Category: Nursing

ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3: RESEARCH ANALYSIS Arc

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ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3: RESEARCH ANALYSIS
Arc

ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3: RESEARCH ANALYSIS
Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
Reflect on the strategies presented in the Resources this week’s Learning Resources in support of locating and analyzing research.
Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.
Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.
The Assignment:
Using the “Week 3 | Part 3” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
Your topic of interest.
A correctly formatted APA citation of the article you selected, along with link or search details.
Identify a professional practice use of the theories/concepts presented in the article.
Analysis of the article using the “Research Analysis Matrix” section of the template
Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
Describe your approach to identifying and analyzing peer-reviewed research.
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
Identify at least one resource you intend to use in the future to find peer-reviewed research. Page
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Academic and Professional Success Plan Template
Prepared by:

NURS 6002: Transition to
Graduate Study for Nursing
This document is to be used for NURS 6002 Transition to Graduate Study for
Nursing to complete Assessments 1-4. Just as importantly the document serves to
organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course or ask your
instructor for further guidance.
Week 1 | Part 1: Developing an Academic and Professional Network
I have identified and secured the participation of the following academic (at least two)
and professional (at least two) individuals and/or teams to form the basis of my network.
This network will help me to clarify my vision for success and will help guide me now
and in the future.
Directions: Complete the information below for each member of your network. For more
than four entries repeat the items below with details of your additional network
member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
Week 2 | Part 2: Strategies to Promote Academic Integrity and
Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the
relationship between professional practices and scholarly ethics. I have also identified
strategies I intend to pursue to maintain integrity and ethics of my academic work while
a student of the MSN program, as well as my professional work as a nurse throughout
my career. The results of these efforts are shared below.
Directions: In the space below craft your analysis/writing sample, including Part 1 (The
Connection Between Academic and Professional Integrity) and Part 2 (Strategies for
Maintaining Integrity of Work).
Part 1: Writing Sample: The Connection Between Academic and Professional
Integrity
In the space below write a 2- 3-paragraph analysis that includes the following:
 Explanation for the relationship between academic integrity and writing
 Explanation for the relationship between professional practices and scholarly
ethics
 Cite at least 2 resources that support your arguments, being sure to use proper
APA formatting.
 Use Grammarly and Turnitin to improve the product.
 Explain how Grammarly, Turnitin, and paraphrasing contributes to academic
integrity
PART 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
 Identifying and describing strategies you intend to pursue to maintain integrity
and ethics of your 1) academic work while a student of the MSN program, and 2)
professional work as a nurse throughout your career. Include a review of
resources and approaches you propose to use as a student and a professional.
Week 3 | Part 3: Research Analysis
I have identified one topic of interest for further study. I have researched and identified
one peer-reviewed research article focused on this topic and have analyzed this article.
The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify
and analyze the research article you have selected. Complete Step 2 by summarizing in
2-3 paragraphs the results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Research Article:
Include full citation
in APA format, as
well as link or
search details (such
as DOI)
Professional
Practice Use:
One or more
professional practice
uses of the
theories/concepts
presented in the
article
Strengths of the
Research
Limitations of
the Research
Relevancy to
Topic of Interest
Notes
Research Analysis
Matrix
Add more rows if
necessary
Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the following:
 Describe your approach to identifying and analyzing peer-reviewed research
 Identify at least two strategies that you would use that you found to be effective in
finding peer-reviewed research
 Identify at least one resource you intend to use in the future to find peer-reviewed
research
Week 6 | Part 4: Finalizing the Plan
I have considered various options for my nursing specialty, including a close look at my
selected (or currently preferred) specialty and second-preferred specialty. I have also
developed a justification of my selected (or preferred) specialty. Lastly, I have examined
one professional organization related to my selected or preferred specialty and
considered how I can become a member of this organization.
The results of my efforts are below.
Directions: Write a 2-3 paragraph justification statement identifying your reasons for
choosing your MSN specialization. Incorporate feedback you received from colleagues
in this week’s Discussion Forum.
Complete Step 2 by writing a paragraph identifying and justifying your reasons for
choosing your MSN specialization. Be sure to incorporate any feedback you received
from colleagues in this week’s Discussion Forum.
Complete Step 3 by examining and identifying one professional organization related to
your selected or preferred specialty. Explain how you can become a member of this
organization.
Step 1: Comparison of Nursing Specialties
Use the space below to write 2-3 paragraphs comparing the nursing specialty you have
selected – or the one you prefer if your choice is still under consideration – to your
second preference. Identify each specialty and describe the focus and the role that
graduates are prepared for. Identify any other differentiators you feel are significant,
especially those that helped or may help you reach a decision.
Step 2: Justification of Nursing Specialty
Use the space below to write a paragraph identifying and justifying your reasons for
choosing your MSN specialization. Be sure to incorporate any feedback you received
from colleagues in this week’s Discussion Forum.
Step 3: Professional Organizations
Use the space below to identify and examine one professional organization related to
your selected or preferred specialty. Explain how you can become a member of this
organization.
– END –
Page
9
of 13
Academic and Professional Success Plan Template
Prepared by:

NURS 6002: Transition to
Graduate Study for Nursing
This document is to be used for NURS 6002 Transition to Graduate Study for
Nursing to complete Assessments 1-4. Just as importantly the document serves to
organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course or ask your
instructor for further guidance.
Week 1 | Part 1: Developing an Academic and Professional Network
I have identified and secured the participation of the following academic (at least two)
and professional (at least two) individuals and/or teams to form the basis of my network.
This network will help me to clarify my vision for success and will help guide me now
and in the future.
Directions: Complete the information below for each member of your network. For more
than four entries repeat the items below with details of your additional network
member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success
in the MSN program and as a practicing nurse:
Notes:
Week 2 | Part 2: Strategies to Promote Academic Integrity and
Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the
relationship between professional practices and scholarly ethics. I have also identified
strategies I intend to pursue to maintain integrity and ethics of my academic work while
a student of the MSN program, as well as my professional work as a nurse throughout
my career. The results of these efforts are shared below.
Directions: In the space below craft your analysis/writing sample, including Part 1 (The
Connection Between Academic and Professional Integrity) and Part 2 (Strategies for
Maintaining Integrity of Work).
Part 1: Writing Sample: The Connection Between Academic and Professional
Integrity
In the space below write a 2- 3-paragraph analysis that includes the following:
 Explanation for the relationship between academic integrity and writing
 Explanation for the relationship between professional practices and scholarly
ethics
 Cite at least 2 resources that support your arguments, being sure to use proper
APA formatting.
 Use Grammarly and Turnitin to improve the product.
 Explain how Grammarly, Turnitin, and paraphrasing contributes to academic
integrity
PART 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
 Identifying and describing strategies you intend to pursue to maintain integrity
and ethics of your 1) academic work while a student of the MSN program, and 2)
professional work as a nurse throughout your career. Include a review of
resources and approaches you propose to use as a student and a professional.
Week 3 | Part 3: Research Analysis
I have identified one topic of interest for further study. I have researched and identified
one peer-reviewed research article focused on this topic and have analyzed this article.
The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify
and analyze the research article you have selected. Complete Step 2 by summarizing in
2-3 paragraphs the results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Research Article:
Include full citation
in APA format, as
well as link or
search details (such
as DOI)
Professional
Practice Use:
One or more
professional practice
uses of the
theories/concepts
presented in the
article
Strengths of the
Research
Limitations of
the Research
Relevancy to
Topic of Interest
Notes
Research Analysis
Matrix
Add more rows if
necessary
Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the following:
 Describe your approach to identifying and analyzing peer-reviewed research
 Identify at least two strategies that you would use that you found to be effective in
finding peer-reviewed research
 Identify at least one resource you intend to use in the future to find peer-reviewed
research
Week 6 | Part 4: Finalizing the Plan
I have considered various options for my nursing specialty, including a close look at my
selected (or currently preferred) specialty and second-preferred specialty. I have also
developed a justification of my selected (or preferred) specialty. Lastly, I have examined
one professional organization related to my selected or preferred specialty and
considered how I can become a member of this organization.
The results of my efforts are below.
Directions: Write a 2-3 paragraph justification statement identifying your reasons for
choosing your MSN specialization. Incorporate feedback you received from colleagues
in this week’s Discussion Forum.
Complete Step 2 by writing a paragraph identifying and justifying your reasons for
choosing your MSN specialization. Be sure to incorporate any feedback you received
from colleagues in this week’s Discussion Forum.
Complete Step 3 by examining and identifying one professional organization related to
your selected or preferred specialty. Explain how you can become a member of this
organization.
Step 1: Comparison of Nursing Specialties
Use the space below to write 2-3 paragraphs comparing the nursing specialty you have
selected – or the one you prefer if your choice is still under consideration – to your
second preference. Identify each specialty and describe the focus and the role that
graduates are prepared for. Identify any other differentiators you feel are significant,
especially those that helped or may help you reach a decision.
Step 2: Justification of Nursing Specialty
Use the space below to write a paragraph identifying and justifying your reasons for
choosing your MSN specialization. Be sure to incorporate any feedback you received
from colleagues in this week’s Discussion Forum.
Step 3: Professional Organizations
Use the space below to identify and examine one professional organization related to
your selected or preferred specialty. Explain how you can become a member of this
organization.
– END –

