Category: Nursing

[Solved] DNP Project

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Percentage increase Insert Table 1 – 2 years ago **files (1)** – ## Table1.docx **## Table1.docx** Results State the postimplementation results. Discuss the impact on the organization. State limitations and how they impacted results. Discuss why the project is important beyond the local site. Table …

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Assignment Prompt & Instructions

Percentage increase

Insert Table 1

– 2 years ago

**files (1)**

– ## Table1.docx

**## Table1.docx**

Results

State the postimplementation results. Discuss the impact on the organization. State limitations and how they impacted results. Discuss why the project is important beyond the local site.

Table 1 and Figure 1 reflect APA (7th ed.) rules for table and figure formatting and labeling. Note that any tables and figures should be mentioned by number in the narrative text (e.g., “Table 1 includes …”) before they appear in the document. The point size of table and figure text can be smaller than body text (which is 12 point) but no smaller than 8 point. You may change the font inside tables and figures to a sans serif font such as Arial if you wish. For guidance on formatting tables and figures in APA Style, visit the
[Doctoral Capstone Form and Style webpage on tables and figures](https://academicguides.waldenu.edu/formandstyle/apa/tablesfigures).

The general table note under Table 1 cites the source of a table that was originally printed elsewhere. You must obtain permission from the copyright holder to reprint a table or figure that is not in the public domain. Include letters of permission in an appendix. Per APA 7.14, table and figure notes must be left justified and double spaced, as shown here.

Table 1

_Sample Table Showing Correct Formatting_

| | | | | |
| — | — | — | — | — |
| Stub heading | Column A | Column B | Column C | Column D |
| Row 1 | | | | |
| Row 2 | | | | |
| Row 3 | | | | |
| Row 4 | | | | |

_Note_. From “Attitudes Toward Dissertation Editors,” by W. Student, 2020,
_Journal of Academic Optimism_,
_98_, p. 11 (
[https://doi.org/10.xxxxxxxxx](https://doi.org/10.xxxxxxxxx))
_._ Copyright 2020 by Academic Publishing Consortium. Reprinted with permission.

Figure 1

_Sample Figure Showing Correct Formatting_

![Chart, line chart Description automatically generated](https://www.sweetstudy.com/questions/dnp-project-20887197)

**Results**

Postimplementation results indicate that the structured educational intervention significantly increased staff knowledge regarding blood drug levels, contraindications, and treatment efficacy. Pre- and post-education assessments showed an average knowledge gain of 31%. Participants reported that the use of visual aids, literature, and data facilitated knowledge retention.

**Insert Table 1 Here**

I analyzed the data by calculating the percentage increase in knowledge for each staff member based on their pre- and post-education scores. Here’s how I did it:

**Steps of Analysis:**

1.
**Extracted Pre-Education Scores**

· These are the scores before the staff education session.

·
Example: AC had a pre-education score of
**60%**. LF had a pre-education score of
**65%**. RS had a pre-education score of
**70%**. JS had a pre-education score of
**65%**. MR had a pre-education score of
**70%**.

2.
**Extracted Post-Education Scores**

· These are the scores after the staff education session.

·
Example: AC had a post-education score of
**95%**. LF had a post-education score of
**95%**. JS had a post-education score of
**100%.** RS had a post-education score of
**100%**. MR had a post-education score of
**95%**.

3.
**Calculated the Individual Increase**

· Subtracted the pre-education score from the post-education score.

· Example: AC’s increase =
**95% – 60% = 35%**.

4.
**Calculated the Average Increase**

· Added all the individual increases and divided by the number of staff members.

· Formula used: Average Increase=∑(Post Score−Pre Score)Total Staff Members\text{Average Increase} = \frac{\sum (\text{Post Score} – \text{Pre Score})}{\text{Total Staff Members}}Average Increase=Total Staff Members∑(Post Score−Pre Score)

· Example: (35+30+30+35+25)÷5=31%(35 + 30 + 30 + 35 + 25) \div 5 = 31\%(35+30+30+35+25)÷5=31%

**Citing Sources**

**Organisation for Economic Co-operation and Development (OECD).** (2023).
_Measuring innovation in education 2023: Tools and methods for policy and practice_. OECD Publishing. Retrieved from https://www.oecd.org/en/publications/measuring-innovation-in-education-2023_a7167546-en.html

**image1.png**

**## Table1.docx**

Results

State the postimplementation results. Discuss the impact on the organization. State limitations and how they impacted results. Discuss why the project is important beyond the local site.

