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**Advocacy Presentation: Organizational Care Dilemma, power point** **files (2)** – ## ASSIGNMENTMODULE7.1.docx – ## Module7Assignment7.1RUBRIC.docx **## ASSIGNMENTMODULE7.1.docx** **Advocacy Presentation: Organizational Care Dilemma** Create a PowerPoint presentation that addresses each of the foll…

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Assignment Prompt & Instructions

**Advocacy Presentation: Organizational Care Dilemma, power point**

**files (2)**

– ## ASSIGNMENTMODULE7.1.docx

– ## Module7Assignment7.1RUBRIC.docx

**## ASSIGNMENTMODULE7.1.docx**

**Advocacy Presentation: Organizational Care Dilemma**

Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at
**least SIX (6)** sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices
**for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements.** Review the rubric criteria for this assignment.

Institutions have guidelines in place that support the development of institutional policies. Guidelines can be formal and/or informal and have an interest in promoting personal, professional, and organizational interests. Depending on the healthcare system, policy development can be a rigorous process. Review a formal policy within a healthcare organization and the steps identified by the organization to implement the policy. The policy can clinically be focused or focused on the workforce in the health care setting. Your PowerPoint presentation should include the following:

· Title (1 slide)

· What is the policy? (1 slide)

· Who is the population it serves? (2 slides)

· Who were the stakeholders involved in creating the policy? (1 slide)

· What steps were necessary to create the policy and implementation? (2 slides)

· How often is the policy reviewed? (2 slides)

· Where is the policy accessed? (2 slides)

· Why is the policy important to the organization? (3 slides)

· Did the creation of the policy solve problems? (3 slides)

· What recommendations do you have for the policy to enhance the policy’s effectiveness? (2 slides)

· References (1 slide)

**The following specifications are required for this assignment:**

·
**Length**: 20 -22 slides; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure**: Include a title slide and reference slide in APA style. These do not count in the number of slides.

·
**References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Include at least SIX (6) scholarly sources to support your claims.**

· Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations and review the rubric.

**Learning Materials**

Porche, D. J. (2023).
_Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN
9781284230321. Read chapters 14 & 16.

Whitlock, J.
_(2021). Why_ _patients are turning to medical tourism._ Verywellhealth.
[https://www](https://www.verywellhealth.com/understanding-medical-tourism-4069869) [.verywellhealth.com/understanding-medical-tourism-4069869](https://www.verywellhealth.com/understanding-medical-tourism-4069869)

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

**## Module7Assignment7.1RUBRIC.docx**

8/17/26, 6:29 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen U…

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Graduate PowerPoint Assignment Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content/Qu

ality of

Information

Weight:

40

%

/ 40

0

points

Topic is inap

–

propriate to as

–

signment, not

based on

scholarly infor

–

mation (if re

–

quired), unclear

and difficult to

understand, no

hyperlinks to

credible sites;

did not include

required as

–

signment com

–

ponents; slide

notes missing

(

if required

).

28

points

Topic is mostly

covered and

appropriate to

assignment,

but not based

on scholarly in

–

formation (if

required);

mostly clear

and under

–

standable; may

contain hyper

–

links to non-

credible sites;

some of re

–

quired assign

–

ment compo

–

nents are

present; mini

–

mal use of slide

notes (if

required).

32

points

Good coverage

of topic and

appropriate to

assignment;

sound, re

–

search-based

(

if required) in

–

formation;

clear and un

–

derstandable;

hyperlinks to

credible sites;

all required as

–

signment com

–

ponents are ac

–

curate and

present; slide

notes used ap

–

propriately (if

required).

points

40

In-depth cover

–

age of topic

and assignment

components;

outstanding

clarity of infor

–

mation; de

–

tailed slide

notes ensure

all required

content is well

explained (if

required).

**Criterion Score**

Presentatio

n Weight:

20

%

/ 20

0

points

Unattractive;

difficult to in

–

terpret; poor

color choice

and slide con

–

trast; slide pre

–

sentation unor

–

ganized; slide

effects detract

from the con

–

tent; missing

slide headings

or sub-head

–

ings (if required

for organiza

–

tion purposes);

missing

title/reference

slides.

14

points

Attractive but

somewhat dif

–

ficult to inter

–

pret; some

–

what pleasing

contrast be

–

tween text and

background,

slide presenta

–

tion may be

somewhat dis

–

organized;

transitions and

slide effects

detract from

the content;

may be missing

title or refer

–

ence slides; in

–

cluded slide

headings/sub-

headings may

detract from

presentation.

16

points

Attractive;

easy to inter

–

pret, pleasing

colors with

strong contrast

between text

and back

–

ground, slide

presentation

organized,

good use of

transitions and

slide effects

which enhance

the presenta

–

tion; both title

and reference

slides are

present. Slide

headings/sub-

headings are

used appropri

–

ately to orga

–

nize the

presentation.

points

20

Excellent use

of transitions

and effects

that enhance

the presenta

–

tion.

Presentation is

organized and

designed for

maximum im

–

pact of

content.

**Criterion Score**

Use of

Multimedia,

Graphics,

Diagrams,

and/or

Illustrations

Weight:

30

%

/ 30

0

points

Does not in

–

clude required

multimedia,

graphics, dia

–

grams, and/or

illustrations or

they are irrele

–

vant to topic or

detract from

slide content

or presentation

as a whole.

points

21

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are gen

–

erally relevant

but some may

not appropri

–

ately support

the slide

content.

24

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are highly

relevant and

acceptably sup

–

port the slide

content; sized

and positioned

appropriately.

30

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions add clar

–

ity and sophis

–

tication to the

presentation

content; they

improve the ef

–

fectiveness of

the

presentation.

