List the most used psych meds for MDD
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How does placement in a long term care facility affect the psychological well-being of older adults **files (1)** – ## APARESEARCHPAPERRUBRICSSUMMER2026.docx **## APARESEARCHPAPERRUBRICSSUMMER2026.docx** **RESEARCH PAPER GRADING RUBRICS** **(VALUE 30%)** _Red font=instructions. Follow them. Do not c…
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**files (1)**
– ## APARESEARCHPAPERRUBRICSSUMMER2026.docx
**## APARESEARCHPAPERRUBRICSSUMMER2026.docx**
**RESEARCH PAPER GRADING RUBRICS** **(VALUE 30%)**
_Red font=instructions. Follow them. Do not copy them._
PLAGIARISM = 0 + FAILED COURSE + A NOTE IN YOUR RECORD
\_\_\_____________________________________________________________________
**Grammar:** not graded.
**There is no pressure on you to produce perfect grammar**. Your writing style and level should match the writing you have produced in the short in-class writing assignments.
\_\_\_____________________________________________________________________
APA
**formatting 1 pt** All of the following must be in place to get the point: title page, header (with title, last name and page no), margins, font size, line spacing, indentation of first line of each paragraph, section headings, block quotation formatting, citations.
\_\_\___________________________________________________________________
**Research** **4 pts** The breakdown: a separate source for each of the four questions (1 pt per source) is required. So your Reference page should include a minimum of 4 sources. 4 is fine. It will not affect your grade if there are only 4. I will be looking up your sources as I grade your paper.
\_\_\____________________________________________________________________
**References** **1 pt** Each source must be:
**1)** integrated alphabetically;
**2)** complete;
**3)** formatted with a hanging indent to get the point. _____________________________________________________________________
**Paper Length 1 pt** 5 minimum/6 pages maximum
excluding References and imagery/graphs.
**NOTE:** you may include no more than two 6 line block quotations.
\_\_\___________________________________________________________________
TITLE PAGE
\_\_\___________________________________________________________________
FIRST PAGE of PAPER
**PARA 1** **1 pt** The breakdown:
Length must be 6-8 lines
All quotations marks must be in place
All citations must be in place
**NOTE:** A block quotation must be correctly formatted and cited (demonstrated in the model paper.)
If statistics are incorporated, they must include quotation marks and citations.
**PARA 2 1 pt** The breakdown:
**This paragraph must begin** The topic of this paper is___ Complete this sentence with the title of your paper; do not capitalize it. Continue the paragraph with a sentence beginning The purpose of this paper is to____ Then explain in another 3 to 5 sentences what motivated you to pick this topic.
**\_\_\___________________________________________________________________________________________**
**PARA 3 2 pts** The breakdown:
**This paragraph must begin** This paper proceeds as follows. It will answer four questions.
**1 pt** Then state each question.
**1 pt**
(
**NOTE:** Avoid two-part or complicated questions!)
**\_\_\______________________________________________________________________________**
THE BODY OF YOUR PAPER
**PARA 4+? 4 pts** The breakdown: Para 4 transitions to the body of your paper. It therefore must begin with a transitional statement. Para 4 answers question 1. You may need more than one paragraph for your answer.
**Paragraph 4 must begin** Now I turn to my first question: state your first question.
**1 pt** Then answer your first question with 3 to 5 quotations from your research. Give each quotation
a separate sentence. **3 pts**
**To get the 3 pts, all of the following must be in place for each quotation:**
The first time names are introduced, you must note their expertise, between commas as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
**\_\_\_____________________________________________________________________________**
**PARA 5+? 4 pts** Transitions to question 2. Repeat the formula for constructing the answer to question 1
**This paragraph must begin** This brings me to my next question: state your second question
**1 pt.** Then answer your second question with 3 to 5 quotations or paraphrases
giving each one a separate sentence..
**3 pts**
**To get the 3 pts, all of the following must be in place for each quotation:**
The first time names are introduced, you must note their expertise between commas as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
**\_\_\___________________________________________________________________________________________**
**PARA 6+? 4 pts** Transitions to question 3. Repeat the formula for constructing the answer to question 1
**This paragraph must begin**. Now for my third question: state your third question.
**1 pt** Then answer your third question with 3 to 5 quotations or paraphrases.
**3 pts**
To get the 3 pts, all of the following must be in place for each quotation:
The first time names are introduced, you must note their expertise between comma as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
**\_\_\___________________________________________________________________________________________**
**PARA 7+? 4 pts** Transitions to question 4. Repeat the formula for constructing the answer to question 1
**This paragraph must begin.** Now for my fourth and final question: state your fourth question.
**1 pt** Then answer your third question with 3 to 5 quotations or paraphrases.
**3 pts**
To get the 3 pts, all of the following must be in place for each quotation:
The first time names are introduced, you must note their expertise between commas as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
\_\_\____________________________________________________________________
CONCLUSION
**3 pts** The breakdown:
**This paragraph must begin.** This paper has explored_____ – state your title
**1 pt**
**Next sentence must be begin** It has sought answers to four questions: State your questions.
**1 pt**
Next, describe in one sentence how the answers make you
feel.
Then comment (
**10 sentences minimum**) on how this research project has changed your life, because learning something new always changes your life. For example, you can comment on how it has changed how you think, what you believe, or what action you may want to take.
**1** pt
**Use of AI is prohibited.** You are being asked to express your thoughts.
\_\_\____________________________________________________________________
REFERENCES
\_\_\____________________________________________________________________
**## APARESEARCHPAPERRUBRICSSUMMER2026.docx**
**RESEARCH PAPER GRADING RUBRICS** **(VALUE 30%)**
_Red font=instructions. Follow them. Do not copy them._
PLAGIARISM = 0 + FAILED COURSE + A NOTE IN YOUR RECORD
\_\_\_____________________________________________________________________
**Grammar:** not graded.
**There is no pressure on you to produce perfect grammar**. Your writing style and level should match the writing you have produced in the short in-class writing assignments.
\_\_\_____________________________________________________________________
APA
**formatting 1 pt** All of the following must be in place to get the point: title page, header (with title, last name and page no), margins, font size, line spacing, indentation of first line of each paragraph, section headings, block quotation formatting, citations.
\_\_\___________________________________________________________________
**Research** **4 pts** The breakdown: a separate source for each of the four questions (1 pt per source) is required. So your Reference page should include a minimum of 4 sources. 4 is fine. It will not affect your grade if there are only 4. I will be looking up your sources as I grade your paper.
\_\_\____________________________________________________________________
**References** **1 pt** Each source must be:
**1)** integrated alphabetically;
**2)** complete;
**3)** formatted with a hanging indent to get the point. _____________________________________________________________________
**Paper Length 1 pt** 5 minimum/6 pages maximum
excluding References and imagery/graphs.
**NOTE:** you may include no more than two 6 line block quotations.
\_\_\___________________________________________________________________
TITLE PAGE
\_\_\___________________________________________________________________
FIRST PAGE of PAPER
**PARA 1** **1 pt** The breakdown:
Length must be 6-8 lines
All quotations marks must be in place
All citations must be in place
**NOTE:** A block quotation must be correctly formatted and cited (demonstrated in the model paper.)
If statistics are incorporated, they must include quotation marks and citations.
**PARA 2 1 pt** The breakdown:
**This paragraph must begin** The topic of this paper is___ Complete this sentence with the title of your paper; do not capitalize it. Continue the paragraph with a sentence beginning The purpose of this paper is to____ Then explain in another 3 to 5 sentences what motivated you to pick this topic.
**\_\_\___________________________________________________________________________________________**
**PARA 3 2 pts** The breakdown:
**This paragraph must begin** This paper proceeds as follows. It will answer four questions.
**1 pt** Then state each question.
**1 pt**
(
**NOTE:** Avoid two-part or complicated questions!)
**\_\_\______________________________________________________________________________**
THE BODY OF YOUR PAPER
**PARA 4+? 4 pts** The breakdown: Para 4 transitions to the body of your paper. It therefore must begin with a transitional statement. Para 4 answers question 1. You may need more than one paragraph for your answer.
**Paragraph 4 must begin** Now I turn to my first question: state your first question.
**1 pt** Then answer your first question with 3 to 5 quotations from your research. Give each quotation
a separate sentence. **3 pts**
**To get the 3 pts, all of the following must be in place for each quotation:**
The first time names are introduced, you must note their expertise, between commas as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
**\_\_\_____________________________________________________________________________**
**PARA 5+? 4 pts** Transitions to question 2. Repeat the formula for constructing the answer to question 1
**This paragraph must begin** This brings me to my next question: state your second question
**1 pt.** Then answer your second question with 3 to 5 quotations or paraphrases
giving each one a separate sentence..