Table 1 and Figure 1 reflect APA (7th ed.) rules for table and figure formatting and labeling. Note that any tables and figures should be mentioned by number in the narrative text (e.g., “Table 1 includes …”) before they appear in the document. The point size of table and figure text can be smaller than body text (which is 12 point) but no smaller than 8 point. You may change the font inside tables and figures to a sans serif font such as Arial if you wish. For guidance on formatting tables and figures in APA Style, visit the
[Doctoral Capstone Form and Style webpage on tables and figures](https://academicguides.waldenu.edu/formandstyle/apa/tablesfigures).

The general table note under Table 1 cites the source of a table that was originally printed elsewhere. You must obtain permission from the copyright holder to reprint a table or figure that is not in the public domain. Include letters of permission in an appendix. Per APA 7.14, table and figure notes must be left justified and double spaced, as shown here.

Table 1

_Sample Table Showing Correct Formatting_

| | | | | |
| — | — | — | — | — |
| Stub heading | Column A | Column B | Column C | Column D |
| Row 1 | | | | |
| Row 2 | | | | |
| Row 3 | | | | |
| Row 4 | | | | |

_Note_. From “Attitudes Toward Dissertation Editors,” by W. Student, 2020,
_Journal of Academic Optimism_,
_98_, p. 11 (
[https://doi.org/10.xxxxxxxxx](https://doi.org/10.xxxxxxxxx))
_._ Copyright 2020 by Academic Publishing Consortium. Reprinted with permission.

Figure 1

_Sample Figure Showing Correct Formatting_

![Chart, line chart Description automatically generated](https://www.sweetstudy.com/questions/dnp-project-20887197)

**Results**

Postimplementation results indicate that the structured educational intervention significantly increased staff knowledge regarding blood drug levels, contraindications, and treatment efficacy. Pre- and post-education assessments showed an average knowledge gain of 31%. Participants reported that the use of visual aids, literature, and data facilitated knowledge retention.

**Insert Table 1 Here**

I analyzed the data by calculating the percentage increase in knowledge for each staff member based on their pre- and post-education scores. Here’s how I did it:

**Steps of Analysis:**

1.
**Extracted Pre-Education Scores**

· These are the scores before the staff education session.

·
Example: AC had a pre-education score of
**60%**. LF had a pre-education score of
**65%**. RS had a pre-education score of
**70%**. JS had a pre-education score of
**65%**. MR had a pre-education score of
**70%**.

2.
**Extracted Post-Education Scores**

· These are the scores after the staff education session.

·
Example: AC had a post-education score of
**95%**. LF had a post-education score of
**95%**. JS had a post-education score of
**100%.** RS had a post-education score of
**100%**. MR had a post-education score of
**95%**.

3.
**Calculated the Individual Increase**

· Subtracted the pre-education score from the post-education score.

· Example: AC’s increase =
**95% – 60% = 35%**.

4.
**Calculated the Average Increase**

· Added all the individual increases and divided by the number of staff members.

· Formula used: Average Increase=∑(Post Score−Pre Score)Total Staff Members\text{Average Increase} = \frac{\sum (\text{Post Score} – \text{Pre Score})}{\text{Total Staff Members}}Average Increase=Total Staff Members∑(Post Score−Pre Score)

· Example: (35+30+30+35+25)÷5=31%(35 + 30 + 30 + 35 + 25) \div 5 = 31\%(35+30+30+35+25)÷5=31%

**Citing Sources**

**Organisation for Economic Co-operation and Development (OECD).** (2023).
_Measuring innovation in education 2023: Tools and methods for policy and practice_. OECD Publishing. Retrieved from https://www.oecd.org/en/publications/measuring-innovation-in-education-2023_a7167546-en.html

**image1.png**

November 5, 2026
[Solved] work study

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## PSYCHWEEK1.docx **## PSYCHWEEK1.docx** **Biological Basis and Ethical/Legal Considerations of Psychotherapy** **Post** an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective …

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– 2 years ago

**files (1)**

– ## PSYCHWEEK1.docx

**## PSYCHWEEK1.docx**

**Biological Basis and Ethical/Legal Considerations of Psychotherapy**

**Post** an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

**## PSYCHWEEK1.docx**

**Biological Basis and Ethical/Legal Considerations of Psychotherapy**

**Post** an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

November 5, 2026
[Solved] Factors That Influence the Development of Psychopathology

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## FactorsThatInfluencetheDevelopmentofPsychopathology.docx **## FactorsThatInfluencetheDevelopmentofPsychopathology.docx** Factors That Influence the Development of Psychopathology ![](https://www.sweetstudy.com/questions/factors-that-influence-the-development-of-psych…

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– 2 years ago

**files (1)**

– ## FactorsThatInfluencetheDevelopmentofPsychopathology.docx

**## FactorsThatInfluencetheDevelopmentofPsychopathology.docx**

Factors That Influence the Development of Psychopathology

![](https://www.sweetstudy.com/questions/factors-that-influence-the-development-of-psychopathology-20887177)In many realms of medicine, objective diagnoses can be made: A clavicula is broken. An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Boland, Verduin, & Ruiz, 2022).

Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach?

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161233/modules/items/6341168)

To Prepare:

· Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.

· Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.

By Day 3 of Week 1

Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

**Read** a selection of your colleagues’ responses

## image1.jpeg

**## FactorsThatInfluencetheDevelopmentofPsychopathology.docx**

Factors That Influence the Development of Psychopathology

![](https://www.sweetstudy.com/questions/factors-that-influence-the-development-of-psychopathology-20887177)In many realms of medicine, objective diagnoses can be made: A clavicula is broken. An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Boland, Verduin, & Ruiz, 2022).

Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach?

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161233/modules/items/6341168)

To Prepare:

· Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.

· Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.

By Day 3 of Week 1

Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

**Read** a selection of your colleagues’ responses

## image1.jpeg

November 5, 2026
[Solved] WK 1 Blog

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## WK1BLOG.NURS8310CEpidermology.docx **## WK1BLOG.NURS8310CEpidermology.docx** Population Health and Epidemiology Then and Now ![A person wearing blue gloves AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-1-blog) A century ago, epidemio…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK1BLOG.NURS8310CEpidermology.docx

**## WK1BLOG.NURS8310CEpidermology.docx**

Population Health and Epidemiology Then and Now

![A person wearing blue gloves AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-1-blog)

A century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.

For this assignment, you explore the development and evolution of epidemiology and

population health, as well as nurses’ roles in advancing care at the population level.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259687)

[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-1-learning-resources?module_item_id=6259687)

· Curley, A. L. C. (Ed.). (2024).
_Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

· Chapter 1, “Introduction to Population-Based Nursing” (pp. 1-19)

· Friis, R. H., & Sellers, T. A. (2021).
_Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

· Chapter 1, “History and Scope of Epidemiology”

· Chapter 2, “Practical Applications of Epidemiology”

· Centers for Disease Control and Prevention. (2021).
[_Morbidity and mortality weekly report (MMRW)._ Links to an external site.](https://www.cdc.gov/mmwr/index.html) https://www.cdc.gov/mmwr/index.html

· Coles A. B. (1969).
[The Howard University School of Nursing in historical perspectiveLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611690/pdf/jnma00516-0005.pdf).
_Journal of the National Medical Association, 61_(2), 105–118.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611690/pdf/jnma00516-0005.pdf

· Gallagher, A. (2020).
[Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemicLinks to an external site.](https://doi.org/10.1111/nin.12369).
_Nursing Inquiry, 27,_ e12369. https://doi.org/10.1111/nin.12369

· Michals, D. (Ed.). (2015).
[_Clara Barton_ Links to an external site.](https://www.womenshistory.org/education-resources/biographies/clara-barton). National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-barton

· National Women’s Hall of Fame. (n.d.).
[_Mary Breckinridge_ Links to an external site.](https://www.womenofthehall.org/inductee/mary-breckinridge/). https://www.womenofthehall.org/inductee/mary-breckinridge/