Total

/ 100

**Criterion Score**

Writing,

Mechanics,

and APA

Weight:

%

10

/ 10

0

points

Style is inap

–

propriate or

does not ad

–

dress given au

–

dience, pur

–

pose, etc.

Inconsistent

grammar, spell

–

ing, and punc

–

tuation; APA

format and

style are not

evident

throughout the

presentation.

7

points

Style is some

–

what appropri

–

ate to given

audience and

purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

There are miss

–

ing APA ele

–

ments or some

are incorrectly

formatted

throughout the

presentation.

8

points

Style is appro

–

priate to the

given audience

and purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical or ty

–

pographical er

–

rors are

present, but

are not overly

distracting.

Reference slide

and in-text ci

–

tations have

few formatting

errors.

points

10

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical and

typographical

errors.

Reference

slide and other

in-text cita

–

tions are for

–

matted cor

–

rectly using

APA elements.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/4

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403117/View 1/4

1/4

**## Module7Assignment7.1RUBRIC.docx**

8/17/26, 6:29 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen U…

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Graduate PowerPoint Assignment Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content/Qu

ality of

Information

Weight:

40

%

/ 40

0

points

Topic is inap

–

propriate to as

–

signment, not

based on

scholarly infor

–

mation (if re

–

quired), unclear

and difficult to

understand, no

hyperlinks to

credible sites;

did not include

required as

–

signment com

–

ponents; slide

notes missing

(

if required

).

28

points

Topic is mostly

covered and

appropriate to

assignment,

but not based

on scholarly in

–

formation (if

required);

mostly clear

and under

–

standable; may

contain hyper

–

links to non-

credible sites;

some of re

–

quired assign

–

ment compo

–

nents are

present; mini

–

mal use of slide

notes (if

required).

32

points

Good coverage

of topic and

appropriate to

assignment;

sound, re

–

search-based

(

if required) in

–

formation;

clear and un

–

derstandable;

hyperlinks to

credible sites;

all required as

–

signment com

–

ponents are ac

–

curate and

present; slide

notes used ap

–

propriately (if

required).

points

40

In-depth cover

–

age of topic

and assignment

components;

outstanding

clarity of infor

–

mation; de

–

tailed slide

notes ensure

all required

content is well

explained (if

required).

**Criterion Score**

Presentatio

n Weight:

20

%

/ 20

0

points

Unattractive;

difficult to in

–

terpret; poor

color choice

and slide con

–

trast; slide pre

–

sentation unor

–

ganized; slide

effects detract

from the con

–

tent; missing

slide headings

or sub-head

–

ings (if required

for organiza

–

tion purposes);

missing

title/reference

slides.

14

points

Attractive but

somewhat dif

–

ficult to inter

–

pret; some

–

what pleasing

contrast be

–

tween text and

background,

slide presenta

–

tion may be

somewhat dis

–

organized;

transitions and

slide effects

detract from

the content;

may be missing

title or refer

–

ence slides; in

–

cluded slide

headings/sub-

headings may

detract from

presentation.

16

points

Attractive;

easy to inter

–

pret, pleasing

colors with

strong contrast

between text

and back

–

ground, slide

presentation

organized,

good use of

transitions and

slide effects

which enhance

the presenta

–

tion; both title

and reference

slides are

present. Slide

headings/sub-

headings are

used appropri

–

ately to orga

–

nize the

presentation.

points

20

Excellent use

of transitions

and effects

that enhance

the presenta

–

tion.

Presentation is

organized and

designed for

maximum im

–

pact of

content.

**Criterion Score**

Use of

Multimedia,

Graphics,

Diagrams,

and/or

Illustrations

Weight:

30

%

/ 30

0

points

Does not in

–

clude required

multimedia,

graphics, dia

–

grams, and/or

illustrations or

they are irrele

–

vant to topic or

detract from

slide content

or presentation

as a whole.

points

21

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are gen

–

erally relevant

but some may

not appropri

–

ately support

the slide

content.

24

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are highly

relevant and

acceptably sup

–

port the slide

content; sized

and positioned

appropriately.

30

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions add clar

–

ity and sophis

–

tication to the

presentation

content; they

improve the ef

–

fectiveness of

the

presentation.

Total

/ 100

**Criterion Score**

Writing,

Mechanics,

and APA

Weight:

%

10

/ 10

0

points

Style is inap

–

propriate or

does not ad

–

dress given au

–

dience, pur

–

pose, etc.

Inconsistent

grammar, spell

–

ing, and punc

–

tuation; APA

format and

style are not

evident

throughout the

presentation.

7

points

Style is some

–

what appropri

–

ate to given

audience and

purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

There are miss

–

ing APA ele

–

ments or some

are incorrectly

formatted

throughout the

presentation.

8

points

Style is appro

–

priate to the

given audience

and purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical or ty

–

pographical er

–

rors are

present, but

are not overly

distracting.

Reference slide

and in-text ci

–

tations have

few formatting

errors.

points

10

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical and

typographical

errors.

Reference

slide and other

in-text cita

–

tions are for

–

matted cor

–

rectly using

APA elements.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/4

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403117/View 1/4

1/4

**## ASSIGNMENTMODULE7.1.docx**

**Advocacy Presentation: Organizational Care Dilemma**

Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at
**least SIX (6)** sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices
**for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements.** Review the rubric criteria for this assignment.

Institutions have guidelines in place that support the development of institutional policies. Guidelines can be formal and/or informal and have an interest in promoting personal, professional, and organizational interests. Depending on the healthcare system, policy development can be a rigorous process. Review a formal policy within a healthcare organization and the steps identified by the organization to implement the policy. The policy can clinically be focused or focused on the workforce in the health care setting. Your PowerPoint presentation should include the following:

· Title (1 slide)

· What is the policy? (1 slide)

· Who is the population it serves? (2 slides)

· Who were the stakeholders involved in creating the policy? (1 slide)

· What steps were necessary to create the policy and implementation? (2 slides)

· How often is the policy reviewed? (2 slides)

· Where is the policy accessed? (2 slides)

· Why is the policy important to the organization? (3 slides)

· Did the creation of the policy solve problems? (3 slides)

· What recommendations do you have for the policy to enhance the policy’s effectiveness? (2 slides)

· References (1 slide)

**The following specifications are required for this assignment:**

·
**Length**: 20 -22 slides; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure**: Include a title slide and reference slide in APA style. These do not count in the number of slides.