**3 pts**
**To get the 3 pts, all of the following must be in place for each quotation:**
The first time names are introduced, you must note their expertise between commas as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
**\_\_\___________________________________________________________________________________________**
**PARA 6+? 4 pts** Transitions to question 3. Repeat the formula for constructing the answer to question 1
**This paragraph must begin**. Now for my third question: state your third question.
**1 pt** Then answer your third question with 3 to 5 quotations or paraphrases.
**3 pts**
To get the 3 pts, all of the following must be in place for each quotation:
The first time names are introduced, you must note their expertise between comma as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
**\_\_\___________________________________________________________________________________________**
**PARA 7+? 4 pts** Transitions to question 4. Repeat the formula for constructing the answer to question 1
**This paragraph must begin.** Now for my fourth and final question: state your fourth question.
**1 pt** Then answer your third question with 3 to 5 quotations or paraphrases.
**3 pts**
To get the 3 pts, all of the following must be in place for each quotation:
The first time names are introduced, you must note their expertise between commas as demonstrated in the model paper.
All quotations must be introduced with word/phrases as discussed and practiced in class, listed in the term handouts, and as demonstrated in the color-coded (green) model research paper (The Crisis of Maritime Plastic Pollution)
All quotations must be enclosed in quotation marks as demonstrated “ in the model paper.
Each quotations must be accompanied by a citation as demonstrated in the model paper. ( )
\_\_\____________________________________________________________________
CONCLUSION
**3 pts** The breakdown:
**This paragraph must begin.** This paper has explored_____ – state your title
**1 pt**
**Next sentence must be begin** It has sought answers to four questions: State your questions.
**1 pt**
Next, describe in one sentence how the answers make you
feel.
Then comment (
**10 sentences minimum**) on how this research project has changed your life, because learning something new always changes your life. For example, you can comment on how it has changed how you think, what you believe, or what action you may want to take.
**1** pt
**Use of AI is prohibited.** You are being asked to express your thoughts.
\_\_\____________________________________________________________________
REFERENCES
\_\_\____________________________________________________________________
Critically evaluate knowledge relevant to psychiatric-mental health nurse practitioner practice.
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In-depth study guidance and analytical solution covering help me.
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**files (1)** – ## TechnologyIntergration-Part3.docx **## TechnologyIntergration-Part3.docx** **Instructions** Design and describe the process for the technology integration, 'the remedy' (from the week 5 assignment), into the practice setting. · Download the PDSA worksheet accessed using the link b…
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– ## TechnologyIntergration-Part3.docx
**## TechnologyIntergration-Part3.docx**
**Instructions**
Design and describe the process for the technology integration, 'the remedy' (from the week 5 assignment), into the practice setting.
· Download the PDSA worksheet accessed using the link below.
·
[PDSA WorksheetLinks to an external site.](https://www.ahrq.gov/sites/default/files/wysiwyg/evidencenow/tools-and-materials/pdsa-form.pdf)
· Construct a PPT presentation that provides your reader with the following:
· Using the prompts at the top of the PDSA form construct an Aim Statement for your planned/proposed technology integration – slide # 2 (after title slide)
· Following the prompts/questions in only the Plan section of the form provide an overview of your plan to implement 'the remedy' you have selected for your technology integration – 7 to 10 slides
· Include at least 3 recent peer-reviewed journals to support your plan.
Assignment Resources
·
[IHI QI essentials toolkitLinks to an external site.](https://www.ihi.org/resources/tools/quality-improvement-essentials-toolkit)
·
[Plan-Do-Study-Act (PDSA)Links to an external site.](https://edhub.ama-assn.org/steps-forward/module/2702507)
**## TechnologyIntergration-Part3.docx**
**Instructions**
Design and describe the process for the technology integration, 'the remedy' (from the week 5 assignment), into the practice setting.
· Download the PDSA worksheet accessed using the link below.
·
[PDSA WorksheetLinks to an external site.](https://www.ahrq.gov/sites/default/files/wysiwyg/evidencenow/tools-and-materials/pdsa-form.pdf)
· Construct a PPT presentation that provides your reader with the following:
· Using the prompts at the top of the PDSA form construct an Aim Statement for your planned/proposed technology integration – slide # 2 (after title slide)
· Following the prompts/questions in only the Plan section of the form provide an overview of your plan to implement 'the remedy' you have selected for your technology integration – 7 to 10 slides
· Include at least 3 recent peer-reviewed journals to support your plan.
Assignment Resources
·
[IHI QI essentials toolkitLinks to an external site.](https://www.ihi.org/resources/tools/quality-improvement-essentials-toolkit)
·
[Plan-Do-Study-Act (PDSA)Links to an external site.](https://edhub.ama-assn.org/steps-forward/module/2702507)
**files (1)** – ## DLV-6.docx **## DLV-6.docx** 9 **Competency** Facilitate public health nursing care through collaboration with resource partners, including dissemination of relevant information. **Student Success Criteria** View the grading rubric for this deliverable by selecting the “This item …
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– ## DLV-6.docx
**## DLV-6.docx**
9
**Competency**
Facilitate public health nursing care through collaboration with resource partners, including dissemination of relevant information.
**Student Success Criteria**
View the grading rubric for this deliverable by selecting the
“This item is graded with a rubric” link, which is located in the Details & Information pane.
**Scenario**
The preceptor wants to encourage senior nursing students to learn more about how public health nurse professionals collaborate with community-based resource partners. As a senior nursing student, you are asked to interview a public health nurse professional working in a community clinic, the health department, or a program that specifically deals with vulnerable populations.
You will need to prepare interview questions, contact a public health nurse professional to schedule the interview, perform the interview, and prepare a thank you email with a summary of the interview.
**Instructions**
**Part One** – Questions for Interview
Prepare six interview questions that identify:
· The role of the public health nurse professional in the community.
· The populations served by the organization.
· The collaboration that occurs with community-based resource partners.
· To address the needs of specific populations.
· To disseminate relevant information to the community.
**Part Two** – Interview
Conduct an interview with a public health nurse professional by:
· Scheduling the interview
· Determine how the interview will take place (over the phone, in person, Skype, Google Hangout, or a web-conferencing tool).
· Determine when the interview will be (date and time).
· Documenting the responses to the interview questions and include the following contact information:
· The full name of the public health nurse professional.
· The name of the organization the public health nurse is employed.
· Phone number of the organization.
· Work email address of public health nurse professional.
**Part Three** – Thank You Email
Prepare a thank you email to the public health nurse professional that:
· Provides the public health nurse professional with two suggested resources for information to support their community.
· Concludes with a thank you statement and summary paragraph of the interview.
· Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the interview questions, interview responses document, and thank you email.
**Resources**
Library Databases
·
[Health Source: Nursing/Academic Edition Database FAQ](https://rasmussen.libanswers.com/faq/33059)
Guides & FAQs
·
[APA Guide](http://guides.rasmussen.edu/apa)
·
[Credible Sources FAQ](http://rasmussen.libanswers.com/faq/32400)
·
[Nursing Guide](https://guides.rasmussen.edu/nursing/home)
**## DLV-6.docx**
9
**Competency**
Facilitate public health nursing care through collaboration with resource partners, including dissemination of relevant information.
**Student Success Criteria**
View the grading rubric for this deliverable by selecting the
“This item is graded with a rubric” link, which is located in the Details & Information pane.
**Scenario**
The preceptor wants to encourage senior nursing students to learn more about how public health nurse professionals collaborate with community-based resource partners. As a senior nursing student, you are asked to interview a public health nurse professional working in a community clinic, the health department, or a program that specifically deals with vulnerable populations.
You will need to prepare interview questions, contact a public health nurse professional to schedule the interview, perform the interview, and prepare a thank you email with a summary of the interview.
**Instructions**
**Part One** – Questions for Interview
Prepare six interview questions that identify:
· The role of the public health nurse professional in the community.
· The populations served by the organization.
· The collaboration that occurs with community-based resource partners.
· To address the needs of specific populations.
· To disseminate relevant information to the community.
**Part Two** – Interview
Conduct an interview with a public health nurse professional by:
· Scheduling the interview
· Determine how the interview will take place (over the phone, in person, Skype, Google Hangout, or a web-conferencing tool).
· Determine when the interview will be (date and time).