· Rothberg, E. (2020).
[_Lillian Wald_ Links to an external site.](https://www.womenshistory.org/education-resources/biographies/lillian-wald). National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/lillian-wald

· Staring-Derks, C., Staring, J. & Anionwu, E.N. (2014).
[Mary Seacole: Global nurse extraordinaireLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdoi.org%2F10.1111%2Fjan.12559).
_Journal of Advanced Nursing, 71_(3), 514–525. https://doi.org/10.1111/jan.12559

· Walden University Oasis: Writing Center. (n.d.).
[_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._ https://academicguides.waldenu.edu/writingcenter/apa/citations

· Walden University Oasis: Writing Center. (n.d.).
[_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

[Required Media](https://waldenu.instructure.com/courses/155998/pages/week-1-learning-resources?module_item_id=6259687)

· Introduction to Epidemiology and Population Health with Dr. Letha Thomas

**Time Estimate:** 3 minutes

To prepare:

· Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.

· Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.

By Day 3 of Week 1

**Post** a 400-500 word blog post addressing the following:

· Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in improved outcomes for the populace.

· Explore the enduring impact of these pioneering initiatives up to the present day. Offer insights into the reasons behind their continuity or evolution and identify factors that triggered changes in their initial implementation.

· Examine the contemporary role of nurses in the advancement of population health. Discuss two effective avenues through which nurses can make a meaningful difference at the population level. Additionally, delve into the pivotal role played by epidemiology in enhancing the well-being of populations.

By Day 6 of Week 1

**Respond** to
**at least two** colleagues on
**two different days** in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

**Reply**

## image1.jpeg

**## WK1BLOG.NURS8310CEpidermology.docx**

Population Health and Epidemiology Then and Now

![A person wearing blue gloves AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-1-blog)

A century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.

For this assignment, you explore the development and evolution of epidemiology and

population health, as well as nurses’ roles in advancing care at the population level.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259687)

[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-1-learning-resources?module_item_id=6259687)

· Curley, A. L. C. (Ed.). (2024).
_Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

· Chapter 1, “Introduction to Population-Based Nursing” (pp. 1-19)

· Friis, R. H., & Sellers, T. A. (2021).
_Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

· Chapter 1, “History and Scope of Epidemiology”

· Chapter 2, “Practical Applications of Epidemiology”

· Centers for Disease Control and Prevention. (2021).
[_Morbidity and mortality weekly report (MMRW)._ Links to an external site.](https://www.cdc.gov/mmwr/index.html) https://www.cdc.gov/mmwr/index.html

· Coles A. B. (1969).
[The Howard University School of Nursing in historical perspectiveLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611690/pdf/jnma00516-0005.pdf).
_Journal of the National Medical Association, 61_(2), 105–118.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611690/pdf/jnma00516-0005.pdf

· Gallagher, A. (2020).
[Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemicLinks to an external site.](https://doi.org/10.1111/nin.12369).
_Nursing Inquiry, 27,_ e12369. https://doi.org/10.1111/nin.12369

· Michals, D. (Ed.). (2015).
[_Clara Barton_ Links to an external site.](https://www.womenshistory.org/education-resources/biographies/clara-barton). National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-barton

· National Women’s Hall of Fame. (n.d.).
[_Mary Breckinridge_ Links to an external site.](https://www.womenofthehall.org/inductee/mary-breckinridge/). https://www.womenofthehall.org/inductee/mary-breckinridge/

· Rothberg, E. (2020).
[_Lillian Wald_ Links to an external site.](https://www.womenshistory.org/education-resources/biographies/lillian-wald). National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/lillian-wald

· Staring-Derks, C., Staring, J. & Anionwu, E.N. (2014).
[Mary Seacole: Global nurse extraordinaireLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdoi.org%2F10.1111%2Fjan.12559).
_Journal of Advanced Nursing, 71_(3), 514–525. https://doi.org/10.1111/jan.12559

· Walden University Oasis: Writing Center. (n.d.).
[_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._ https://academicguides.waldenu.edu/writingcenter/apa/citations

· Walden University Oasis: Writing Center. (n.d.).
[_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

[Required Media](https://waldenu.instructure.com/courses/155998/pages/week-1-learning-resources?module_item_id=6259687)

· Introduction to Epidemiology and Population Health with Dr. Letha Thomas

**Time Estimate:** 3 minutes

To prepare:

· Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.

· Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.

By Day 3 of Week 1

**Post** a 400-500 word blog post addressing the following:

· Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in improved outcomes for the populace.

· Explore the enduring impact of these pioneering initiatives up to the present day. Offer insights into the reasons behind their continuity or evolution and identify factors that triggered changes in their initial implementation.

· Examine the contemporary role of nurses in the advancement of population health. Discuss two effective avenues through which nurses can make a meaningful difference at the population level. Additionally, delve into the pivotal role played by epidemiology in enhancing the well-being of populations.

By Day 6 of Week 1

**Respond** to
**at least two** colleagues on
**two different days** in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

**Reply**

## image1.jpeg

November 5, 2026
[Solved] Weekly Clinical Experience 7 WOMENS HEALTH OB

✓ Verified Academic Solution Available

Executive Solution Overview

Describe your clinical experience for this week AT THE OBYGN OFFICE – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationa…

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Assignment Prompt & Instructions

Describe your clinical experience for this week AT THE OBYGN OFFICE

– Did you face any challenges, any success? If so, what were they?
– Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
– Mention the health promotion intervention for this patient.
– What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
– Support your plan of care with the current peer-reviewed research guideline.

**Submission Instructions:**

– Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within 5 years. 2020-2025

– 2 years ago

November 5, 2026
[Solved] Week 7 TR

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Executive Solution Overview

– 2 years ago **files (1)** – ## Week7TR.docx **## Week7TR.docx** Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse. **Submission Instructions:** · Your initial post should be at least 500 words, formatted and cited in current AP…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Week7TR.docx

**## Week7TR.docx**

Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.

**Submission Instructions:**

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Please include introduction and conclusion paragraphs

· Please write in paragraph form, no bullet points

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

· Please reference textbook: Hamric, B. A., Hanson, M. C., & Tracy, F. M., & O’Grady, T. E. (2013). Advanced Practice Nursing: An
Integrative Approach (5th ed.). Saunders.

· Please see rubric in next page

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-tr)

**image1.png**

**## Week7TR.docx**

Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.

**Submission Instructions:**

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Please include introduction and conclusion paragraphs

· Please write in paragraph form, no bullet points

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

· Please reference textbook: Hamric, B. A., Hanson, M. C., & Tracy, F. M., & O’Grady, T. E. (2013). Advanced Practice Nursing: An
Integrative Approach (5th ed.). Saunders.

· Please see rubric in next page

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-tr)

**image1.png**

November 5, 2026
[Solved] Week 7 response to PowerPoint KPM

✓ Verified Academic Solution Available

Executive Solution Overview

Hello, everybody. I am Katte Gabriela Peña Morales. I am the ARMP today for Mr. Aragon, and the condition that he has is my guardian infraction. Okay, I'm going to start the PowerPoint. Let's see. Okay, so we have Mr. Alexander Aragon. He's 58 years old, has a diagnosis of MI. social background will…

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Assignment Prompt & Instructions