·
**References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Include at least SIX (6) scholarly sources to support your claims.**

· Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations and review the rubric.

**Learning Materials**

Porche, D. J. (2023).
_Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN
9781284230321. Read chapters 14 & 16.

Whitlock, J.
_(2021). Why_ _patients are turning to medical tourism._ Verywellhealth.
[https://www](https://www.verywellhealth.com/understanding-medical-tourism-4069869) [.verywellhealth.com/understanding-medical-tourism-4069869](https://www.verywellhealth.com/understanding-medical-tourism-4069869)

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

**## Module7Assignment7.1RUBRIC.docx**

8/17/26, 6:29 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen U…

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Graduate PowerPoint Assignment Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content/Qu

ality of

Information

Weight:

40

%

/ 40

0

points

Topic is inap

–

propriate to as

–

signment, not

based on

scholarly infor

–

mation (if re

–

quired), unclear

and difficult to

understand, no

hyperlinks to

credible sites;

did not include

required as

–

signment com

–

ponents; slide

notes missing

(

if required

).

28

points

Topic is mostly

covered and

appropriate to

assignment,

but not based

on scholarly in

–

formation (if

required);

mostly clear

and under

–

standable; may

contain hyper

–

links to non-

credible sites;

some of re

–

quired assign

–

ment compo

–

nents are

present; mini

–

mal use of slide

notes (if

required).

32

points

Good coverage

of topic and

appropriate to

assignment;

sound, re

–

search-based

(

if required) in

–

formation;

clear and un

–

derstandable;

hyperlinks to

credible sites;

all required as

–

signment com

–

ponents are ac

–

curate and

present; slide

notes used ap

–

propriately (if

required).

points

40

In-depth cover

–

age of topic

and assignment

components;

outstanding

clarity of infor

–

mation; de

–

tailed slide

notes ensure

all required

content is well

explained (if

required).

**Criterion Score**

Presentatio

n Weight:

20

%

/ 20

0

points

Unattractive;

difficult to in

–

terpret; poor

color choice

and slide con

–

trast; slide pre

–

sentation unor

–

ganized; slide

effects detract

from the con

–

tent; missing

slide headings

or sub-head

–

ings (if required

for organiza

–

tion purposes);

missing

title/reference

slides.

14

points

Attractive but

somewhat dif

–

ficult to inter

–

pret; some

–

what pleasing

contrast be

–

tween text and

background,

slide presenta

–

tion may be

somewhat dis

–

organized;

transitions and

slide effects

detract from

the content;

may be missing

title or refer

–

ence slides; in

–

cluded slide

headings/sub-

headings may

detract from

presentation.

16

points

Attractive;

easy to inter

–

pret, pleasing

colors with

strong contrast

between text

and back

–

ground, slide

presentation

organized,

good use of

transitions and

slide effects

which enhance

the presenta

–

tion; both title

and reference

slides are

present. Slide

headings/sub-

headings are

used appropri

–

ately to orga

–

nize the

presentation.

points

20

Excellent use

of transitions

and effects

that enhance

the presenta

–

tion.

Presentation is

organized and

designed for

maximum im

–

pact of

content.

**Criterion Score**

Use of

Multimedia,

Graphics,

Diagrams,

and/or

Illustrations

Weight:

30

%

/ 30

0

points

Does not in

–

clude required

multimedia,

graphics, dia

–

grams, and/or

illustrations or

they are irrele

–

vant to topic or

detract from

slide content

or presentation

as a whole.

points

21

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are gen

–

erally relevant

but some may

not appropri

–

ately support

the slide

content.

24

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are highly

relevant and

acceptably sup

–

port the slide

content; sized

and positioned

appropriately.

30

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions add clar

–

ity and sophis

–

tication to the

presentation

content; they

improve the ef

–

fectiveness of

the

presentation.

Total

/ 100

**Criterion Score**

Writing,

Mechanics,

and APA

Weight:

%

10

/ 10

0

points

Style is inap

–

propriate or

does not ad

–

dress given au

–

dience, pur

–

pose, etc.

Inconsistent

grammar, spell

–

ing, and punc

–

tuation; APA

format and

style are not

evident

throughout the

presentation.

7

points

Style is some

–

what appropri

–

ate to given

audience and

purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

There are miss

–

ing APA ele

–

ments or some

are incorrectly

formatted

throughout the

presentation.

8

points

Style is appro

–

priate to the

given audience

and purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical or ty

–

pographical er

–

rors are

present, but

are not overly

distracting.

Reference slide

and in-text ci

–

tations have

few formatting

errors.

points

10

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical and

typographical

errors.

Reference

slide and other

in-text cita

–

tions are for

–

matted cor

–

rectly using

APA elements.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/4

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403117/View 1/4

1/4

**## ASSIGNMENTMODULE7.1.docx**

**Advocacy Presentation: Organizational Care Dilemma**

Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at
**least SIX (6)** sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices
**for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements.** Review the rubric criteria for this assignment.