· Documenting the responses to the interview questions and include the following contact information:
· The full name of the public health nurse professional.
· The name of the organization the public health nurse is employed.
· Phone number of the organization.
· Work email address of public health nurse professional.
**Part Three** – Thank You Email
Prepare a thank you email to the public health nurse professional that:
· Provides the public health nurse professional with two suggested resources for information to support their community.
· Concludes with a thank you statement and summary paragraph of the interview.
· Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the interview questions, interview responses document, and thank you email.
**Resources**
Library Databases
·
[Health Source: Nursing/Academic Edition Database FAQ](https://rasmussen.libanswers.com/faq/33059)
Guides & FAQs
·
[APA Guide](http://guides.rasmussen.edu/apa)
·
[Credible Sources FAQ](http://rasmussen.libanswers.com/faq/32400)
·
[Nursing Guide](https://guides.rasmussen.edu/nursing/home)
use the temmplate attached and follow the instructions. 1000 words. APA 7 format NO AI
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Quin assessment 3 **files (2)** – ## AssessingtheImpactofType2DiabetesonQuality.docx – assesment3.docx **## AssessingtheImpactofType2DiabetesonQuality.docx** 2 **Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs** Students name Institution affiliation Course Instructors name Date…
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**files (2)**
– ## AssessingtheImpactofType2DiabetesonQuality.docx
– assesment3.docx
**## AssessingtheImpactofType2DiabetesonQuality.docx**
2
**Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs**
Students name
Institution affiliation
Course
Instructors name
Date
**Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs**
Type 2 diabetes mellitus is a serious health issue for the population because it influences not only an individual but also his or her family members, community and healthcare system. At the previous assessment, diabetes among the community adult population was identified as the topic for capstone practicum. The practicum included work with an adult patient who suffered from Type 2 diabetes and the analysis of barriers connected to disease management, drug adherence, lifestyle changes, and access to healthcare services. Diabetes is a chronic metabolism disorder characterized by high blood glucose and leading to cardiovascular diseases, kidney insufficiency, peripheral neuropathy, vision issues, and amputation of lower extremities when managed improperly.
There are also consequences of the disease for the quality of care provided, patient safety, frequency of emergency visits and hospitalization, and costs for patients and healthcare organization. That is why it is necessary to engage patients into proper management of the disease, use evidence-based nursing interventions, cooperate in interdisciplinary way, communicate and have the right policy in place. This assessment will consider the influence of Type 2 diabetes on the quality of care, patient safety, and costs for the healthcare system and individual. Also, the reflections on the first two practicum hours will be presented.
**Impact of Type 2 Diabetes on the Quality of Care**
Patients with type 2 diabetes might face barriers related to the lack of proper adherence to the medications, glucose testing, nutrition, exercise, follow-up visits, and access to health care services. According to the previous assessment, the barriers that could influence the self-management of diabetes among the selected individuals include financial issues, low health literacy levels, lack of family support, and lack of knowledge. If the barriers go unnoticed, patients might have issues adhering to the treatment and suffer from avoidable complications (Wang et al., 2025).
An individualized approach is crucial for high-quality diabetes care. For instance, according to the American Diabetes Association, nutrition therapy, physical activity, glucose monitoring, medications, and screenings should be integrated into an individualized diabetes management plan (American Diabetes Association, 2025). Therefore, quality care is not only about providing patients with proper medications but also about constant assessment, education, monitoring, communication, and coordination.
The patients' participation is critical for the quality of care. The Agency for Healthcare Research and Quality stresses the importance of collaboration with patients and families in order to achieve better quality and safety. Patients are willing to discuss their concerns and be more engaged in decisions concerning their treatment after developing trust with healthcare providers. In case of a diabetic patient, such issues may be related to finances, dietary restrictions, missed appointments, and doubts about glucose monitoring.
It is reasonable to use the Chronic Care Model to improve the care as it focuses on proactive health care teams, informed patients, self-management, evidence-based decisions, and coordination. Goh et al. (2022) found the evidence that the use of the model helped to manage diabetes effectively. The approach is compatible with the role of nurses defined in the previous assessment: education, monitoring of the use of medications, chronic disease management, complication prevention, and coordination of interdisciplinary care.
**Impact on Patient Safety**
Diabetes raises several patient safety issues. The lack of good glycemic control might lead to the development of serious complications and even hospitalization or admission to the emergency department. Medication management is another safety issue. People who do not know how to take medications, administer insulin, monitor glucose levels, as well as recognize hypo- and hyperglycemia might unintentionally put themselves in danger.
Therefore, proper communication is crucial for nurses. Education should be provided depending on the level of health literacy of the patient and cover such topics as medications, glucose monitoring, nutrition, physical activity, symptoms, and prevention of complications. Motivational interviewing might motivate patients to get involved in their treatment process.
Patient and family engagement will positively impact the safety as well. As suggested in Assessment 2 resources, patient and family engagement, as well as trust, are the factors that can help to improve the quality and safety (Agency for Healthcare Research and Quality (AHRQ), 2020). Nurses should encourage patients to ask questions, share their understanding of treatment recommendations, as well as raise concerns before problems arise. Family members can assist patients in taking medications, eating correctly, moving to appointments, transportation, as well as recognizing signs of complications (Lee et al., 2019).
It is also important to measure safety outcomes. Proper indicators of safety include medication-related problems, emergency department utilization, hospital readmissions, HbA1c levels, diabetes complications, and patient satisfaction. As it was determined in the previous assessment, HbA1c, hospital readmissions, patient satisfaction, as well as diabetes complications were identified as appropriate quality indicators.
**Implications for Health Care System Cost**
Costs are generated by type 2 diabetes for the health care system in large amounts, especially when the condition is not well-controlled. Complications associated with diabetes may require hospitalization, consultation with a specialist, medications, laboratory testing, rehabilitation, and long-term care (WHO, 2024).\. Complications associated with cardiovascular diseases, renal diseases, neuropathy, blindness, and amputation may need many resources and increase health care costs.
The prevention of complications is critical not only for patients but also for reducing health care utilization that is not necessary. Diabetes self-management education and support may help improve knowledge, medication adherence, self-management behaviors, and decrease complications.
Care coordination may be used as an intervention to decrease costs for the health care system. Patients with diabetes often need the attention of nurses, physicians, pharmacists, dietitians, diabetes educators, endocrinologists, social workers, and community health workers. Coordination of care will decrease duplication, facilitate the communication process, and provide patients with the right services before complications arise.
Benchmarking the organization may use data to assess whether changes occurred or not. It includes hospital readmission, emergency department visits, HbA1c control, patient experience, adverse events related to medication and diabetes complications. Hospital quality measures and benchmarking resources identified in the Assessment 2 resources are also beneficial for assessing quality and safety.
**Impact on Cost to the Individual**
The cost associated with Type 2 diabetes is a significant barrier to the management of this disease at the individual level. The costs to individuals can be related to medications, supplies used for glucose monitoring, doctor's visits, lab tests, transport costs, and change in diets. In case of complications, additional treatment and rehabilitation costs may arise. Patients may also incur indirect financial costs due to the impact of the disease on work attendance and productivity.
Financial barriers were indicated in the previous assessment as some of the barriers to diabetes management. Therefore, nurses need to find out whether patients have realistic means of accessing medications and supplies. If the intervention is clinically relevant but financially impossible, then the outcome will not be sustainable.
Nurses can play an instrumental role in helping to address the financial barriers by identifying available community resources, referring patients, promoting prevention strategies, and advocating for accessible and affordable medications and other services. The previous assessment pointed out the importance of nursing advocacy for access to good-quality healthcare, preventive services, medications, and social determinant of health-related resources.
**Impact of Policy and Nursing Practice Standards**
Nursing practice standards and organization policies are likely to impact diabetes care by influencing expectations for assessment, medications, education of the patients, documentation, collaboration, and professional responsibilities. The previous assessment highlighted the role of practice standards in guiding nurses to provide safe and competent diabetes care. Organizational policies can also set guidelines for glucose monitoring, insulin delivery, patient education, discharge planning, and quality improvement.
Government policies can determine the availability of preventive services, medications, insurance coverage, and diabetes education. This will depend on availability and accessibility of those policies which will either remove or create barriers to care. Nurses play a critical role in supporting policies which enhance access to preventive and chronic disease services.
These standards and policies will guide nurses' actions in the capstone project.