Hello, everybody. I am Katte Gabriela Peña Morales. I am the ARMP today for Mr. Aragon, and the condition that he has is my guardian infraction. Okay, I'm going to start the PowerPoint. Let's see. Okay, so we have Mr. Alexander Aragon. He's 58 years old, has a diagnosis of MI. social background will be participating in family dinners he often need fast food because he doesn't have time he's very close to his family but very limited socialization outside the family because he's always busy working he smoked for 25 years and has been a non-smoker for the last five years we find him alert and oriented times four he does have fatigue dizziness and some sweating he's hyper He has chest pain for the last three days. Also has pain in the jaw, radiation to the left arm. The EKG shows an ST elevation. He also complains about nausea. He has not vomit. He has no diarrhea. His lungs are clear. But in the heart auscultation assessment, he had A .R.S.4 atrial gallop. medical, past medical history will be hyperlipidemia, hypertension, obesity, and diabetes type 2. We can see his laps for Mr. Aragon and the education that I am preparing for him. I will tell him, Mr. Aragon, the most important, one of the most important symptoms here is your laps. You have something called torporins are elevated. His TKMB is elevated as well. He has inflammation process going on with his CRP elevated as well. He has risk of having kidney damage because creatine is also elevated with 1.3. He has elevated WBCs and has a great hemoglobin. Has good platelets as well. I will tell him that the way that we diagnose my cardiac infection is when we do the EKG, if there's an ST elevation, and if the cardiac enzymes, the troponins, a EKMB, are elevated in trends up in the next two hours, he will have to go quickly to the cardiac ad suite. He has a surgical, his cerepandectomy by laterally replacement, and his vital signs are as follows. This is 160 over 95, hypertensive. His heart rate is 102. His respiratory is 24, a little bit altered. His BMI is elevated. He is obese. And his oxygen saturation is 95 arumina. I will explain to Mr. Aragon that how this happened. How do you get a heart attack myocardia infection all of the sudden? So an arteloscleric plaque rupture or trombose forms, and this one will block one of the cardiac arteries. Let me see, you create a block clot and will partially or completely will occlude the blood flow to the heart. A sudden blockage of coronary blood flow leads to ischemia and subsequent necrosis of the myocardia tissue. That's very painful. That's why you're having that chest pain. Mycardia ischemia can happen if we wait too long and he doesn't get any treatment. We can also tell him that the lack of oxygen may disrupt the ATP production, leading to anaerobic metabolism, lactic acid buildup, and loss of normal electrolyte imbalance. So not only his heart can get damage, also other parts of his body. We also explain, we'll explain him. If blood flow is not restored quickly, myocardias, cells undergo irreversible necrosis, leading to impair contractility, arrhythmias, heart failure, or cardiogenic shock. It's very important that we get treatment quickly for this type of patients. The clinical manifestations of this condition is that Aragon is already presenting it. He's presenting with chest pain that radiates to the arm, the jaw. He didn't complain of back pain or showness of breath. He did complain of not. He did complain of Nausea. Autonomic nervous system symptoms, patients might experience are faredic, nausea, vomiting, dizziness, and anxiety due to the body's stress response. Mr. Ragon is already experiencing nausea. Some patients can have hypotension. In this case, my patient is having hypertension. It could be due to the anxiety or just the process that he's going through with the blockage of his artery. A complication of an MI can be very severe and includes heart failure, aridemia, cardiac shock. It's very important that his history of diabetes smoking in obesity and his sedentary lifestyle is also a bad factor for having a myocardia infection. All these things get together and that's how it blows up. Okay. how we diagnose the conditions with an EKG with some blood work he does has a ST elevation EKG when we did it he has elevated troponins elevated cardiac enzymes imaging studies we didn't do in this case but we can do a CTA to see how bad is the plague is but that calls him score in his body. He's already presenting with symptoms, so we will go straight to the AKG and labs to see if he qualifies to go to the cardiac heat really quick to prevent any more damage to his heart. Okay, these are my references. I hope everybody enjoy. Bye-bye.

– 2 years ago

November 5, 2026
[Solved] Clinical Skills Self-Assessment

✓ Verified Academic Solution Available

Executive Solution Overview

See attached please – 2 years ago **files (3)** – ## assgnandrubric.docx – PMHNPPRAC66656675ClinicalSkillsList.docx – PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx **## assgnandrubric.docx** **To Prepare** · Review the resources and clinical skills in the PMHNP Clinical Skills List documen…

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Assignment Prompt & Instructions

See attached please

– 2 years ago

**files (3)**

– ## assgnandrubric.docx

– PMHNPPRAC66656675ClinicalSkillsList.docx
– PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx

**## assgnandrubric.docx**

**To Prepare**

· Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.

· Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.

· Download the Clinical Skills Self-Assessment Form to complete this Assignment.

The Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

· Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

By Day

**Submit** your completed PMHNP Clinical Skills Self-Assessment Form.

.

