Bright Academic Experts

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  • IRC Building Codes: R314 Smoke Alarms and R315 Carbon Monoxi…

    Power point – My toopic is – These two IRC Building Codes: R314 Smoke Alarms R315 Carbon Monoxide Alarms Instructions- Include topic title and the names of each team member on first slide. – Express at least 5 key narrative points. – Include at least 3 images. – Minimum of 6 slides, maximum of 12. – Customize and edit text (do not just paste in original text). – Use font sizes of 18 points or larger. – Simplify and summarize all content to make it clear and easy to understand. – Graphics should be professional but also express a unique vibe (avoid using pre-built template graphics). – Spell check content.

  • MINDMAP TO STORYBOARD

    This assignment is broadly taken from Thomas (2025) Do It Yourself (DIY) 4.1 (Brainstorm a Mindmap on Your Topic) and 4.2 (Drawing a Storyboard) exercises. You may use any pay or free online mapping or storyboard generating software (NOT AI). Your drawings may be digital or hand-drawn, then scanned/photographed and copied/pasted into your MS Word document, applicable sections.

    Part 1 – Drawing a Mindmap:

    Begin with your prima facie (research question) question from Module / Week 2 Case Study Methodology Assignment (or a more appropriate edited version based on the instructors feedback of that assignment)

    Select a minimum of 10 core sources

    Broadly synthesize the sources to discover themes, disagreements, dilemmas, ideas, lines of inquiry, etc.

    As you organize these sources, draw your mindmap (See Thomas (2025) Figure 4.2 Key Features of a Mindmap

    o Besides your prima facie question, your mindmap should contain at least 5 nodes drawn from your prima facie question

    o As you continue to organize and arrange material by relevance, you should include at least 5 buds which should sprout off of at least 2 nodes. You may need to do more research.

    Part 2 Drawing a Storyboard:

    If required, adjust your prima facie question to fit your desired research direction (see the Thomas (2025) Table 4.1 Prima Facie Questions to Revised Topics)

    Chart a storyboard narrative of your intended literature review

    o Besides your revised prima facie question, your storyboard should contain a minimum of 10 nodes or waypoints and 4 key references. Again, you may need to do more research.

    o Your storyboard narrative should integrate a range of relevant issues

    Provide an audit of your activities. More than a simple log of decisions, this should annotate your critical reflection and analysis that resulted in edits, changes to your research question, evolution of your research aims, and why.

    Additional Requirements

    Materials submitted to fulfill requirements in one course may not be submitted in another course. Concerns about the propriety of obtaining outside assistance and acknowledging sources should be addressed to the instructor of the course before the work commences and as necessary as the work proceeds.

    In addition to the course texts and the Bible, the required references above will be from peer-reviewed scholarly sources that have publication dates no older than 5 years, exception: irrefutable seminal sources.

    • Sources of information from Wikipedia, dictionaries, websites, blogs, and encyclopedias will not be accepted.

    Attached Files (PDF/DOCX): Mindmap to Storyboard Assignment Instructions.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Week 5 Discussion

    REQUIRED READINGS

    Buppert, C. (2021). Nurse practitioners business practice and legal guide (8th Ed.). Jones & Bartlett Learning LLC.: Burlington MA.

    • Ch. 5 Prescribing
    • Ch. 6 Hospital Privileges

    Please also read the following.

    • AARP Public Policy Institute. (n.d.). Removing Barriers to Advanced Practice Registered Nurse Care: Hospital Privileges. Retrieved from
    • OConnor, A. W., Helfrich, C. D., Nelson, K. M., Sears, J. M., Jensen, P. K., Engstrom, C., & Wong, E. S. (2023). Full practice authority and burnout among primary care nurse practitioners. Nursing Outlook, 71(6), 102056.

    After educating yourself on this weeks topics through the required readings, respond to each of the following:

    • What is the purpose and process for obtaining prescription privileges in the state in which you live (clearly identify) of practice as Nurse Practitioner?
    • What do you see as the advantages and disadvantages of having a DEA license as a Nurse Practitioner?

    Refer to the following required readings for the following.