Week 7 Discussion The phrase “nurses eat their young” has been around for decade

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Week 7 Discussion
The phrase “nurses eat their young” has been around for decade

Week 7 Discussion
The phrase “nurses eat their young” has been around for decades. The consequences of bullying include nurses reporting poorer mental health, decreased collaboration with team members, ineffective communication, reduced work productivity, and poor job commitment.
Do you feel bullying or horizontal violence is an issue in the clinical environment? Why or why not?
Discuss how the nurse mentor can promote professional socialization in the workplace.
In order to receive full credit, you will need to clearly respond to both parts of the question as your headings AND cite at least one scholarly reference in all of your responses. Do not use references without dates. All references must be five years and less to date.
Prompts should be 250-300 words, and peer responses should be 100-150 words each. References, citations, headings, and salutations are not counted as part of the word count. Be sure to cite and reference in APA 7th ed.

Discuss how to close the health care disparities gap in the LGBTQ community? Sub

Posted on | by Laureen

Discuss how to close the health care disparities gap in the LGBTQ community?
Sub

Discuss how to close the health care disparities gap in the LGBTQ community?
Submission Instructions:
Your initial post should be at least 550 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
All replies must be constructive and use literature where possible.

Noledweed-Guethy Jean-Baptiste Jul 23 8:32amReply from Noledweed-Guethy Jean-Bap

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Noledweed-Guethy Jean-Baptiste
Jul 23 8:32amReply from Noledweed-Guethy Jean-Bap