Institutions have guidelines in place that support the development of institutional policies. Guidelines can be formal and/or informal and have an interest in promoting personal, professional, and organizational interests. Depending on the healthcare system, policy development can be a rigorous process. Review a formal policy within a healthcare organization and the steps identified by the organization to implement the policy. The policy can clinically be focused or focused on the workforce in the health care setting. Your PowerPoint presentation should include the following:

· Title (1 slide)

· What is the policy? (1 slide)

· Who is the population it serves? (2 slides)

· Who were the stakeholders involved in creating the policy? (1 slide)

· What steps were necessary to create the policy and implementation? (2 slides)

· How often is the policy reviewed? (2 slides)

· Where is the policy accessed? (2 slides)

· Why is the policy important to the organization? (3 slides)

· Did the creation of the policy solve problems? (3 slides)

· What recommendations do you have for the policy to enhance the policy’s effectiveness? (2 slides)

· References (1 slide)

**The following specifications are required for this assignment:**

·
**Length**: 20 -22 slides; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure**: Include a title slide and reference slide in APA style. These do not count in the number of slides.

·
**References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Include at least SIX (6) scholarly sources to support your claims.**

· Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations and review the rubric.

**Learning Materials**

Porche, D. J. (2023).
_Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN
9781284230321. Read chapters 14 & 16.

Whitlock, J.
_(2021). Why_ _patients are turning to medical tourism._ Verywellhealth.
[https://www](https://www.verywellhealth.com/understanding-medical-tourism-4069869) [.verywellhealth.com/understanding-medical-tourism-4069869](https://www.verywellhealth.com/understanding-medical-tourism-4069869)

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

**## Module7Assignment7.1RUBRIC.docx**

8/17/26, 6:29 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen U…

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

Graduate PowerPoint Assignment Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet**

**0**

**%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content/Qu

ality of

Information

Weight:

40

%

/ 40

0

points

Topic is inap

–

propriate to as

–

signment, not

based on

scholarly infor

–

mation (if re

–

quired), unclear

and difficult to

understand, no

hyperlinks to

credible sites;

did not include

required as

–

signment com

–

ponents; slide

notes missing

(

if required

).

28

points

Topic is mostly

covered and

appropriate to

assignment,

but not based

on scholarly in

–

formation (if

required);

mostly clear

and under

–

standable; may

contain hyper

–

links to non-

credible sites;

some of re

–

quired assign

–

ment compo

–

nents are

present; mini

–

mal use of slide

notes (if

required).

32

points

Good coverage

of topic and

appropriate to

assignment;

sound, re

–

search-based

(

if required) in

–

formation;

clear and un

–

derstandable;

hyperlinks to

credible sites;

all required as

–

signment com

–

ponents are ac

–

curate and

present; slide

notes used ap

–

propriately (if

required).

points

40

In-depth cover

–

age of topic

and assignment

components;

outstanding

clarity of infor

–

mation; de

–

tailed slide

notes ensure

all required

content is well

explained (if

required).

**Criterion Score**

Presentatio

n Weight:

20

%

/ 20

0

points

Unattractive;

difficult to in

–

terpret; poor

color choice

and slide con

–

trast; slide pre

–

sentation unor

–

ganized; slide

effects detract

from the con

–

tent; missing

slide headings

or sub-head

–

ings (if required

for organiza

–

tion purposes);

missing

title/reference

slides.

14

points

Attractive but

somewhat dif

–

ficult to inter

–

pret; some

–

what pleasing

contrast be

–

tween text and

background,

slide presenta

–

tion may be

somewhat dis

–

organized;

transitions and

slide effects

detract from

the content;

may be missing

title or refer

–

ence slides; in

–

cluded slide

headings/sub-

headings may

detract from

presentation.

16

points

Attractive;

easy to inter

–

pret, pleasing

colors with

strong contrast

between text

and back

–

ground, slide

presentation

organized,

good use of

transitions and

slide effects

which enhance

the presenta

–

tion; both title

and reference

slides are

present. Slide

headings/sub-

headings are

used appropri

–

ately to orga

–

nize the

presentation.

points

20

Excellent use

of transitions

and effects

that enhance

the presenta

–

tion.

Presentation is

organized and

designed for

maximum im

–

pact of

content.

**Criterion Score**

Use of

Multimedia,

Graphics,

Diagrams,

and/or

Illustrations

Weight:

30

%

/ 30

0

points

Does not in

–

clude required

multimedia,

graphics, dia

–

grams, and/or

illustrations or

they are irrele

–

vant to topic or

detract from

slide content

or presentation

as a whole.

points

21

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are gen

–

erally relevant

but some may

not appropri

–

ately support

the slide

content.

24

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions are highly

relevant and

acceptably sup

–

port the slide

content; sized

and positioned

appropriately.

30

points

Required multi

–

media, graph

–

ics, diagrams,

and/or illustra

–

tions add clar

–

ity and sophis

–

tication to the

presentation

content; they

improve the ef

–

fectiveness of

the

presentation.

Total

/ 100

**Criterion Score**

Writing,

Mechanics,

and APA

Weight:

%

10

/ 10

0

points

Style is inap

–

propriate or

does not ad

–

dress given au

–

dience, pur

–

pose, etc.

Inconsistent

grammar, spell

–

ing, and punc

–

tuation; APA

format and

style are not

evident

throughout the

presentation.

7

points

Style is some

–

what appropri

–

ate to given

audience and

purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

There are miss

–

ing APA ele

–

ments or some

are incorrectly

formatted

throughout the

presentation.

8

points

Style is appro

–

priate to the

given audience

and purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical or ty

–

pographical er

–

rors are

present, but

are not overly

distracting.

Reference slide

and in-text ci

–

tations have

few formatting

errors.

points

10

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical and

typographical

errors.

Reference

slide and other

in-text cita

–

tions are for

–

matted cor

–

rectly using

APA elements.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/4

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403117/View 1/4

1/4

November 6, 2026
[Solved] Plan-Health Promotion

✓ Verified Academic Solution Available

Executive Solution Overview

Please see instructions **files (1)** – ## Assess1Healthpromotionplan.docx **## Assess1Healthpromotionplan.docx** **Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.** For this assessment, you…

Instant Solution Download
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Assignment Prompt & Instructions

Please see instructions

**files (1)**

– ## Assess1Healthpromotionplan.docx

**## Assess1Healthpromotionplan.docx**

**Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.**

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility.