**Strategies to Improve Quality, Safety, and Costs**
There are a number of strategies that would help solve the identified problem. One of them is the provision of individualized diabetes education through use of understandable language and teach-back methods. Secondly, the assessment of medication adherence is required alongside identification of potential financial, educational and social barriers. Thirdly, interprofessional collaboration should be improved by means of communication between nurses, providers, pharmacists, dietitians, diabetes educators and social workers.
Technology can also help manage diabetes effectively. There is an opportunity to use electronic health records, telehealth, glucose monitoring devices, and reminders to ensure better communication and follow up (Peterson et al., 2023). Nurse leaders are expected to track such factors as HbA1c, hospital readmissions, patient satisfaction, emergency department visits and diabetes complications to identify effectiveness of interventions.
Implementation of interventions can be promoted with the help of Lewin's Change Management Model. The process of unfreezing includes identification of problems and communication about the necessity to make improvements. In the course of the change process, diabetes education, care coordination, follow-up and self-management interventions are introduced. During the refreezing stage, effective interventions become routine and their results are tracked through quality improvement measures.
**First Two Practicum Hours**
The emphasis in the first two practicum hours was made on exploration of the patient's experience with Type 2 diabetes and identification of the way the condition impacts the quality, safety and costs. The conversation included such issues as medication management, glucose monitoring, nutrition, physical activity, access to care, follow-up and potential barriers to self-management. The previous assessment proved that these factors are essential for the practicum patient.
The discussion took place in the form of patient-centered communication instead of making judgments. The attention was paid to understanding potential barriers that would interfere with adherence and determination of the way these barriers would impact patient's capability to manage the disease safely and effectively. Patient engagement and trust were necessary because the resources of Assessment 2 stress collaboration with patients and families as partners in quality and safety improvements.
**Conclusion**
There are many implications of type 2 diabetes in relation to quality of care, safety of patients, and cost for patients and health care systems. Improper management of the disease might result in complications, visits to the ER, hospitalizations, decreased quality of life, and extra costs. There are ways to enhance the quality of care, patient safety, and to reduce unnecessary costs using evidence-based education, patient involvement, interprofessional teamwork, care coordination, technology, and proper implementation of policy. The first two practicum hours helped in getting the direct experience related to the problem and the need to identify individual barriers in self-managing the disease. Using nursing standards and measuring outcomes, nurses can make the management of diabetes better, safer, and cheaper.
**References**
Agency for Healthcare Research and Quality. (2020). Engaging patients and families in their health care.
[https://www.ahrq.gov/patient-safety/resources/patient-family-engagement/index.html](https://www.ahrq.gov/patient-safety/resources/patient-family-engagement/index.html)
American Diabetes Association. (2025). Diagnosis and classification of diabetes: Standards of Care in Diabetes—2025. Diabetes Care, 48(Supplement 1).
Goh, L. H., Siah, C. J. R., Tam, W. W. S., Tai, E. S., & Young, D. Y. L. (2022). Effectiveness of the chronic care model for adults with type 2 diabetes in primary care: A systematic review and meta-analysis. Systematic Reviews, 11(1), 273.
[https://link.springer.com/content/pdf/10.1186/s13643-022-02117-w.pdf](https://link.springer.com/content/pdf/10.1186/s13643-022-02117-w.pdf)
Lee, T. H., McGlynn, E. A., & Safran, D. G. (2019). A framework for increasing trust between patients and the organizations that care for them. JAMA, 321(6), 539–540.
[https://jamanetwork.com/journals/jama/article-abstract/2723080](https://jamanetwork.com/journals/jama/article-abstract/2723080)
Peterson, K. A., Solberg, L. I., Carlin, C. S., Fu, H. N., Jacobsen, R., & Eder, M. (2023). Successful change management strategies for improving diabetes care delivery among high-performing practices. The Annals of Family Medicine, 21(5), 424–431.
[https://www.annfammed.org/content/annalsfm/21/5/424.full.pdf](https://www.annfammed.org/content/annalsfm/21/5/424.full.pdf)
Wang, Q., Miao, G., Miao, S., Li, P., & Chen, J. (2025). Knowledge, attitudes and practices of healthcare professionals regarding diabetes self-management education and support. Scientific Reports, 15(1), 21163.
[https://www.nature.com/articles/s41598-025-08537-7.pdf](https://www.nature.com/articles/s41598-025-08537-7.pdf)
World Health Organization. (2024). Diabetes.
[https://www.who.int/news-room/fact-sheets/detail/diabetes](https://www.who.int/news-room/fact-sheets/detail/diabetes)
**assesment3.docx**
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**## AssessingtheImpactofType2DiabetesonQuality.docx**
2
**Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs**
Students name
Institution affiliation
Course
Instructors name
Date
**Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs**
Type 2 diabetes mellitus is a serious health issue for the population because it influences not only an individual but also his or her family members, community and healthcare system. At the previous assessment, diabetes among the community adult population was identified as the topic for capstone practicum. The practicum included work with an adult patient who suffered from Type 2 diabetes and the analysis of barriers connected to disease management, drug adherence, lifestyle changes, and access to healthcare services. Diabetes is a chronic metabolism disorder characterized by high blood glucose and leading to cardiovascular diseases, kidney insufficiency, peripheral neuropathy, vision issues, and amputation of lower extremities when managed improperly.
There are also consequences of the disease for the quality of care provided, patient safety, frequency of emergency visits and hospitalization, and costs for patients and healthcare organization. That is why it is necessary to engage patients into proper management of the disease, use evidence-based nursing interventions, cooperate in interdisciplinary way, communicate and have the right policy in place. This assessment will consider the influence of Type 2 diabetes on the quality of care, patient safety, and costs for the healthcare system and individual. Also, the reflections on the first two practicum hours will be presented.
**Impact of Type 2 Diabetes on the Quality of Care**
Patients with type 2 diabetes might face barriers related to the lack of proper adherence to the medications, glucose testing, nutrition, exercise, follow-up visits, and access to health care services. According to the previous assessment, the barriers that could influence the self-management of diabetes among the selected individuals include financial issues, low health literacy levels, lack of family support, and lack of knowledge. If the barriers go unnoticed, patients might have issues adhering to the treatment and suffer from avoidable complications (Wang et al., 2025).
An individualized approach is crucial for high-quality diabetes care. For instance, according to the American Diabetes Association, nutrition therapy, physical activity, glucose monitoring, medications, and screenings should be integrated into an individualized diabetes management plan (American Diabetes Association, 2025). Therefore, quality care is not only about providing patients with proper medications but also about constant assessment, education, monitoring, communication, and coordination.
The patients' participation is critical for the quality of care. The Agency for Healthcare Research and Quality stresses the importance of collaboration with patients and families in order to achieve better quality and safety. Patients are willing to discuss their concerns and be more engaged in decisions concerning their treatment after developing trust with healthcare providers. In case of a diabetic patient, such issues may be related to finances, dietary restrictions, missed appointments, and doubts about glucose monitoring.
It is reasonable to use the Chronic Care Model to improve the care as it focuses on proactive health care teams, informed patients, self-management, evidence-based decisions, and coordination. Goh et al. (2022) found the evidence that the use of the model helped to manage diabetes effectively. The approach is compatible with the role of nurses defined in the previous assessment: education, monitoring of the use of medications, chronic disease management, complication prevention, and coordination of interdisciplinary care.
**Impact on Patient Safety**
Diabetes raises several patient safety issues. The lack of good glycemic control might lead to the development of serious complications and even hospitalization or admission to the emergency department. Medication management is another safety issue. People who do not know how to take medications, administer insulin, monitor glucose levels, as well as recognize hypo- and hyperglycemia might unintentionally put themselves in danger.
Therefore, proper communication is crucial for nurses. Education should be provided depending on the level of health literacy of the patient and cover such topics as medications, glucose monitoring, nutrition, physical activity, symptoms, and prevention of complications. Motivational interviewing might motivate patients to get involved in their treatment process.
Patient and family engagement will positively impact the safety as well. As suggested in Assessment 2 resources, patient and family engagement, as well as trust, are the factors that can help to improve the quality and safety (Agency for Healthcare Research and Quality (AHRQ), 2020). Nurses should encourage patients to ask questions, share their understanding of treatment recommendations, as well as raise concerns before problems arise. Family members can assist patients in taking medications, eating correctly, moving to appointments, transportation, as well as recognizing signs of complications (Lee et al., 2019).
It is also important to measure safety outcomes. Proper indicators of safety include medication-related problems, emergency department utilization, hospital readmissions, HbA1c levels, diabetes complications, and patient satisfaction. As it was determined in the previous assessment, HbA1c, hospital readmissions, patient satisfaction, as well as diabetes complications were identified as appropriate quality indicators.