Rubric

**PRAC_6675_Week1_Assignment2_Rubric**

| | | | |
| — | — | — | — |
| PRAC_6675_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form. | | | | | |
| — | — | — | — |
| **25 to >22.0 pts**<br>**Excellent**<br>The response provides ratings for all skills on the form. | **22 to >19.0 pts**<br>**Good**<br>The response provides ratings for most of the skills on the form. | **19 to >17.0 pts**<br>**Fair**<br>The response provides ratings for some of the skills on the form. | **17 to >0 pts**<br>**Poor**<br>The response provides ratings for only a few skills on the form, or ratings are missing. | | 25 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | | | | | |
| — | — | — | — |
| **30 to >26.0 pts**<br>**Excellent**<br>The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement. | **26 to >23.0 pts**<br>**Good**<br>The response provides an accurate summary of both the strengths and opportunities for improvement. | **23 to >20.0 pts**<br>**Fair**<br>The response provides a somewhat vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement. | **20 to >0 pts**<br>**Poor**<br>The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form. | | | | | |
| — | — | — | — |
| **30 to >26.0 pts**<br>**Excellent**<br>The response provides 3–4 clear, appropriate, and measurable goals and objectives for the practicum experience. | **26 to >23.0 pts**<br>**Good**<br>The response provides 3–4 appropriate, measurable goals and objectives for the practicum experience. | **23 to >20.0 pts**<br>**Fair**<br>The response provides 3–4 unclear or inappropriate goals and objectives for the practicum experience. | **20 to >0 pts**<br>**Poor**<br>The response provides 3–4 unclear or inappropriate goals and objectives for the practicum experience, or goals and objectives are missing. | | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling, nor short and lacking substance. Clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria. | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided, which delineates all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time…. No purpose statement, introduction, or conclusion were provided. | | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: The assignment follows correct grammar, mechanics, and proper punctuation | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.5 pts**<br>**Good**<br>Contains 1-2 grammar, spelling, and punctuation errors. | **3.5 to >3.0 pts**<br>**Fair**<br>Contains 3-4 grammar, spelling, and punctuation errors. | **3 to >0 pts**<br>**Poor**<br>Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—APA Format: The assignment follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and the reference list. | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors. | **4 to >3.5 pts**<br>**Good**<br>Contains 1-2 APA format errors. | **3.5 to >3.0 pts**<br>**Fair**<br>Contains 3-4 APA format errors. | **3 to >0 pts**<br>**Poor**<br>Contains ≥5 APA format errors. | | 5 pts |
| Total Points: 100 |

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**PMHNPPRAC66656675ClinicalSkillsList.docx**

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**PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/prac66656675clinicalskillsselfassessmentformfinal1-docx-10205923)

**PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/prac66656675clinicalskillsselfassessmentformfinal1-docx-10205923)

**## assgnandrubric.docx**

**To Prepare**

· Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.

· Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.

· Download the Clinical Skills Self-Assessment Form to complete this Assignment.

The Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

· Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

By Day

**Submit** your completed PMHNP Clinical Skills Self-Assessment Form.

.

Rubric

**PRAC_6675_Week1_Assignment2_Rubric**

| | | | |
| — | — | — | — |
| PRAC_6675_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form. | | | | | |
| — | — | — | — |
| **25 to >22.0 pts**<br>**Excellent**<br>The response provides ratings for all skills on the form. | **22 to >19.0 pts**<br>**Good**<br>The response provides ratings for most of the skills on the form. | **19 to >17.0 pts**<br>**Fair**<br>The response provides ratings for some of the skills on the form. | **17 to >0 pts**<br>**Poor**<br>The response provides ratings for only a few skills on the form, or ratings are missing. | | 25 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | | | | | |
| — | — | — | — |
| **30 to >26.0 pts**<br>**Excellent**<br>The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement. | **26 to >23.0 pts**<br>**Good**<br>The response provides an accurate summary of both the strengths and opportunities for improvement. | **23 to >20.0 pts**<br>**Fair**<br>The response provides a somewhat vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement. | **20 to >0 pts**<br>**Poor**<br>The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form. | | | | | |
| — | — | — | — |
| **30 to >26.0 pts**<br>**Excellent**<br>The response provides 3–4 clear, appropriate, and measurable goals and objectives for the practicum experience. | **26 to >23.0 pts**<br>**Good**<br>The response provides 3–4 appropriate, measurable goals and objectives for the practicum experience. | **23 to >20.0 pts**<br>**Fair**<br>The response provides 3–4 unclear or inappropriate goals and objectives for the practicum experience. | **20 to >0 pts**<br>**Poor**<br>The response provides 3–4 unclear or inappropriate goals and objectives for the practicum experience, or goals and objectives are missing. | | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling, nor short and lacking substance. Clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria. | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided, which delineates all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time…. No purpose statement, introduction, or conclusion were provided. | | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: The assignment follows correct grammar, mechanics, and proper punctuation | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.5 pts**<br>**Good**<br>Contains 1-2 grammar, spelling, and punctuation errors. | **3.5 to >3.0 pts**<br>**Fair**<br>Contains 3-4 grammar, spelling, and punctuation errors. | **3 to >0 pts**<br>**Poor**<br>Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—APA Format: The assignment follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and the reference list. | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors. | **4 to >3.5 pts**<br>**Good**<br>Contains 1-2 APA format errors. | **3.5 to >3.0 pts**<br>**Fair**<br>Contains 3-4 APA format errors. | **3 to >0 pts**<br>**Poor**<br>Contains ≥5 APA format errors. | | 5 pts |
| Total Points: 100 |

