movie’s portrayal of illness and your future nursing practice, particularly in providing holistic care. Enhance critical thinking by analyzing the ethical, clinical, and personal aspects of pediatric nursing in the context of real-world scenarios. Reflect on the ways in which childhood illness affects individuals, families, and healthcare teams to prepare for the complexities of caregiving. Activity Instructions 1. Watch the Movie: Watch one of the movies on childhood illness. Take notes during the film to capture your initial reactions, thoughts, and any key moments or themes that stand out to you. The Fault in Our Stars (Cancer) 2. Write Your Reflection: After watching the movie, write a personal reflection of 400-600 words that addresses the following questions. AI cannot be used for this assignment o Understanding of Childhood Illness: What were the key themes related to childhood illness that were presented in the movie? How did the film depict the physical, emotional, and psychological effects on the child and their family? o Ethical and Emotional Considerations: Were there any ethical dilemmas or emotional challenges that stood out to you? How do you think these might be faced in a clinical setting? What role do nurses play in helping families navigate these challenges? o Personal Connections and Empathy: How did the movie affect you personally? Did it remind you of any experiences you’ve had or observations you’ve made in clinical settings, or did it change your perspective on working with children or families dealing with illness? o Nursing Practice: What aspects of the movies depiction of childhood illness and care stood out to you as important for your future nursing practice? How would you handle a similar situation with a pediatric patient or their family in your nursing career? o Broader Contexts: Did the movie raise any issues related to societal, cultural, or economic factors that influence the care of children with illness? How can nurses be more aware of these factors in their practice? 3. Be Reflective and Thoughtful: Your reflection should be thoughtful and introspective. Use specific examples from the movie to support your points, and demonstrate an understanding of how these issues relate to nursing. Additionally, consider how the movie challenges or enhances your ideas about caring for children and families affected by illness. 4. Cite Nursing Knowledge: You are encouraged to integrate any relevant nursing concepts or theories that you have learned in class, as well as references to any additional readings or evidence-based practices that you feel apply to the scenarios depicted in the movie. 5. Review and Submit: Before submitting your reflection, ensure that your writing is clear, well-organized, and free of grammatical errors. Make sure your reflection addresses all of the required components, and provide specific examples from the movie to back up your analysis. Submission Guidelines Word Count: 400600 words Format: Typed, 12-point Times New Roman font, double-spaced

For this assignment you will develop an essay in Word as an overview on pharmaceutical and non-pharmaceutical care in the treatment of a rheumatoid arthritis OR epilepsy.

Levels of headings within the paper to include:

First a brief introduction (should not be a heading)

Condition Defined

• Briefly define the condition. Include content related to anatomy, symptoms and diagnostic techniques.

Lifestyle modifications

• Include lifestyle management with 4-5 general points of patient education for lifestyle modification.

Pharmaceutical Therapeutics

• Include 2 different drug classes, prescription medication modalities. 2 examples of medication per class. Drug names, class, mechanism of action as well as dose, frequency and length of therapy examples. 5-6 points of content per medication
• Include 2 non- prescription, over the counter, alternative modalities. 1 example of medication per class. Drug names, class, mechanism of action as well as dose, frequency and length of therapy examples.
• Include 2 alternative modalities or naturopathic options and discuss each with dose and frequency as applicable.

Across the LifeSpan

• Include aspects to manage and key points to consider across the lifespan regarding the management of this condition. Include aspects to manage and key points to consider across the lifespan regarding the management of this condition. Address three (3) age group populations such as: child, teen, young adult, middle adult, older adult.

Summary

• Provide a summary / conclusion

Format

• Follow APA 7th edition
• All essays required an introduction and conclusion.
• Standard essay format with a title page.
• 2-4 pages of content are required
• 4 references are required

Nurses and Disaster Readiness Paper

Now that you have attended the Disaster Readiness and Intervention seminar and completed the online modules, it is important to consider how this applies to you and your role as a nurse. There is published literature and nursing education standards that call for today’s nurses to be prepared to intervene in times of disaster. This paper provides a venue for you to pull this information and evidence together in a cohesive response to the following question:

How do health care professionals best prepare and engage in emergency management interventions?

• Provide an introduction to the topic (consider reviewing the significance and importance of preparedness and intervention).
• Identify key reasons why nurses should be prepared
• List specific ways nurses can be involved and help clients who experienced a disaster (minimum 2 distinct interventions)
• Provide a summary conclusion

This paper should include the following:

• Appropriately answer the bolded question listed above in a 3-4 page essay, substantiated by evidence (this is not an opinion paper)
• Review and edit following the Holistic Rubric and grading rubric provided with the assignment.
• Utilize APA formatting, including a title page, running head, double spacing, font size, and active tense, grammatically correct standard English language.
• Incorporate sourcing and accurately cite intext, and include a reference list at the conclusion.
• Please see the posted Holistic Grading Rubric to guide scoring.

Sources include-

• Your Med-Surg Textbook
• A Population Health textbook if you have this available to you
• The ARC modules information in this course
• NCSBN 2025 RN-NCLEX Test Plan objectives
• Library and Journal resources

Rubric

10-Writing Rubric-21 (1)

10-Writing Rubric-21 (1)

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Content Clarity-Commands Attention

Content is insightfully developed, reflecting understanding of the topic and cogent analysis.

15 pts

This criterion is linked to a Learning Outcome

Answers the prompts

All prompts are appropriately responded to-no prompt is left without a response or argument supporting the author's assumptions.

10 pts

This criterion is linked to a Learning Outcome

Quality of writing

Words, sentences, and paragraphs are well developed, concise, with active tense, including standard English grammar, punctuation, and spelling.

15 pts

This criterion is linked to a Learning Outcome

Appropriate APA sourcing and citation formatting.

All content contains appropriate sourcing and citations-intext and reference list.

10 pts

Part 1: Geography Matters

Research shows that life expectancy, chronic disease prevalence, and access to care can vary dramatically between zip codes, even when just a few miles apart.

• Identify two neighboring zip codes 70805 and 70807 (local to your state, clinical site, or an area of interest).
• Compare at least two health indicators, such as:
• Life expectancy
• Infant or maternal mortality
• Rates of chronic disease (e.g., diabetes, hypertension, asthma)
• Access to primary care or specialty services
• Briefly describe key factors that may explain these differences (e.g., income, housing, environmental exposure, transportation, education, food access, racism, policy decisions).

You may use public data sources such as county health rankings, state health department data, census data, or peer-reviewed literature.

Part 2: The Nurse Leader Perspective

• Discuss how nurse leaders can influence health outcomes related to geographic inequities at the following levels:
• Clinical practice
• Healthcare organization/system
• Community partnerships
• Policy or advocacy
• Describe concrete leadership actions you could realistically take in your first 13 years of NP practice to address geographic-based health disparities.

Part 3: Reflection

• Reflect on how understanding geographic health inequities may influence:
• Your clinical decision-making
• Your leadership identity
• Your sense of professional responsibility as an advanced practice nurse
• Personal Bias and Professional Practice- leadership in advanced practice nursing requires ongoing self-awareness.

Here are the rubric to my discussion post. I have already wrote up my paper. I would like you to edit and find resources. Please do not using big wording. I would like it to sound like me. You may use public data sources such as county health rankings, state health department data, census data, or peer-reviewed literature. If you use peer reviewed literature from 2018-present.

I used copilot to write the paper. I want you to rewrite it to be ai proof. You may add sources but I want it to be only 15 pages. i will provide you with the paper.