**Implications for Health Care System Cost**
Costs are generated by type 2 diabetes for the health care system in large amounts, especially when the condition is not well-controlled. Complications associated with diabetes may require hospitalization, consultation with a specialist, medications, laboratory testing, rehabilitation, and long-term care (WHO, 2024).\. Complications associated with cardiovascular diseases, renal diseases, neuropathy, blindness, and amputation may need many resources and increase health care costs.
The prevention of complications is critical not only for patients but also for reducing health care utilization that is not necessary. Diabetes self-management education and support may help improve knowledge, medication adherence, self-management behaviors, and decrease complications.
Care coordination may be used as an intervention to decrease costs for the health care system. Patients with diabetes often need the attention of nurses, physicians, pharmacists, dietitians, diabetes educators, endocrinologists, social workers, and community health workers. Coordination of care will decrease duplication, facilitate the communication process, and provide patients with the right services before complications arise.
Benchmarking the organization may use data to assess whether changes occurred or not. It includes hospital readmission, emergency department visits, HbA1c control, patient experience, adverse events related to medication and diabetes complications. Hospital quality measures and benchmarking resources identified in the Assessment 2 resources are also beneficial for assessing quality and safety.
**Impact on Cost to the Individual**
The cost associated with Type 2 diabetes is a significant barrier to the management of this disease at the individual level. The costs to individuals can be related to medications, supplies used for glucose monitoring, doctor's visits, lab tests, transport costs, and change in diets. In case of complications, additional treatment and rehabilitation costs may arise. Patients may also incur indirect financial costs due to the impact of the disease on work attendance and productivity.
Financial barriers were indicated in the previous assessment as some of the barriers to diabetes management. Therefore, nurses need to find out whether patients have realistic means of accessing medications and supplies. If the intervention is clinically relevant but financially impossible, then the outcome will not be sustainable.
Nurses can play an instrumental role in helping to address the financial barriers by identifying available community resources, referring patients, promoting prevention strategies, and advocating for accessible and affordable medications and other services. The previous assessment pointed out the importance of nursing advocacy for access to good-quality healthcare, preventive services, medications, and social determinant of health-related resources.
**Impact of Policy and Nursing Practice Standards**
Nursing practice standards and organization policies are likely to impact diabetes care by influencing expectations for assessment, medications, education of the patients, documentation, collaboration, and professional responsibilities. The previous assessment highlighted the role of practice standards in guiding nurses to provide safe and competent diabetes care. Organizational policies can also set guidelines for glucose monitoring, insulin delivery, patient education, discharge planning, and quality improvement.
Government policies can determine the availability of preventive services, medications, insurance coverage, and diabetes education. This will depend on availability and accessibility of those policies which will either remove or create barriers to care. Nurses play a critical role in supporting policies which enhance access to preventive and chronic disease services.
These standards and policies will guide nurses' actions in the capstone project.
**Strategies to Improve Quality, Safety, and Costs**
There are a number of strategies that would help solve the identified problem. One of them is the provision of individualized diabetes education through use of understandable language and teach-back methods. Secondly, the assessment of medication adherence is required alongside identification of potential financial, educational and social barriers. Thirdly, interprofessional collaboration should be improved by means of communication between nurses, providers, pharmacists, dietitians, diabetes educators and social workers.
Technology can also help manage diabetes effectively. There is an opportunity to use electronic health records, telehealth, glucose monitoring devices, and reminders to ensure better communication and follow up (Peterson et al., 2023). Nurse leaders are expected to track such factors as HbA1c, hospital readmissions, patient satisfaction, emergency department visits and diabetes complications to identify effectiveness of interventions.
Implementation of interventions can be promoted with the help of Lewin's Change Management Model. The process of unfreezing includes identification of problems and communication about the necessity to make improvements. In the course of the change process, diabetes education, care coordination, follow-up and self-management interventions are introduced. During the refreezing stage, effective interventions become routine and their results are tracked through quality improvement measures.
**First Two Practicum Hours**
The emphasis in the first two practicum hours was made on exploration of the patient's experience with Type 2 diabetes and identification of the way the condition impacts the quality, safety and costs. The conversation included such issues as medication management, glucose monitoring, nutrition, physical activity, access to care, follow-up and potential barriers to self-management. The previous assessment proved that these factors are essential for the practicum patient.
The discussion took place in the form of patient-centered communication instead of making judgments. The attention was paid to understanding potential barriers that would interfere with adherence and determination of the way these barriers would impact patient's capability to manage the disease safely and effectively. Patient engagement and trust were necessary because the resources of Assessment 2 stress collaboration with patients and families as partners in quality and safety improvements.
**Conclusion**
There are many implications of type 2 diabetes in relation to quality of care, safety of patients, and cost for patients and health care systems. Improper management of the disease might result in complications, visits to the ER, hospitalizations, decreased quality of life, and extra costs. There are ways to enhance the quality of care, patient safety, and to reduce unnecessary costs using evidence-based education, patient involvement, interprofessional teamwork, care coordination, technology, and proper implementation of policy. The first two practicum hours helped in getting the direct experience related to the problem and the need to identify individual barriers in self-managing the disease. Using nursing standards and measuring outcomes, nurses can make the management of diabetes better, safer, and cheaper.
**References**
Agency for Healthcare Research and Quality. (2020). Engaging patients and families in their health care.
[https://www.ahrq.gov/patient-safety/resources/patient-family-engagement/index.html](https://www.ahrq.gov/patient-safety/resources/patient-family-engagement/index.html)
American Diabetes Association. (2025). Diagnosis and classification of diabetes: Standards of Care in Diabetes—2025. Diabetes Care, 48(Supplement 1).
Goh, L. H., Siah, C. J. R., Tam, W. W. S., Tai, E. S., & Young, D. Y. L. (2022). Effectiveness of the chronic care model for adults with type 2 diabetes in primary care: A systematic review and meta-analysis. Systematic Reviews, 11(1), 273.
[https://link.springer.com/content/pdf/10.1186/s13643-022-02117-w.pdf](https://link.springer.com/content/pdf/10.1186/s13643-022-02117-w.pdf)
Lee, T. H., McGlynn, E. A., & Safran, D. G. (2019). A framework for increasing trust between patients and the organizations that care for them. JAMA, 321(6), 539–540.
[https://jamanetwork.com/journals/jama/article-abstract/2723080](https://jamanetwork.com/journals/jama/article-abstract/2723080)
Peterson, K. A., Solberg, L. I., Carlin, C. S., Fu, H. N., Jacobsen, R., & Eder, M. (2023). Successful change management strategies for improving diabetes care delivery among high-performing practices. The Annals of Family Medicine, 21(5), 424–431.
[https://www.annfammed.org/content/annalsfm/21/5/424.full.pdf](https://www.annfammed.org/content/annalsfm/21/5/424.full.pdf)
Wang, Q., Miao, G., Miao, S., Li, P., & Chen, J. (2025). Knowledge, attitudes and practices of healthcare professionals regarding diabetes self-management education and support. Scientific Reports, 15(1), 21163.
[https://www.nature.com/articles/s41598-025-08537-7.pdf](https://www.nature.com/articles/s41598-025-08537-7.pdf)
World Health Organization. (2024). Diabetes.
[https://www.who.int/news-room/fact-sheets/detail/diabetes](https://www.who.int/news-room/fact-sheets/detail/diabetes)
**assesment3.docx**
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**## AssessingtheImpactofType2DiabetesonQuality.docx**
2
**Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs**
Students name
Institution affiliation
Course
Instructors name
Date
**Assessing the Impact of Type 2 Diabetes on Quality, Safety, and Costs**
Type 2 diabetes mellitus is a serious health issue for the population because it influences not only an individual but also his or her family members, community and healthcare system. At the previous assessment, diabetes among the community adult population was identified as the topic for capstone practicum. The practicum included work with an adult patient who suffered from Type 2 diabetes and the analysis of barriers connected to disease management, drug adherence, lifestyle changes, and access to healthcare services. Diabetes is a chronic metabolism disorder characterized by high blood glucose and leading to cardiovascular diseases, kidney insufficiency, peripheral neuropathy, vision issues, and amputation of lower extremities when managed improperly.
There are also consequences of the disease for the quality of care provided, patient safety, frequency of emergency visits and hospitalization, and costs for patients and healthcare organization. That is why it is necessary to engage patients into proper management of the disease, use evidence-based nursing interventions, cooperate in interdisciplinary way, communicate and have the right policy in place. This assessment will consider the influence of Type 2 diabetes on the quality of care, patient safety, and costs for the healthcare system and individual. Also, the reflections on the first two practicum hours will be presented.