    Consider the following scenario and reply to the questions. The hospital near where you live has an aging population of attending physicians who are nearing retirement. Historically, only the attending physicians have had hospital privileges including in the Emergency Room where NPs have not practiced. The NPs have cared for patients in the outpatient clinics. There are a growing number of FNPs who travel to other areas to work.

    • What would you do as an FNP to assist with the process of promoting the hospital administration to allow NPs hospital privileges? Consider attendance at meetings, what research you would bring, who the key players are, and how it impacts the community in which you reside.

    AARP Public Policy Institute. (n.d.). Removing Barriers to Advanced Practice Registered Nurse Care: Hospital Privileges. Retrieved from

    Holmes O, Kinsey-Weathers S. The case for full practice authority. Nursing. 2016 Mar;46(3):51-4. doi: 10.1097/01.NURSE.0000480602.37640.a1. PMID: 26910092.

    Notes:

    • Be sure to address all elements of the Discussion Prompt in order to receive full credit.
    • Initial post is due by Wednesday 11:59PM EST & at least two replies to peers by Sunday 11:59PM EST.
    • Responses must include a minimum of 250 words in the initial post which does not include quoted material and required references.
    • The minimum two required responses to peers and faculty must include a minimum of 75 words which does not include quoted material or references.
    • Minimum of two scholarly sources are required: a) one in-class source that must be referenced and cited and b) one outside scholarly sourcereferenced and cited.

  • Mile Stone#2

    Milestone 2

    You will need to design each user interface (UI) that is needed for the system. You can

    build the screens from the requirements you wrote up in Milestone 1. Your interfaces

    should look fairly realistic and give me a good idea how the system might really look (and

    work). You will want to have colors and pictures along with

    buttons/textfields/dropdowns/tabs etc. Your interfaces do not have to have actual buttons

    and features that work. They can be simply images that demonstrate how the UI should

    look when it is done. Do not hand draw anything.

    Attached Files (PDF/DOCX): annotated-Milestone201_Group3.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Mile Stone#2

    Milestone 2

    You will need to design each user interface (UI) that is needed for the system. You can

    build the screens from the requirements you wrote up in Milestone 1. Your interfaces

    should look fairly realistic and give me a good idea how the system might really look (and

    work). You will want to have colors and pictures along with

    buttons/textfields/dropdowns/tabs etc. Your interfaces do not have to have actual buttons

    and features that work. They can be simply images that demonstrate how the UI should

    look when it is done. Do not hand draw anything.

    Attached Files (PDF/DOCX): annotated-Milestone201_Group3.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Integrating Theory and Research for Evidence-Based Practice(…

    Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 250-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

    • What did you learn from your classmate’s posting?
    • What additional questions do you have after reading the posting?
    • What clarification do you need regarding the posting?
    • What differences or similarities do you see between your posting and other classmates’ postings?

    All sources should be cited using APA format. Grammar, spelling, punctuation, and format should be correct and professional.

    READ AND RESPOND THE POST

    Methods of Knowing in Nursing Practice

    Knowledge acquisition in nursing is a complicated process that goes beyond textbooks and classroom lectures. As a nurse in the emergency department and interventional radiology, I’ve learned that knowing includes formal education, clinical experience, and critical examination of information sources. Understanding how we know what we know is critical to providing safe, evidence-based patient care.

    Assessing Information Validity and Accuracy

    Evaluating information accuracy necessitates a methodical approach rather than taking sources at face value. Patterson et al. (2025) discovered that nurses frequently evaluate information based on factors such as accuracy, relevance, authority, purpose, and currency. However, their research found a troubling finding: most nurses depend on surface-level evaluation criteria rather than doing in-depth critical examination. For example, nurses frequently accept material merely because it appears in a peer-reviewed journal, without critically scrutinizing the methodology or applicability to their patient population. Patterson et al. (2025) stressed that the inclusion of citations does not ensure authenticity because information might be distorted or taken out of context. In my emergency department practice, I verify material by cross-referencing several sources, reviewing the author’s credentials, and determining whether the research population is representative of my patient demographics, when time is appropriate.