To prepare for this assessment, first select a health concern or health need from the
[Assessment01-Health Promotion Plan](file:///C:/Users/Angel/Downloads/nurs-fpx4060-assessment-01-supplement-health-promotion-plan-C.pdf) resource.

· Consider the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community.

· Then investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.

In addition, you are encouraged to:

· Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.

· Review the MacLeod article, “
[Making SMART Goals Smarter](http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1284082621%3Faccountid%3D27965).”

To complete your hypothetical health promotion plan, please use the following outline to guide your work:

**Health Promotion Plan**

· To begin, first select a health issue or need that will be the focus of your assessment from the
[Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520?wrap=1) [Download Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520/download?download_frd=1) resource.

· After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.

· Create a scenario as if this project were being completed face-to-face.

· Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).

· Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.

· Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.

· Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.

· Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).

· Identify the individual or group's current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.

· Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

**Document Format and Length**

**Your health promotion plan should be 3–4 pages in length.**

**Supporting Evidence**

**Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.**

**Graded Requirements**

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

·
**Analyze the health concern that is the focus of your health promotion plan.**

·
**Consider underlying assumptions and points of uncertainty in your analysis.**

·
**Explain why a health concern is important for health promotion within a specific population.**

·
**Examine current population health data.**

·
**Consider the factors that contribute to health, health disparities, and access to services.**

·
**Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.**

·
**Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

·
**Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.**

·
**Write with a specific purpose and audience in mind.**

·
**Adhere to scholarly and disciplinary writing standards and APA formatting requirements.**

PLeTo complete your hypothetical health promotion plan, please use the following outline to guide your work:

**Health Promotion Plan**

· To begin, first select a health issue or need that will be the focus of your assessment from the
[Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520?wrap=1) [Download Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520/download?download_frd=1) resource.

· After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.

· Create a scenario as if this project were being completed face-to-face.

· Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).

· Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.

· Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.

· Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.

· Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).

· Identify the individual or group's current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.

· Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

**Document Format and Length**

Your health promotion plan should be 3–4 pages in length.

**Supporting Evidence**

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

**Graded Requirements**

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Analyze the health concern that is the focus of your health promotion plan.

· Consider underlying assumptions and points of uncertainty in your analysis.

· Explain why a health concern is important for health promotion within a specific population.

· Examine current population health data.

· Consider the factors that contribute to health, health disparities, and access to services.

· Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Please use credible sources/NO AI. TY!**

**## Assess1Healthpromotionplan.docx**

**Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.**

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility.

To prepare for this assessment, first select a health concern or health need from the
[Assessment01-Health Promotion Plan](file:///C:/Users/Angel/Downloads/nurs-fpx4060-assessment-01-supplement-health-promotion-plan-C.pdf) resource.

· Consider the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community.

· Then investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.

In addition, you are encouraged to:

· Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.

· Review the MacLeod article, “
[Making SMART Goals Smarter](http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1284082621%3Faccountid%3D27965).”

To complete your hypothetical health promotion plan, please use the following outline to guide your work:

**Health Promotion Plan**

· To begin, first select a health issue or need that will be the focus of your assessment from the
[Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520?wrap=1) [Download Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520/download?download_frd=1) resource.

· After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.

· Create a scenario as if this project were being completed face-to-face.

· Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).

· Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.

· Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.

· Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.

· Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).

· Identify the individual or group's current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.

· Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

**Document Format and Length**

**Your health promotion plan should be 3–4 pages in length.**

**Supporting Evidence**

**Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.**

**Graded Requirements**

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

·
**Analyze the health concern that is the focus of your health promotion plan.**

·
**Consider underlying assumptions and points of uncertainty in your analysis.**

·
**Explain why a health concern is important for health promotion within a specific population.**

·
**Examine current population health data.**

·
**Consider the factors that contribute to health, health disparities, and access to services.**

·
**Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.**

·
**Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

·
**Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.**

·
**Write with a specific purpose and audience in mind.**

·
**Adhere to scholarly and disciplinary writing standards and APA formatting requirements.**

PLeTo complete your hypothetical health promotion plan, please use the following outline to guide your work:

**Health Promotion Plan**

· To begin, first select a health issue or need that will be the focus of your assessment from the
[Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520?wrap=1) [Download Assessment 01 Supplement: Health Promotion Plan [PDF]](https://courseroom.capella.edu/courses/67474/files/13483520/download?download_frd=1) resource.

· After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.

· Create a scenario as if this project were being completed face-to-face.

· Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).

· Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.

· Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.

· Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.

· Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).

· Identify the individual or group's current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.

· Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

**Document Format and Length**

Your health promotion plan should be 3–4 pages in length.

**Supporting Evidence**

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

**Graded Requirements**

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Analyze the health concern that is the focus of your health promotion plan.

· Consider underlying assumptions and points of uncertainty in your analysis.

· Explain why a health concern is important for health promotion within a specific population.

· Examine current population health data.

· Consider the factors that contribute to health, health disparities, and access to services.

· Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Please use credible sources/NO AI. TY!**

November 6, 2026
[Solved] Apply nursing science principles in practice.

✓ Verified Academic Solution Available

Executive Solution Overview

Apply nursing science principles in practice.

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Assignment Prompt & Instructions

Apply nursing science principles in practice.