**Impact of Type 2 Diabetes on the Quality of Care**
Patients with type 2 diabetes might face barriers related to the lack of proper adherence to the medications, glucose testing, nutrition, exercise, follow-up visits, and access to health care services. According to the previous assessment, the barriers that could influence the self-management of diabetes among the selected individuals include financial issues, low health literacy levels, lack of family support, and lack of knowledge. If the barriers go unnoticed, patients might have issues adhering to the treatment and suffer from avoidable complications (Wang et al., 2025).
An individualized approach is crucial for high-quality diabetes care. For instance, according to the American Diabetes Association, nutrition therapy, physical activity, glucose monitoring, medications, and screenings should be integrated into an individualized diabetes management plan (American Diabetes Association, 2025). Therefore, quality care is not only about providing patients with proper medications but also about constant assessment, education, monitoring, communication, and coordination.
The patients' participation is critical for the quality of care. The Agency for Healthcare Research and Quality stresses the importance of collaboration with patients and families in order to achieve better quality and safety. Patients are willing to discuss their concerns and be more engaged in decisions concerning their treatment after developing trust with healthcare providers. In case of a diabetic patient, such issues may be related to finances, dietary restrictions, missed appointments, and doubts about glucose monitoring.
It is reasonable to use the Chronic Care Model to improve the care as it focuses on proactive health care teams, informed patients, self-management, evidence-based decisions, and coordination. Goh et al. (2022) found the evidence that the use of the model helped to manage diabetes effectively. The approach is compatible with the role of nurses defined in the previous assessment: education, monitoring of the use of medications, chronic disease management, complication prevention, and coordination of interdisciplinary care.
**Impact on Patient Safety**
Diabetes raises several patient safety issues. The lack of good glycemic control might lead to the development of serious complications and even hospitalization or admission to the emergency department. Medication management is another safety issue. People who do not know how to take medications, administer insulin, monitor glucose levels, as well as recognize hypo- and hyperglycemia might unintentionally put themselves in danger.
Therefore, proper communication is crucial for nurses. Education should be provided depending on the level of health literacy of the patient and cover such topics as medications, glucose monitoring, nutrition, physical activity, symptoms, and prevention of complications. Motivational interviewing might motivate patients to get involved in their treatment process.
Patient and family engagement will positively impact the safety as well. As suggested in Assessment 2 resources, patient and family engagement, as well as trust, are the factors that can help to improve the quality and safety (Agency for Healthcare Research and Quality (AHRQ), 2020). Nurses should encourage patients to ask questions, share their understanding of treatment recommendations, as well as raise concerns before problems arise. Family members can assist patients in taking medications, eating correctly, moving to appointments, transportation, as well as recognizing signs of complications (Lee et al., 2019).
It is also important to measure safety outcomes. Proper indicators of safety include medication-related problems, emergency department utilization, hospital readmissions, HbA1c levels, diabetes complications, and patient satisfaction. As it was determined in the previous assessment, HbA1c, hospital readmissions, patient satisfaction, as well as diabetes complications were identified as appropriate quality indicators.
**Implications for Health Care System Cost**
Costs are generated by type 2 diabetes for the health care system in large amounts, especially when the condition is not well-controlled. Complications associated with diabetes may require hospitalization, consultation with a specialist, medications, laboratory testing, rehabilitation, and long-term care (WHO, 2024).\. Complications associated with cardiovascular diseases, renal diseases, neuropathy, blindness, and amputation may need many resources and increase health care costs.
The prevention of complications is critical not only for patients but also for reducing health care utilization that is not necessary. Diabetes self-management education and support may help improve knowledge, medication adherence, self-management behaviors, and decrease complications.
Care coordination may be used as an intervention to decrease costs for the health care system. Patients with diabetes often need the attention of nurses, physicians, pharmacists, dietitians, diabetes educators, endocrinologists, social workers, and community health workers. Coordination of care will decrease duplication, facilitate the communication process, and provide patients with the right services before complications arise.
Benchmarking the organization may use data to assess whether changes occurred or not. It includes hospital readmission, emergency department visits, HbA1c control, patient experience, adverse events related to medication and diabetes complications. Hospital quality measures and benchmarking resources identified in the Assessment 2 resources are also beneficial for assessing quality and safety.
**Impact on Cost to the Individual**
The cost associated with Type 2 diabetes is a significant barrier to the management of this disease at the individual level. The costs to individuals can be related to medications, supplies used for glucose monitoring, doctor's visits, lab tests, transport costs, and change in diets. In case of complications, additional treatment and rehabilitation costs may arise. Patients may also incur indirect financial costs due to the impact of the disease on work attendance and productivity.
Financial barriers were indicated in the previous assessment as some of the barriers to diabetes management. Therefore, nurses need to find out whether patients have realistic means of accessing medications and supplies. If the intervention is clinically relevant but financially impossible, then the outcome will not be sustainable.
Nurses can play an instrumental role in helping to address the financial barriers by identifying available community resources, referring patients, promoting prevention strategies, and advocating for accessible and affordable medications and other services. The previous assessment pointed out the importance of nursing advocacy for access to good-quality healthcare, preventive services, medications, and social determinant of health-related resources.
**Impact of Policy and Nursing Practice Standards**
Nursing practice standards and organization policies are likely to impact diabetes care by influencing expectations for assessment, medications, education of the patients, documentation, collaboration, and professional responsibilities. The previous assessment highlighted the role of practice standards in guiding nurses to provide safe and competent diabetes care. Organizational policies can also set guidelines for glucose monitoring, insulin delivery, patient education, discharge planning, and quality improvement.
Government policies can determine the availability of preventive services, medications, insurance coverage, and diabetes education. This will depend on availability and accessibility of those policies which will either remove or create barriers to care. Nurses play a critical role in supporting policies which enhance access to preventive and chronic disease services.
These standards and policies will guide nurses' actions in the capstone project.
**Strategies to Improve Quality, Safety, and Costs**
There are a number of strategies that would help solve the identified problem. One of them is the provision of individualized diabetes education through use of understandable language and teach-back methods. Secondly, the assessment of medication adherence is required alongside identification of potential financial, educational and social barriers. Thirdly, interprofessional collaboration should be improved by means of communication between nurses, providers, pharmacists, dietitians, diabetes educators and social workers.
Technology can also help manage diabetes effectively. There is an opportunity to use electronic health records, telehealth, glucose monitoring devices, and reminders to ensure better communication and follow up (Peterson et al., 2023). Nurse leaders are expected to track such factors as HbA1c, hospital readmissions, patient satisfaction, emergency department visits and diabetes complications to identify effectiveness of interventions.
Implementation of interventions can be promoted with the help of Lewin's Change Management Model. The process of unfreezing includes identification of problems and communication about the necessity to make improvements. In the course of the change process, diabetes education, care coordination, follow-up and self-management interventions are introduced. During the refreezing stage, effective interventions become routine and their results are tracked through quality improvement measures.
**First Two Practicum Hours**
The emphasis in the first two practicum hours was made on exploration of the patient's experience with Type 2 diabetes and identification of the way the condition impacts the quality, safety and costs. The conversation included such issues as medication management, glucose monitoring, nutrition, physical activity, access to care, follow-up and potential barriers to self-management. The previous assessment proved that these factors are essential for the practicum patient.
The discussion took place in the form of patient-centered communication instead of making judgments. The attention was paid to understanding potential barriers that would interfere with adherence and determination of the way these barriers would impact patient's capability to manage the disease safely and effectively. Patient engagement and trust were necessary because the resources of Assessment 2 stress collaboration with patients and families as partners in quality and safety improvements.
**Conclusion**
There are many implications of type 2 diabetes in relation to quality of care, safety of patients, and cost for patients and health care systems. Improper management of the disease might result in complications, visits to the ER, hospitalizations, decreased quality of life, and extra costs. There are ways to enhance the quality of care, patient safety, and to reduce unnecessary costs using evidence-based education, patient involvement, interprofessional teamwork, care coordination, technology, and proper implementation of policy. The first two practicum hours helped in getting the direct experience related to the problem and the need to identify individual barriers in self-managing the disease. Using nursing standards and measuring outcomes, nurses can make the management of diabetes better, safer, and cheaper.
**References**
Agency for Healthcare Research and Quality. (2020). Engaging patients and families in their health care.