    Evidence-Seeking Hierarchy

    The evidence hierarchy ranks systematic reviews and meta-analyses at the top, with randomized controlled trials, cohort studies, case-control studies, and expert opinion at the bottom. When making patient care decisions, I mostly rely on clinical practice guidelines and systematic reviews, which provide synthesis evidence that has been rigorously evaluated. Atalla et al. (2025) found that nurses with higher levels of knowledge and good attitudes toward evidence-based practice are more competent in applying research findings to clinical scenarios. Their findings revealed significant positive associations between EBP knowledge, abilities, and use, implying that comprehending the evidence hierarchy improves clinical decision-making.

    In my personal life, I frequently make decisions based on firsthand experience and reliable sources. However, my nursing education has influenced how I approach personal health information, leading me to seek out respected medical websites rather than social media posts. This dual approach illustrates what Atalla et al. (2025) refer to as the combination of research evidence, clinical competence, and individual valuesthe three pillars of evidence-based practice.

    Personal Experience and Knowledge Acquisition.

    My nursing education career exemplifies the combination between formal and experiential learning. Working in interventional radiology, I learned procedural protocols through didactic training, but genuine competency came through repeated practice and coaching from more experienced colleagues. Patterson et al. (2025) observed that nurses commonly utilize their previous clinical knowledge to assess the credibility of new material, asking themselves whether the new evidence is consistent with their professional experience. This is consistent with my experience; when confronting unexpected clinical settings in the emergency department, I combine textbook knowledge with trends I’ve seen in comparable patient presentations.

    Best Practices for Increasing Nursing Knowledge

    Effective knowledge acquisition in nursing necessitates deliberate tactics. Atalla et al. (2025) discovered that self-efficacy is an important mediator between EBP facilitators and nursing competences, implying that nurses who trust in their abilities to collect and utilize evidence have better practice competency. Their findings indicated that facilitator elements, such as training opportunities and supportive leadership, have a strong favorable impact on EBP competency. As a result, excellent practices include attending continuing education classes, joining journal clubs, and developing mentorship relationships. Patterson et al. (2025) suggested that nurses shift away from basic evaluation checklists and toward more advanced critical appraisal procedures, such as lateral reading and methodical analysis. As I go into nursing education, understanding these best practices will help me teach future nurses to be discriminating consumers of healthcare information, ultimately improving patient outcomes through evidence-based treatment.

    References

    Atalla, A. D. G., El-Ashry, A. M., & Mohamed, S. M. S. (2025). The relationship between evidence-based practices facilitators and barriers among nurses and their competencies: self-efficacy as a mediator. BMC Nursing, 24(1), 114.

    Patterson, B., Diekema, A. R., Hopkins, E. (Betsy) S., Wilson, D., & Schvaneveldt, N. (2025). Is this professionally correct?: understanding the criteria nurses use to evaluate information. Journal of the Medical Library Association, 113(4), 298309.

    Requirements: 270

  • Capital budget analysis

    For this assignment, you will be provided with a spreadsheet containing projected numbers for two different patient services programs. You will need to download the Program Projections [XLSX] spreadsheet and use it to conduct your analysis. Instructions You are a member of the financial services department at Benson Regional Medical Center. The chief financial officer and chair of the capital budgeting committee, Dana Foster, has requested that you perform some capital analysis of two proposed patient service programs. You have been provided with a spreadsheet that covers much of the projected financials for each of the proposed programs. Your task is to perform an analysis of that information and provide your recommendation to the capital budgeting committee as to which program they should pursue. You have been asked to create a presentation to present your findings to the capital budgeting committee. Using the provided spreadsheet, complete a capital budgeting analysis on the information provided in the spreadsheet. Specifically, you will need to identify a net present value (NPV), internal rate of return (IRR), and a discounted payback period for proposed Program #1 and Program #2. You will present your finding in a presentation. Design a PowerPoint presentation for the capital budgeting committee that includes all of the following: Create a brief 1-2 slide description of the proposed programs. Develop a comparison between the cash flow projects of each program from Year 0 to Year 5. Highlight the differences. Compare the results and interpretation of the discounted payback period between both programs. Compare the net present value (NPV) for each program. Compare the Internal rate of return (IRR) for each program. Develop a recommendation for which program the capital budgeting committee should take into consideration. Include supporting rationale. Formatting Requirements The presentation should be 8-10 slides in length and include speaker notes with each slide.