Noledweed-Guethy Jean-Baptiste
Jul 23 8:32amReply from Noledweed-Guethy Jean-Baptiste
Prescribing for Older Adults and Pregnant Women
Dementia and Alzheimer’s disease are common causes of cognitive decline in older adults. According to the DSM-5, between sixty and eighty percent of dementia cases are caused by neurocognitive decline in older individuals, commonly known as Alzheimer’s disease. Dementia impairs cognitive function, making it hard to complete everyday tasks. This is not a disease but a symptom that impacts and hinders one’s ability to reason, remember, and think logically (Gerlach & Kales, 2020). Alzheimer’s disease mainly causes dementia. Multiple brain changes may manifest at the same time as the symptoms of dementia, which are a collection of symptoms that might be diverse. Memory loss and other critical cognitive abilities are impacted by Alzheimer’s disease, a degenerative disorder (Kriebel-Gasparro, 2020). Because it mainly causes dementia, this disease deteriorates and kills brain cells by breaking their connections with one another. The deterioration of memory and other fundamental mental abilities directly results from this process. Memory loss and disorientation are symptoms of Alzheimer’s disease, which currently has no cure. Treatment and prevention efforts focus on alleviating symptoms and halting their worsening as much as possible.
The following medications have been granted approval by the FDA in United States: galantamine, memantine, donepezil, rivastigmine, and a combination of memantine and donepezil (Varadharajan et al., 2023). These drugs are designed to decelerate the advancement of Alzheimer’s disease and enhance memory and cognitive function. The efficacy of these medications is contingent upon the stage of the disease. According to the FDA, Aricept (donepezil) is seen more advantageous for individuals with mild to moderate or moderate to severe Alzheimer’s disease. According to research, the National Institute on Aging states that Aricept, galantamine , and rivastigmine have the potential to decelerate behavioral symptoms temporarily and hinder the progression of symptoms.
Mood stabilizers, antidepressants, anti-anxiety, and antipsychotic medications can change brain waves, which improves brain function. An individual’s state of mind, perceptions, and awareness can be altered by an Alzheimer’s disease medication such as Seroquel (Varadharajan et al., 2023). Although the FDA has not approved these medications, pharmacists are still permitted to dispense them as long as sufficient proof that this practice falls within reasonable standards of healthcare clinical practice and is not used for trial or experimental reasons.
Alzheimer’s disease advances gradually; therefore, it is wise to use a comprehensive approach to halt its progression. Nonpharmacological therapies for this purpose encompass validation therapy, recollection therapy, cognitive stimulation therapy, and reality reorientation as a comprehensive approach (Kriebel-Gasparro, 2020).
I will confirm a patient’s cognitive impairment by administering the eleven-question Mini-Mental Examination (MMSE). In order to make an informed decision, this evaluation is vital (Folstein et al., 2020). Genetic assessment risk variables obtained from a comprehensive family history is another evaluation methodologies that could be used. According to a number of scientific guidelines, simple lifestyle changes can help avoid illness, delay its progression, or better manage its negative side effects. These lifestyle adjustments encompass consistent engagement in physical and mental exercise, modest consumption of alcohol, and the avoidance of tobacco and head injuries. There is a contradictory result in the vascular studies indicating that having a systolic blood pressure below 140 mmHg is likewise linked to a higher risk of developing Alzheimer’s disease.
Furey and Wilkins (2016) used three cholinesterase inhibitors—galantamine, donepezil, and rivastigmine—to analyze the Guidelines for Neurocognitive Disorder Therapy. The study of dementias was based on these inhibitors, which were approved by the US Food and Drugs. Both the kind of dementia determine how effectively a treatment works. The individuals who were administered Aricept (donepezil) had enhanced cognitive performance and a deceleration in the advancement of their dementias compared to those who were given placebos.
It is essential to recognize that interdisciplinary collaboration and shared clinical decision-making are vital in treating Alzheimer’s disease. It is the guiding principle for pharmaceutical companies to adhere to and distribute a medication approved by the FDA for a specific condition, even if it is being used off-label for a different purpose. It is crucial to examine the ethical and legal consequences of prescription “off-label” drugs for the patient’s well-being.
References
Folstein, M., Folstein, S., & McHugh, P. (2020). 5.2 Mini-Mental State Examination (MMSE). Manual of Screeners for Dementia, 51.
Furey, K., & Wilkins, K. (2016). Prescribing “off-label”: What should a physician disclose? AMA Journal of Ethics, 18(6), 587–593.
Gerlach, L. B., & Kales, H. C. (2020). Pharmacological management of neuropsychiatric symptoms of dementia. Current treatment options in psychiatry, 7, 489-507.
Kriebel-Gasparro, A. (2020). Update on treatments for cognitive decline in Alzheimer’s disease. The Journal for Nurse Practitioners, 16(3), 181-185.
Varadharajan, A., Davis, A. D., Ghosh, A., Jagtap, T., Xavier, A., Menon, A. J., … & Gregor, T. (2023). Guidelines for pharmacotherapy in Alzheimer’s disease–A primer on FDA-approved drugs. Journal of neurosciences in rural practice, 14(4), 566.
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Kirsis Perez Jul 23 7:15pmReply from Kirsis Perez NRNP 6675 Week 9 Discussion f