[https://www.ahrq.gov/patient-safety/resources/patient-family-engagement/index.html](https://www.ahrq.gov/patient-safety/resources/patient-family-engagement/index.html)
American Diabetes Association. (2025). Diagnosis and classification of diabetes: Standards of Care in Diabetes—2025. Diabetes Care, 48(Supplement 1).
Goh, L. H., Siah, C. J. R., Tam, W. W. S., Tai, E. S., & Young, D. Y. L. (2022). Effectiveness of the chronic care model for adults with type 2 diabetes in primary care: A systematic review and meta-analysis. Systematic Reviews, 11(1), 273.
[https://link.springer.com/content/pdf/10.1186/s13643-022-02117-w.pdf](https://link.springer.com/content/pdf/10.1186/s13643-022-02117-w.pdf)
Lee, T. H., McGlynn, E. A., & Safran, D. G. (2019). A framework for increasing trust between patients and the organizations that care for them. JAMA, 321(6), 539–540.
[https://jamanetwork.com/journals/jama/article-abstract/2723080](https://jamanetwork.com/journals/jama/article-abstract/2723080)
Peterson, K. A., Solberg, L. I., Carlin, C. S., Fu, H. N., Jacobsen, R., & Eder, M. (2023). Successful change management strategies for improving diabetes care delivery among high-performing practices. The Annals of Family Medicine, 21(5), 424–431.
[https://www.annfammed.org/content/annalsfm/21/5/424.full.pdf](https://www.annfammed.org/content/annalsfm/21/5/424.full.pdf)
Wang, Q., Miao, G., Miao, S., Li, P., & Chen, J. (2025). Knowledge, attitudes and practices of healthcare professionals regarding diabetes self-management education and support. Scientific Reports, 15(1), 21163.
[https://www.nature.com/articles/s41598-025-08537-7.pdf](https://www.nature.com/articles/s41598-025-08537-7.pdf)
World Health Organization. (2024). Diabetes.
[https://www.who.int/news-room/fact-sheets/detail/diabetes](https://www.who.int/news-room/fact-sheets/detail/diabetes)
**assesment3.docx**
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**files (1)** – ## task1.docx **## task1.docx** | | | | — | — | | **Assessment Type** | Case Study | | **Value** | 25% | | **Related Unit Outcomes** | 1, 2 & 3 | | **Due Date** | Week 5, Saturday 23:59 ACST | | **Length** | 2,200 words | | **Case Scenario** | A gentleman over 65 years is admitte…
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– ## task1.docx
**## task1.docx**
| | |
| — | — |
| **Assessment Type** | Case Study |
| **Value** | 25% |
| **Related Unit Outcomes** | 1, 2 & 3 |
| **Due Date** | Week 5, Saturday 23:59 ACST |
| **Length** | 2,200 words |
| **Case Scenario** | A gentleman over 65 years is admitted for an emergency laparotomy for an <br>acute abdomen. <br>The patient’s comorbidities include:<br>· Obese<br>· Sleep apnoea that is poorly managed<br>· Diabetes Mellitus Type 2<br>· Cardiac disease with recent coronary artery stent insertions and <br>· thus<br>· on anticoagulant<br>· therapy – Rivaroxiban.<br>At some stage in the surgery the patient goes into VT that progresses into <br>VF. |
| <br>**Task** | Compose a 2,000-word detailed essay on the above case scenario briefly <br>outlining the implications for the anaesthetic team and especially you as the <br>anaesthetic nurse of this patients clinical scenario. You will then go on to <br>discuss the preparation and management of the patient during surgery and <br>the code blue. You will then decide the outcome of the code blue and<br>discuss the management of the patient during the code blue. |
| <br>**Relevance** | This task allows you to consolidate your understanding of management of <br>complex<br>patients, managing a rapidly deteriorating patient, and managing a patient <br>during a code<br>blue. |
| **Task** | A gentleman over 65 years is admitted for an emergency laparotomy for an <br>acute abdomen.<br>The patient’s comorbidities include:<br>· Obese<br>· Sleep apnoea that is poorly managed<br>· Diabetes Mellitus Type 2<br>· Cardiac disease with recent coronary artery stent insertions and <br>thus on <br>· anticoagulant therapy – Rivaroxiban.<br>· At some stage in the surgery the patient goes into VT that progresses <br>· into VF.<br>Briefly outline the implications for the anaesthetic team and especially you <br>as the anaesthetic nurse of this patients clinical scenario.<br>**Part A**:<br> <br>1. Discuss type of anaesthetic induction. You have already been told by <br>2. the <br>3. anaesthetist that a videolaryngoscope will be used.<br>4. Discuss type of intubation and give reasons.<br>5. Discuss types of anaesthetic monitoring. Your anaesthetist has already advised you<br>6. that they want a 5-lead ECG and want to insert CVC and Art lines.<br>7. Discuss when the CVC and Art lines will most likely be inserted and give reasoning. <br>8. Discuss equipment needed.<br>9. Discuss temperature management of the patient.<br>10. The surgical team have decided to insert an IDC during Surgical Preparation. What is<br>11. relevant to anaesthetics about the IDC and what should you as the anaesthetic<br>12. nurse be aware of.<br>**Part B**:<br> <br>1. Discuss management of the Code Blue of the patient.<br>2. Decide the outcome of the Code Blue and discuss management of <br>3. the outcome.<br>**Integrate Evidence-Based Practice:** Support your case study with <br> <br>references to current<br>literature, guidelines (e.g., ACORN Standards, WHO Surgical Safety <br>Checklist), and <br>leadership/mentorship frameworks.<br>**Conclude with a Reflection:** Reflect on the management of this patient during his <br> <br>surgery. Reflect on how this experience contributes to your professional <br>growth. |
| **Preparation** | To prepare for completing this assessment students should;<br>· Complete readings and learning activities from weeks 1-4<br>· (Modules 1, 2 & 3)<br>· For points 3 and 4 in the task instructions – search contemporary <br>· peer-reviewed <br>· literature to inform and support your argument/position<br>· Ensure that they are up to date with tutorial attendance and/or<br>· watching the<br>· recordings and are monitoring the relevant discussion boards |
| **Presentation** | _This assessment is to be submitted via the dedicated Turnitin submission_<br>_point in Learnline_ |
| **Assessment Criteria** | _Marking rubric is available on Learnline_ |
Assessment 2 Task Instructions and Rubric
Saturday
**Presentation guidelines**
**Word length:** 2200 words +/- 10%, including the in-text citations. The reference list is not included in the word count.
**Structure:** Include a title page with assessment number, title of your topic, submission date, full name, and student number. The title page should be followed by a table of contents. Utilize headings given within the task instructions for each section of your report.