November 6, 2026
[Solved] Plan

✓ Verified Academic Solution Available

Executive Solution Overview

Please see instructions **files (1)** – ## assess1coordinationplan.docx **## assess1coordinationplan.docx** **Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify a…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

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Order on TutorsGallery →

Assignment Prompt & Instructions

Please see instructions

**files (1)**

– ## assess1coordinationplan.docx

**## assess1coordinationplan.docx**

**Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care**.

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

**Develop the Preliminary Care Coordination Plan**

**Complete the following**:

Select one of the health concerns in the Assessment 01 Supplement: Preliminary Care Coordination Plan (
**Food Insecurity**)
[Preliminary Care Coordination plan](file:///C:/Users/Angel/Downloads/nurs-fpx4050-assessment-01-supplement-preliminary-care-coordination-plan-C.pdf) resource as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs.

Identify available community resources for a safe and effective continuum of care.

**Document Format and Length**

Your preliminary plan should be an
**APA scholarly paper, 3–4 pages in length.**

Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.

**Include a list of possible community resources that can be used (In Florida)**

Be sure to review the scoring guide to make sure all criteria are addressed in your paper.

Study the subtle differences between basic, proficient, and distinguished.

**Supporting Evidence**

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

**Grading Requirements**

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze your selected health concern and the associated best practices for health improvement.

Cite supporting evidence for best practices.

Consider underlying assumptions and points of uncertainty in your analysis.

Describe specific goals that should be established to address the health care problem.

Identify available community resources for a safe and effective continuum of care.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Write with a specific purpose with your patient in mind.

Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

**Use credible sources, No AI. TY!**

**## assess1coordinationplan.docx**

**Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care**.

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

**Develop the Preliminary Care Coordination Plan**

**Complete the following**:

Select one of the health concerns in the Assessment 01 Supplement: Preliminary Care Coordination Plan (
**Food Insecurity**)
[Preliminary Care Coordination plan](file:///C:/Users/Angel/Downloads/nurs-fpx4050-assessment-01-supplement-preliminary-care-coordination-plan-C.pdf) resource as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs.

Identify available community resources for a safe and effective continuum of care.

**Document Format and Length**

Your preliminary plan should be an
**APA scholarly paper, 3–4 pages in length.**

Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.

**Include a list of possible community resources that can be used (In Florida)**

Be sure to review the scoring guide to make sure all criteria are addressed in your paper.

Study the subtle differences between basic, proficient, and distinguished.

**Supporting Evidence**

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

**Grading Requirements**

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze your selected health concern and the associated best practices for health improvement.

Cite supporting evidence for best practices.

Consider underlying assumptions and points of uncertainty in your analysis.

Describe specific goals that should be established to address the health care problem.

Identify available community resources for a safe and effective continuum of care.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Write with a specific purpose with your patient in mind.

Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

**Use credible sources, No AI. TY!**

November 6, 2026
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#### Instructions: Develop a culture-specific adaptation of Leininger's Semi-structural Inquiry Guide Enabler to Assess Culture Care and Health for a diverse culture by you selectedContribute a minimum of 2 pages. It should include at least 3 academic sources, formatted and cited in APA FORMAT WIHTI…

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#### Instructions:

Develop a culture-specific adaptation of Leininger's Semi-structural Inquiry Guide Enabler to Assess Culture Care and Health for a diverse culture by you selectedContribute a minimum of 2 pages. It should include at least 3 academic sources, formatted and cited in APA FORMAT WIHTIN THE PAST 5 YEARS WITH DOI# AND IN-TEXT CITATIONS

**Submission Instructions:**

**NO PLAGIARISM OR AI TEXT GREATER THAN 10%**

**DUE DATE AUGUST 25, 2026, THIS IS A DOCTORATE DEGREE ASSIGNMENT NEED TO MEET ALL REQUIREMENTS AND BE PROFESSIONAL IN CONTENT**

November 6, 2026
[Solved] DNP-YO

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Executive Solution Overview

#### Instructions: Develop a culture-specific adaptation of Leininger's Semi-structural Inquiry Guide Enabler to Assess Culture Care and Health for a diverse culture by you selectedContribute a minimum of 2 pages. It should include at least 3 academic sources, formatted and cited in APA FORMAT WIHTI…

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Assignment Prompt & Instructions

#### Instructions:

Develop a culture-specific adaptation of Leininger's Semi-structural Inquiry Guide Enabler to Assess Culture Care and Health for a diverse culture by you selectedContribute a minimum of 2 pages. It should include at least 3 academic sources, formatted and cited in APA FORMAT WIHTIN THE PAST 5 YEARS WITH DOI# AND IN-TEXT CITATIONS

**Submission Instructions:NO PLAGIARISM OR AI TEXT GREATER THAN 10%**

**DUE DATE AUGUST 25, 2026, THIS IS A DOCTORATE DEGREE ASSIGNMENT NEED TO MEET ALL REQUIREMENTS AND BE PROFESSIONAL IN CONTENT**

November 6, 2026
[Solved] Examine the neurophysiological

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Examine the neurophysiological

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Examine the neurophysiological

November 6, 2026
[Solved] unit 1 discussion

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see attached **files (3)** – ## 674unit1dqinstructions.docx – ## NU674_Readings.docx – NU674ClinicalSyllabus.pdf **## 674unit1dqinstructions.docx** As a way of introducing yourselves to the instructor and your peers, please create a detailed post that addresses the following prompts. This introduct…

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Assignment Prompt & Instructions

see attached

**files (3)**

– ## 674unit1dqinstructions.docx

– ## NU674_Readings.docx

– NU674ClinicalSyllabus.pdf

**## 674unit1dqinstructions.docx**

As a way of introducing yourselves to the instructor and your peers, please create a detailed post that addresses the following prompts. This introduction will help us get to know each other and begin fostering a collaborative learning environment:

1. Your Name: Share your preferred name and any pronouns you'd like us to use.

2. Professional Background: Describe your current position, including your role, setting, and any specific populations you serve. If you are not currently employed, share your expectations and goals upon completing the program.