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**PMHNPPRAC66656675ClinicalSkillsList.docx**

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**PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/prac66656675clinicalskillsselfassessmentformfinal1-docx-10205923)

**## assgnandrubric.docx**

**To Prepare**

· Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.

· Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.

· Download the Clinical Skills Self-Assessment Form to complete this Assignment.

The Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

· Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

By Day

**Submit** your completed PMHNP Clinical Skills Self-Assessment Form.

.

Rubric

**PRAC_6675_Week1_Assignment2_Rubric**

| | | | |
| — | — | — | — |
| PRAC_6675_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form. | | | | | |
| — | — | — | — |
| **25 to >22.0 pts**<br>**Excellent**<br>The response provides ratings for all skills on the form. | **22 to >19.0 pts**<br>**Good**<br>The response provides ratings for most of the skills on the form. | **19 to >17.0 pts**<br>**Fair**<br>The response provides ratings for some of the skills on the form. | **17 to >0 pts**<br>**Poor**<br>The response provides ratings for only a few skills on the form, or ratings are missing. | | 25 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | | | | | |
| — | — | — | — |
| **30 to >26.0 pts**<br>**Excellent**<br>The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement. | **26 to >23.0 pts**<br>**Good**<br>The response provides an accurate summary of both the strengths and opportunities for improvement. | **23 to >20.0 pts**<br>**Fair**<br>The response provides a somewhat vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement. | **20 to >0 pts**<br>**Poor**<br>The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form. | | | | | |
| — | — | — | — |
| **30 to >26.0 pts**<br>**Excellent**<br>The response provides 3–4 clear, appropriate, and measurable goals and objectives for the practicum experience. | **26 to >23.0 pts**<br>**Good**<br>The response provides 3–4 appropriate, measurable goals and objectives for the practicum experience. | **23 to >20.0 pts**<br>**Fair**<br>The response provides 3–4 unclear or inappropriate goals and objectives for the practicum experience. | **20 to >0 pts**<br>**Poor**<br>The response provides 3–4 unclear or inappropriate goals and objectives for the practicum experience, or goals and objectives are missing. | | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling, nor short and lacking substance. Clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria. | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided, which delineates all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time…. No purpose statement, introduction, or conclusion were provided. | | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: The assignment follows correct grammar, mechanics, and proper punctuation | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.5 pts**<br>**Good**<br>Contains 1-2 grammar, spelling, and punctuation errors. | **3.5 to >3.0 pts**<br>**Fair**<br>Contains 3-4 grammar, spelling, and punctuation errors. | **3 to >0 pts**<br>**Poor**<br>Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—APA Format: The assignment follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and the reference list. | | | | | |
| — | — | — | — |
| **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors. | **4 to >3.5 pts**<br>**Good**<br>Contains 1-2 APA format errors. | **3.5 to >3.0 pts**<br>**Fair**<br>Contains 3-4 APA format errors. | **3 to >0 pts**<br>**Poor**<br>Contains ≥5 APA format errors. | | 5 pts |
| Total Points: 100 |

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**PMHNPPRAC66656675ClinicalSkillsList.docx**

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**PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx**

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November 5, 2026
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November 5, 2026
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