**Font:** Calibri or Times New Roman size 12
**Line spacing and alignment:** double spacing with left-blocking for paragraphs. Indents are NOT required.
**Page numbers:** number pages in the bottom right-hand corner
**Referencing:** use
[CDU APA 7th 2022 edition](https://libguides.cdu.edu.au/cdureferencing/apa) referencing
**Rubric.docx**
| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Exemplary Understanding (85–100%)** | **Proficient Understanding (75–84%)** | **Basic Understanding (65–74%)** | **Limited Understanding (50–64%)** | **Minimal/No Understanding (0–49%)** |
| **Topic Relevance and Clarity**<br>(25% of total grade) | The topic is exceptionally well-chosen and clearly relevant to perioperative nursing, demonstrating advanced understanding and creativity. | The topic is relevant to perioperative nursing and is defined clearly, showing solid understanding. | The topic is somewhat relevant, but may not fully capture the scope of perioperative nursing, with unclear definitions. | The topic is marginally relevant and lacks clarity in its definition or scope. | The chosen topic lacks relevance to perioperative nursing and is poorly defined. |
| **Depth of Research and Evidence**<br>(25% of total grade) | Extensive research is evident, with a diverse and credible range of sources integrated to support arguments, demonstrating an excellent grasp of the topic. | Research is thorough, employing several credible sources that support the main arguments, though some areas may lack depth. | Research shows limited breadth or depth, relying on few sources that may not adequately support the arguments. | Research is minimal, with few credible sources and weak integration into the discussion. | Lacks sufficient research evidence and sources are either inadequate or irrelevant, failing to substantiate assertions. |
| **Critical Analysis of Issues and Challenges**<br>(25% of total grade) | Complex issues and challenges are thoroughly identified and critically analysed, demonstrating advanced insight and understanding. | Key issues and challenges are clearly identified and discussed, showing an adequate level of analysis. | Some key issues and challenges are identified, but the analysis lacks depth and critical insight. | Issues and challenges are mentioned but not clearly analysed or connected to the topic. | Fails to adequately identify or analyse relevant issues and challenges, showing minimal engagement with the topic. |
| **Application of Best Practices and Strategies**<br>(15% of total grade) | Best practices and strategies are expertly explored, with clear examples and evidence demonstrating their importance in practice. | Best practices and strategies are discussed with relevant examples, but may lack some detail or depth. | Discussion of best practices and strategies is present but lacks clarity, detail, or relevance to the identified issues. | Best practices are mentioned but not clearly linked to the topic or supported with examples. | Little or no attempt to discuss best practices and strategies related to the issues identified, lacking clear relevance. |
| **Coherence and Structure of Writing**<br>(10% of total grade) | The writing is exceptionally coherent and well-structured, making it easy to follow, with logical transitions and clear articulation of ideas. | The writing is generally clear and well-structured, though there may be minor issues with transitions or clarity. | The writing shows some organisational structure, but may lack clarity or contain several disjointed ideas. | Writing is poorly structured, with unclear transitions and inconsistent flow of ideas. | Writing lacks coherence and structure, making it difficult to follow or understand the main points. |
**## task1.docx**
| | |
| — | — |
| **Assessment Type** | Case Study |
| **Value** | 25% |
| **Related Unit Outcomes** | 1, 2 & 3 |
| **Due Date** | Week 5, Saturday 23:59 ACST |
| **Length** | 2,200 words |
| **Case Scenario** | A gentleman over 65 years is admitted for an emergency laparotomy for an <br>acute abdomen. <br>The patient’s comorbidities include:<br>· Obese<br>· Sleep apnoea that is poorly managed<br>· Diabetes Mellitus Type 2<br>· Cardiac disease with recent coronary artery stent insertions and <br>· thus<br>· on anticoagulant<br>· therapy – Rivaroxiban.<br>At some stage in the surgery the patient goes into VT that progresses into <br>VF. |
| <br>**Task** | Compose a 2,000-word detailed essay on the above case scenario briefly <br>outlining the implications for the anaesthetic team and especially you as the <br>anaesthetic nurse of this patients clinical scenario. You will then go on to <br>discuss the preparation and management of the patient during surgery and <br>the code blue. You will then decide the outcome of the code blue and<br>discuss the management of the patient during the code blue. |
| <br>**Relevance** | This task allows you to consolidate your understanding of management of <br>complex<br>patients, managing a rapidly deteriorating patient, and managing a patient <br>during a code<br>blue. |
| **Task** | A gentleman over 65 years is admitted for an emergency laparotomy for an <br>acute abdomen.<br>The patient’s comorbidities include:<br>· Obese<br>· Sleep apnoea that is poorly managed<br>· Diabetes Mellitus Type 2<br>· Cardiac disease with recent coronary artery stent insertions and <br>thus on <br>· anticoagulant therapy – Rivaroxiban.<br>· At some stage in the surgery the patient goes into VT that progresses <br>· into VF.<br>Briefly outline the implications for the anaesthetic team and especially you <br>as the anaesthetic nurse of this patients clinical scenario.<br>**Part A**:<br> <br>1. Discuss type of anaesthetic induction. You have already been told by <br>2. the <br>3. anaesthetist that a videolaryngoscope will be used.<br>4. Discuss type of intubation and give reasons.<br>5. Discuss types of anaesthetic monitoring. Your anaesthetist has already advised you<br>6. that they want a 5-lead ECG and want to insert CVC and Art lines.<br>7. Discuss when the CVC and Art lines will most likely be inserted and give reasoning. <br>8. Discuss equipment needed.<br>9. Discuss temperature management of the patient.<br>10. The surgical team have decided to insert an IDC during Surgical Preparation. What is<br>11. relevant to anaesthetics about the IDC and what should you as the anaesthetic<br>12. nurse be aware of.<br>**Part B**:<br> <br>1. Discuss management of the Code Blue of the patient.<br>2. Decide the outcome of the Code Blue and discuss management of <br>3. the outcome.<br>**Integrate Evidence-Based Practice:** Support your case study with <br> <br>references to current<br>literature, guidelines (e.g., ACORN Standards, WHO Surgical Safety <br>Checklist), and <br>leadership/mentorship frameworks.<br>**Conclude with a Reflection:** Reflect on the management of this patient during his <br> <br>surgery. Reflect on how this experience contributes to your professional <br>growth. |
| **Preparation** | To prepare for completing this assessment students should;<br>· Complete readings and learning activities from weeks 1-4<br>· (Modules 1, 2 & 3)<br>· For points 3 and 4 in the task instructions – search contemporary <br>· peer-reviewed <br>· literature to inform and support your argument/position<br>· Ensure that they are up to date with tutorial attendance and/or<br>· watching the<br>· recordings and are monitoring the relevant discussion boards |
| **Presentation** | _This assessment is to be submitted via the dedicated Turnitin submission_<br>_point in Learnline_ |
| **Assessment Criteria** | _Marking rubric is available on Learnline_ |
Assessment 2 Task Instructions and Rubric
Saturday
**Presentation guidelines**
**Word length:** 2200 words +/- 10%, including the in-text citations. The reference list is not included in the word count.
**Structure:** Include a title page with assessment number, title of your topic, submission date, full name, and student number. The title page should be followed by a table of contents. Utilize headings given within the task instructions for each section of your report.
**Font:** Calibri or Times New Roman size 12
**Line spacing and alignment:** double spacing with left-blocking for paragraphs. Indents are NOT required.
**Page numbers:** number pages in the bottom right-hand corner
**Referencing:** use
[CDU APA 7th 2022 edition](https://libguides.cdu.edu.au/cdureferencing/apa) referencing
**Rubric.docx**
| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Exemplary Understanding (85–100%)** | **Proficient Understanding (75–84%)** | **Basic Understanding (65–74%)** | **Limited Understanding (50–64%)** | **Minimal/No Understanding (0–49%)** |
| **Topic Relevance and Clarity**<br>(25% of total grade) | The topic is exceptionally well-chosen and clearly relevant to perioperative nursing, demonstrating advanced understanding and creativity. | The topic is relevant to perioperative nursing and is defined clearly, showing solid understanding. | The topic is somewhat relevant, but may not fully capture the scope of perioperative nursing, with unclear definitions. | The topic is marginally relevant and lacks clarity in its definition or scope. | The chosen topic lacks relevance to perioperative nursing and is poorly defined. |
| **Depth of Research and Evidence**<br>(25% of total grade) | Extensive research is evident, with a diverse and credible range of sources integrated to support arguments, demonstrating an excellent grasp of the topic. | Research is thorough, employing several credible sources that support the main arguments, though some areas may lack depth. | Research shows limited breadth or depth, relying on few sources that may not adequately support the arguments. | Research is minimal, with few credible sources and weak integration into the discussion. | Lacks sufficient research evidence and sources are either inadequate or irrelevant, failing to substantiate assertions. |
| **Critical Analysis of Issues and Challenges**<br>(25% of total grade) | Complex issues and challenges are thoroughly identified and critically analysed, demonstrating advanced insight and understanding. | Key issues and challenges are clearly identified and discussed, showing an adequate level of analysis. | Some key issues and challenges are identified, but the analysis lacks depth and critical insight. | Issues and challenges are mentioned but not clearly analysed or connected to the topic. | Fails to adequately identify or analyse relevant issues and challenges, showing minimal engagement with the topic. |
| **Application of Best Practices and Strategies**<br>(15% of total grade) | Best practices and strategies are expertly explored, with clear examples and evidence demonstrating their importance in practice. | Best practices and strategies are discussed with relevant examples, but may lack some detail or depth. | Discussion of best practices and strategies is present but lacks clarity, detail, or relevance to the identified issues. | Best practices are mentioned but not clearly linked to the topic or supported with examples. | Little or no attempt to discuss best practices and strategies related to the issues identified, lacking clear relevance. |
| **Coherence and Structure of Writing**<br>(10% of total grade) | The writing is exceptionally coherent and well-structured, making it easy to follow, with logical transitions and clear articulation of ideas. | The writing is generally clear and well-structured, though there may be minor issues with transitions or clarity. | The writing shows some organisational structure, but may lack clarity or contain several disjointed ideas. | Writing is poorly structured, with unclear transitions and inconsistent flow of ideas. | Writing lacks coherence and structure, making it difficult to follow or understand the main points. |
Community teaching project part 2
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