  • Transition of care and patient safety using Modified Early W…

    Conduct a literature search to identify the most effective interventions or changes for addressing your chosen problem. You can use three articles from your critical appraisal for part of the literature review( link is in the attachments to the critical appraisal paper). In addition, you will need to find two more articles related to your topic. Therefore, your literature review should include a total of five articles. Develop a clearly stated desired outcome for practice change. Use evidence from the reviewed literature to answer the clinical question and support the proposed outcome(s). Key Guidelines for the Literature Review: Selection of Literature: Carefully choose resources that provide the best available evidence related to the issue. Consider the hierarchy of evidence (strongest information first) and ensure the findings are relevant to your clinical question. Sources: Include at least five resources, such as professional journals, peer-reviewed articles, clinical guidelines, and other contemporary sources related to nursing within the last 5 years Critical Appraisal: Evaluate the five selected resources using the appropriate criteria outlined in your text. Summary of Findings: Summarize the findings of the five appraised resources. Discuss the pros and cons of each and their relevance to the clinical question.This paper should be a maximum of 5-8 pages. (usually, each article should be summarized within two to three paragraphs.) Refer to the provided document, Outline for EBP for detailed expectations regarding the structure

    Attached Files (PDF/DOCX): criticalappraisalfinal.docx, Outline for EBP Paper-Presentation 2025.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Diagnostic Assessment 1

    Purpose:

    This assignment helps you practice diagnostic reasoning by applying DSM-5-TR criteria to real client presentations. You will watch pre-recorded interviews, identify a diagnosis, connect symptoms to each criterion, consider differentials, highlight client strengths, and propose treatment goals.

    Link to Diagnostic Assessment 1: https://youtu.be/d6E8CiApCzQ

    Instructions:

    You will be given access to four recorded client interviews. Each recording presents a different client scenario. For each case, write a diagnostic assessment paper (12 single-space pages) that includes the following sections:

    1. Identifying Information and Diagnosis
    • Situate the clients intersectional identity and summarize their history.
    • Identify the most accurate DSM-5-TR diagnosis for the client.
    • Clearly connect the clients reported symptoms to each diagnostic criterion.
    • Example: The client meets Criterion A because she reports a depressed mood nearly every day for four months and has experienced a loss of appetite and hypersomnia nearly every day. She meets Criterion B because she has missed the last week of work and canceled appointments with friends.
    1. Client Strengths
    • Identify at least five specific strengths (e.g., coping skills, supports, values, resilience factors).
    1. Differential Diagnosis
    • Identify at least one differential diagnosis.
    • Describe which criteria fit the clients presentation, which did not, and why you ruled this diagnosis out.
    1. Treatment Goals
    • Identify at least one broad treatment goal for the client.
    • Write at least two SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound).

    Format:

    • 1-2 pages, single-spaced.
    • Write in clear, professional prose (not bullet points only).
    • APA format is not required.
    • Use the Diagnostic Assessment Example provided as a model.
    • Please submit as a Word file (.doc or .docx). Other file types will not be accepted.

    Diagnostic Assessment Example

    Primary Psychiatric Disorder(s): F50.01 Anorexia nervosa, restricting type, severe

    Rationale (what did you see that supports the diagnosis?)

    Client is a 54 17-year-old heterosexual cisgender White female who reports that she weighed 115 pounds two years ago when she was on a competitive gymnastics team and was pressured by her coach to lose weight. She then decided to go on a diet that got a little out of control. She has steadily lost weight over the past two years, and now she is at her lowest weight at 87 lbs. She is currently not participating in sports and is on medical homeschooling due to her frailty and low body weight. She was hospitalized last month for medical re-feeding and gained eight pounds in the hospital, but has since lost six pounds. Although markedly underweight, she says that she feels fatter than ever and perceives herself to be obese. She confided during the interview that her parents give her high-calorie supplemental nutrition shakes when she does not eat at family meals, and she pretends to drink them but secretly pours them out whenever she can. She also reports that she exercises frantically by running around her room and doing jumping jacks. She reports that she must exercise secretly because her doctor forbade her to exercise.