3. Diagnostic Challenges: Reflect on the challenges you anticipate when formulating appropriate diagnoses. Consider factors such as complex presentations, comorbidities, or limited patient history.

4. Strategies for Overcoming Diagnostic Challenges: Outline your plans to address these challenges. What resources, techniques, or strategies will you utilize to improve your diagnostic accuracy?

5. Medication Management Concerns: Discuss any specific concerns you have regarding medication management. Consider challenges like monitoring side effects, drug interactions, or patient adherence.

6. Special Considerations for Geriatric Populations: Highlight the unique factors that must be considered when choosing medications for older adults, such as physiological changes, polypharmacy, or increased sensitivity to medications.

7. Areas of Discomfort with Geriatric Care: Identify any geriatric condition or aspect of care (e.g., dementia, delirium, chronic pain) that you feel less confident managing. Propose steps you can take to build your knowledge and skills in this area.

8. Personal Learning Goals: Share what you hope to achieve in this course and how you plan to integrate the knowledge into your practice.

**## NU674_Readings.docx**

![Purdue Global logo.](https://www.sweetstudy.com/questions/unit-1-discussion-20982737)

## NU674 Reading

### Unit 1 Reading and Resources

#### Textbook Reading

International Society of Psychiatric-Mental Health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_(3rd ed.). American Nurses Association.

· Scope of Practice of the Psychiatric Mental Health Nurse Practitioner, pp. 1–56

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

· Section III: “Emerging Measures and Models: Assessment Measures”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_(6th ed.). American Psychiatric Association Publishing.

· Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

· Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

· Chapter 3: “Genomics in Geriatric Psychiatry”

· Chapter 4: “The Psychiatric Interview of Older Adults”

### Unit 2 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Trauma-and Stressor-Related Disorders & Dissociative Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 10: “Trauma- and Stressor-Related Disorders”

· Chapter 11: “Dissociative Disorders”

· Chapter 12: “Somatic Symptom and Related Disorders”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 13: “Somatic Symptom and Related Disorders”

### Unit 3 Reading and Resources

#### Textbook Reading

International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_(3rd ed.). American Nurses Association.

· Standards of Psychiatric Mental Health Nursing, pp. 59–78

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

· Section II: Gender Dysphoria, pgs. 511-520

· Section III: “Emerging Measures and Models: Culture and Psychiatric Diagnoses” pgs. 841-880

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 31: “Global and Cultural Issues in Psychiatry”

· Chapter 32: “Normal Development and Aging”

· Chapter 33: “Contributions from the Neurosciences”

· Chapter 34: “Contributions from the Behavioral and Social Sciences”

· Chapter 35: “A Brief History of Psychiatry”

· Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

· Chapter 30: “Community Psychiatry”

· Chapter 34: “Contributions of the Behavioral and Social Sciences” 34.1-34.3 (pgs. 1007-1057)

### Unit 4 Reading and Resources

#### Textbook Reading

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

· Chapter 25. “Consultation to Other Disciplines”

· Chapter 26. “Level of Care”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_(6th ed.). American Psychiatric Association Publishing.

· Chapter 19: “Agitation in Older Adults”

· Chapter 24: “Clinical Psychiatry in the Nursing Home”

· Chapter 26: “Ethics in Geriatric Mental Health”

### Unit 5 Reading and Resources

#### Textbook Reading

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 4: “Substance Use and Addictive Disorders”

· Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Substance-Related and Addictive Disorders

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 17: “Substance-Related and Addictive Disorders”

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_(25th ed.). Hogrefe Publishing.

· Drugs of Abuse

· Treatment of Substance Use Disorders

### Unit 6 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_(5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Bipolar and Related Disorders

· Depressive Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 6: “Bipolar Disorders”

· Chapter 7: “Depressive Disorders”

· Chapter 21.2: “Antidepressants”

· Chapter 21.3: “Mood Stabilizers”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 9: “Depressive Disorders”

· Chapter 10: “Bipolar and Related Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Antidepressants

· Mood stabilizers

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Antidepressants

· Mood Stabilizers

### Unit 7 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Anxiety Disorders

· Obsessive-Compulsive and Related Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 8: “Anxiety Disorders”

· Chapter 9: “Obsessive-Compulsive and Related Disorders”

· Chapter 21.4: “Anxiolytics”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Anxiolytics

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Anxiolytic (Antianxiety) Agents

### Unit 8 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Schizophrenia Spectrum and Other Psychotic Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

· Chapter 21.1: “Antipsychotics”

· Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Antipsychotics

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Antipsychotics

· Antipsychotic-Induced Extrapyramidal Side Effects and Their Management

### Unit 9 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_(5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Neurocognitive Disorders

· Personality Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 3: “Neurocognitive Disorders”

· Chapter 21.8: “Drugs Used for Cognitive Enhancement”

· Chapter 29: “End-of-Life Issues and Palliative Care”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

· Chapter 7: “Delirium”

· Chapter 8: “Dementia and Mild Neurocognitive Disorders”

· Chapter 14: “Sexuality and Aging”

· Chapter 15: “Bereavement”

· Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

· Chapter 18: “Personality Disorders”

· Chapter 23: “Working With Families of Older Adults”

· Chapter 26: “Ethics in Geriatric Mental Health”

Stahl, S. M. (2021).
_Prescriber’s Guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Cognitive enhancers

· Dementia treatments

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Drugs for Treatment of Dementia

### Unit 10 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Paraphilic Disorders

· Other Mental Disorders and Additional Codes

· Medication-Induced Movement Disorders and Other Adverse Effects of Medication

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 16: “Human Sexuality and Sexual Dysfunctions”

· Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

International Society of Psychiatric-Mental Health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_ (3rd ed.). American Nurses Association.