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Kirsis Perez
Jul 23 7:15pmReply from Kirsis Perez
NRNP 6675 Week 9 Discussion f

Kirsis Perez
Jul 23 7:15pmReply from Kirsis Perez
NRNP 6675 Week 9 Discussion for July 24
Prescription for Older Adults
Generalized anxiety disorder (GAD) is a mental health disorder that is associated with uncontrollable and excessive worry over various aspects of daily life. Individuals with chronic anxiety tend to have physical stress, especially in their cardiovascular, nervous, and respiratory systems. Therefore, without proper management, GAD can affect the quality of a patient’s life (Sapra et al., 2019). The prevalence of the condition among older adults is about 11.2%. When prescribing for older adults, practitioners need to consider different age-related characteristics of the patients. For instance, they need to consider the patients have altered drug metabolism and a relatively higher sensitivity to the drugs (Showraki, Showraki, & Brown, 2020). The paper discusses the treatment of GAD, the risks associated with the treatment decision-making, and the existing clinical guidelines and recommendations for older patients.
FDA-Approved Drug, Off-Label Drug, and Non-Pharmacological Intervention for GAD
Escitalopram is an FDA-approved medication for the management of GAD. It belongs to a group of drugs known as selective serotonin reuptake inhibitors (SSRIs). It functions by enhancing the balance of serotonin in the brain (Afridi et al., 2020). An example of a suitable off-label drug for the management of GAD is quetiapine. It belongs to a class of drugs known as atypical antipsychotics. Like escitalopram, quetiapine functions by restoring the balance of neurotransmitters in the brain. As a result, it improves the level of concentration in a patient and decreases their anxiety symptoms (Shelton et al., 2024). On the other hand, cognitive behavioral therapy (CBT) is an effective non-pharmacological treatment for GAD. It works by enabling patients to identify and challenge negative thoughts that lead to the development of anxiety. By identifying the thought patterns, individuals are able to change their thinking to be realistic (Newman, Zainal, & Hoyer, 2020).
The Risk Assessment for the Treatment Decision-Making
The use of the FDA-approved drug is beneficial to a patient with GAD as it is an SSRI; hence it has relatively fewer side effects to an older patient. It is also effective in managing anxiety symptoms, thus reducing the need for the patient to use another drug for managing the condition. It can also be combined with CBT to improve the management of GAD. On the other hand, the drug can lead to side effects such as insomnia, fatigue, and sexual dysfunction. Older patients may also be susceptible to weight gain and serotonin syndrome (Afridi et al., 2020). Quetiapine is useful as it improves anxiety symptoms. It also helps in managing a patient’s mood and their sleep. It is likely that a patient using the drug will experience a relatively quicker control of anxiety. However, older patients may also experience side effects such as increased appetite, weight gain, and dizziness (Shelton et al., 2024).
Existing Clinical Guidelines and Recommendations for GAD
Gray et al. (2024) provide a clinical guideline for the management of GAD in general care settings. The guideline recommends the use of CBT in managing GAD. It reveals that patients should engage in guided self-help and also focus on interventions that are delivered by a specialist. Moreover, the guideline recommends the use of SSRIs in the management of GAD. On the other hand, atypical antipsychotics are recommended if the patient’s symptoms are persistent. Stress management techniques are also recommended for older adults with GAD. Practitioners are also discouraged from prescribing benzodiazepines in managing GAD in older patients (Gray et al., 2024).
References
Afridi, M. I., Dogar, I. A., Nizami, A. T., Aslam, R., Mustafa, A. B., Muhammad, S. S., & Maheshwary, N. (2020). Efficacy and safety of escitalopram oral drops to treat major depressive disorder and generalized anxiety disorder in adolescent, adult and geriatric patients: A prospective multicenter observational study in Pakistan. Cureus, 12(1). e6792. https://doi.org/10.7759/cureus.6792
Gray, B., Asrat, B., Brohan, E., Chowdhury, N., Dua, T., & van Ommeren, M. (2024). Management of generalized anxiety disorder and panic disorder in general health care settings: new WHO recommendations. World Psychiatry, 23(1), 160. https://doi.org/ 10.1002/wps.21172
Newman, M. G., Zainal, N. H., & Hoyer, J. (2020). Cognitive‐behavioral therapy (CBT) for generalized anxiety disorder (GAD). Generalized Anxiety Disorder and Worrying: A Comprehensive Handbook For Clinicians And Researchers, 203-230. https://doi.org/10.1002/9781119189909.ch10
Sapra, A., Bhandari, P., Sharma, S., Chanpura, T., & Lopp, L. (2020). Using generalized anxiety disorder-2 (GAD-2) and GAD-7 in a primary care setting. Cureus, 12(5). https://doi.org/10.7759/cureus.8224
Shelton, S., Chang, R., Elgharbawy, S., Hunter-Reach, P., & Richard, M. (2024). Is quetiapine an effective treatment for generalized anxiety disorder? Evidence-Based Practice, 27(5), 35-36. https://doi.org/10.1097/EBP.0000000000002091
Showraki, M., Showraki, T., & Brown, K. (2020). Generalized anxiety disorder: Revisited. Psychiatric Quarterly, 91, 905-914. https://doi.org/10.1007/s11126-020-09747-0