    She meets criteria A for anorexia nervosa, restricting type, because she reports restrictive food intake and dangerously low body weight. She meets criteria B because she reports intense fear of gaining weight, being fat, and behavior that interferes with weight gain, such as pouring out her nutritional shakes. She meets criteria C because she lacks insight into her underweight condition, reporting herself to be fatter than ever despite her awareness of her current weight. She meets the criteria for restricting type because she denies any purging behavior. Her weight loss is accomplished through fasting and excessive exercise.

    Client Strengths:

    1. Client is a bright young woman who aspires to be a doctor.
    2. Client is fearful of gaining weight but reports a high degree of motivation for treatment.
    3. Clients parents are supportive, and the home/family environment is stable.
    4. Client has health insurance, so she has good access to care.
    5. Client reports having some strong friendships.
    6. Client denies any complicating legal history that might interfere with treatment.
    7. Although her physical condition is fragile, the client is alert and responsive and can engage in change-focused psychotherapy.
    8. Other than her eating disorder, cthe lient has no complicating psychiatric illnesses.
    9. Client is not suicidal or homicidal.

    Differential Diagnosis

    I considered a diagnosis of bulimia nervosa (BN) because she reported that she secretly binges at least twice a week. However, on further questioning, she reported that her typical binge includes exactly 25 Cheerios and an eighth of a cup of skim milk. Although this seems like binge behavior to her, given her distorted thoughts about food intake, this does not meet criteria for a BN binge, described in the DSM as an amount of food definitely larger than what most individuals would eat in a similar period of time.

    Treatment Goal:

    • Challenge and reduce distorted beliefs about food intake and body size to support healthier self-perceptions.

    SMART Objectives:

    1. Cognitive Reframing: Within the next 4 therapy sessions, client will identify at least 3 distorted thoughts related to body size or food (e.g., I am fat even though I am underweight) and practice reframing each thought into a more balanced statement, as documented in session notes.
    2. Behavioral Experiment: By the end of 6 weeks, client will participate in at least 2 therapist-guided exposure exercises (e.g., eating a forbidden food item in session or challenging mirror-checking behavior) and record her emotional response, demonstrating reduced distress over time.

  • Philosophy Question

    Format: 8.5″x11″ pages, 1″ margins, Times New Roman font, double spaced lines, indented the first line of each paragraph. Substantial errors in spelling or grammar will result in a reduction of grade. Student name and page number may be placed in a header within the margins, but this is not required (since Canvas will tell me who each paper was submitted by). Professor name, course name, date, etc. need not be included.

    File should be in .doc or .docx (Microsoft Word) format. Note that as students of Florida Tech you have access to Microsoft Office, including via a web browser, so this should not present any difficulty. Submit the final version here, via Canvas.

    Content: Your first paper should summarize the position, on a matter of philosophical import, of a philosopher who lived between about 1650 A.D. and today. This need not be a philosopher we have or will discuss in class. This should be done in approximately 600 words.

    Since your second paper will need to do the same thing with a philosopher who does not entirely agree with the position summarized in your first paper, you will want to choose carefully. A few hints: you should not try to summarize everything the philosopher claims–just one claim should be summarized in depth. It may be a metaphysical claim, a value claim, or an epistemological claim, but it should be one of those! If you can figure out how to navigate. . it may prove quite helpful to you. Just be wary of the dates, many philosophers on that list are not included in the appropriate time range! You may also find the useful. Your paper should cite few sources–obviously you should cite the original work of the philosopher you are summarizing, but beyond that you should not use more than one or two other sources. Your bibliography should not be included in your word count. I do not have a citation format preference beyond “consistent.”

    Your paper will be graded across five areas:

    • Did you identify a specific argument about metaphysics, values, or epistemology from a philosopher of the appropriate time period? (0-20 points)
    • Did you clearly and accurately summarize that argument? (0-40 points)
    • Did you cite the original text(s) in which that argument was made, along with no more than two other academically appropriate sources? (0-20 points)
    • Is your paper grammatically correct, proofread, formatted as instructed, and otherwise linguistically coherent? (0-20 points)

    Requirements: short paper follow instuctions given above