Create a power point: The goal of this assignment is to familiarize students wit

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Create a power point:
The goal of this assignment is to familiarize students wit

Create a power point:
The goal of this assignment is to familiarize students with interest groups. Please follow the steps below to complete your assignment.
Select an interest group- Emergency Nurses Association
Discuss how they are pushing their agenda (i.e., mechanisms used to influence policy makers), key obstacles, and spending (consult the Center for Responsible Politics, www.opensecrets.org)
Investigate the interest group’s website and review their position statements, testimony, and consult media reports to obtain more information on the group’s lobbying efforts.
Submission Requirements:
Presentation is original work and logically organized. Followed current APA format including citation of references.
PowerPoint presentation with 5-8 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.
Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
Journal articles and books should be referenced according to current APA style.

Instructions Graded Formative Summary of Knowledge Construction to this Point in

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Instructions
Graded Formative Summary of Knowledge Construction to this Point in

Instructions
Graded Formative Summary of Knowledge Construction to this Point in the Semester:
Please summarize the learning* and progress to competency in each objective you have built to this point (see list below). For each objective provide a summary of what have you done, experienced, and observed in your practicum up to this point in the semester and how you have engaged and analyzed these experiences to build knowledge and competency related to the specific objective. You may include a succinct reflection on the relationship of this learning to population health concepts and to specific course readings, discussions, and assignments.
Your instructor has access to your ongoing Practicum Portfolio so, you may refer to content (further details) that you have written there to substantiate points made in this assignment. Keep in mind that this assignment should be a summary of what you have experienced and how you have grown to this point in the semester. Please aim for 1 paragraph for each objective in this summary. In addition, please note your plan for any continued learning for each objective (1 additional paragraph). Please use the objective name as a heading for each short section.
*knowledge/skills/ attitudes (insights or personal growth)
Grading will focus on this formative summary but will also take into account previous portfolio entries [please see Practicum Portfolio Rubric]
Course Objective 1: Recognize the interrelationships and outcomes of determinants of health across population, community, and public health.
Course Objective 2: Describe structures and systems, that impact health outcomes and health equity.
Course Objective 3: Demonstrate professional role accountability for population, community, and public health.
Course Objective 4: Engage the nursing process to promote population, community, and public health.
Course Objective 5: Develop capacity to contribute to preparedness for disasters and other public health emergencies.
Personalized Learning Objective One: Incorporate effective communication skills to contribute to the nursing perspective to interprofessional teams to optimize patient outcomes.
Personalized Learning Objective Two: Strengthen critical thinking skills and hands-on nursing skills to ensure continuinty of care
Personalized Learning Objective Three (optional):Apply concepts of leadership, autonomy, and management to the practice of professional nursing.
Final Summary Number of hours completed to date. 35