· Standards of Professional Performance pp. 79–92

## image1.jpg

**NU674ClinicalSyllabus.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu674clinicalsyllabus-pdf)

**NU674ClinicalSyllabus.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu674clinicalsyllabus-pdf)

**## 674unit1dqinstructions.docx**

As a way of introducing yourselves to the instructor and your peers, please create a detailed post that addresses the following prompts. This introduction will help us get to know each other and begin fostering a collaborative learning environment:

1. Your Name: Share your preferred name and any pronouns you'd like us to use.

2. Professional Background: Describe your current position, including your role, setting, and any specific populations you serve. If you are not currently employed, share your expectations and goals upon completing the program.

3. Diagnostic Challenges: Reflect on the challenges you anticipate when formulating appropriate diagnoses. Consider factors such as complex presentations, comorbidities, or limited patient history.

4. Strategies for Overcoming Diagnostic Challenges: Outline your plans to address these challenges. What resources, techniques, or strategies will you utilize to improve your diagnostic accuracy?

5. Medication Management Concerns: Discuss any specific concerns you have regarding medication management. Consider challenges like monitoring side effects, drug interactions, or patient adherence.

6. Special Considerations for Geriatric Populations: Highlight the unique factors that must be considered when choosing medications for older adults, such as physiological changes, polypharmacy, or increased sensitivity to medications.

7. Areas of Discomfort with Geriatric Care: Identify any geriatric condition or aspect of care (e.g., dementia, delirium, chronic pain) that you feel less confident managing. Propose steps you can take to build your knowledge and skills in this area.

8. Personal Learning Goals: Share what you hope to achieve in this course and how you plan to integrate the knowledge into your practice.

**## NU674_Readings.docx**

![Purdue Global logo.](https://www.sweetstudy.com/questions/unit-1-discussion-20982737)

## NU674 Reading

### Unit 1 Reading and Resources

#### Textbook Reading

International Society of Psychiatric-Mental Health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_(3rd ed.). American Nurses Association.

· Scope of Practice of the Psychiatric Mental Health Nurse Practitioner, pp. 1–56

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

· Section III: “Emerging Measures and Models: Assessment Measures”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_(6th ed.). American Psychiatric Association Publishing.

· Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

· Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

· Chapter 3: “Genomics in Geriatric Psychiatry”

· Chapter 4: “The Psychiatric Interview of Older Adults”

### Unit 2 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Trauma-and Stressor-Related Disorders & Dissociative Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 10: “Trauma- and Stressor-Related Disorders”

· Chapter 11: “Dissociative Disorders”

· Chapter 12: “Somatic Symptom and Related Disorders”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 13: “Somatic Symptom and Related Disorders”

### Unit 3 Reading and Resources

#### Textbook Reading

International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_(3rd ed.). American Nurses Association.

· Standards of Psychiatric Mental Health Nursing, pp. 59–78

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

· Section II: Gender Dysphoria, pgs. 511-520

· Section III: “Emerging Measures and Models: Culture and Psychiatric Diagnoses” pgs. 841-880

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 31: “Global and Cultural Issues in Psychiatry”

· Chapter 32: “Normal Development and Aging”

· Chapter 33: “Contributions from the Neurosciences”

· Chapter 34: “Contributions from the Behavioral and Social Sciences”

· Chapter 35: “A Brief History of Psychiatry”

· Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

· Chapter 30: “Community Psychiatry”

· Chapter 34: “Contributions of the Behavioral and Social Sciences” 34.1-34.3 (pgs. 1007-1057)

### Unit 4 Reading and Resources

#### Textbook Reading

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

· Chapter 25. “Consultation to Other Disciplines”

· Chapter 26. “Level of Care”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_(6th ed.). American Psychiatric Association Publishing.

· Chapter 19: “Agitation in Older Adults”

· Chapter 24: “Clinical Psychiatry in the Nursing Home”

· Chapter 26: “Ethics in Geriatric Mental Health”

### Unit 5 Reading and Resources

#### Textbook Reading

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 4: “Substance Use and Addictive Disorders”

· Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Substance-Related and Addictive Disorders

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 17: “Substance-Related and Addictive Disorders”

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_(25th ed.). Hogrefe Publishing.

· Drugs of Abuse

· Treatment of Substance Use Disorders

### Unit 6 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_(5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Bipolar and Related Disorders

· Depressive Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 6: “Bipolar Disorders”

· Chapter 7: “Depressive Disorders”

· Chapter 21.2: “Antidepressants”

· Chapter 21.3: “Mood Stabilizers”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 9: “Depressive Disorders”

· Chapter 10: “Bipolar and Related Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Antidepressants

· Mood stabilizers

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Antidepressants

· Mood Stabilizers

### Unit 7 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Anxiety Disorders

· Obsessive-Compulsive and Related Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 8: “Anxiety Disorders”

· Chapter 9: “Obsessive-Compulsive and Related Disorders”

· Chapter 21.4: “Anxiolytics”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Anxiolytics

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Anxiolytic (Antianxiety) Agents

### Unit 8 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Schizophrenia Spectrum and Other Psychotic Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

· Chapter 21.1: “Antipsychotics”

· Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Antipsychotics

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Antipsychotics

· Antipsychotic-Induced Extrapyramidal Side Effects and Their Management

### Unit 9 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_(5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Neurocognitive Disorders

· Personality Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 3: “Neurocognitive Disorders”

· Chapter 21.8: “Drugs Used for Cognitive Enhancement”

· Chapter 29: “End-of-Life Issues and Palliative Care”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

· Chapter 7: “Delirium”

· Chapter 8: “Dementia and Mild Neurocognitive Disorders”

· Chapter 14: “Sexuality and Aging”

· Chapter 15: “Bereavement”

· Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

· Chapter 18: “Personality Disorders”

· Chapter 23: “Working With Families of Older Adults”

· Chapter 26: “Ethics in Geriatric Mental Health”

Stahl, S. M. (2021).
_Prescriber’s Guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Cognitive enhancers

· Dementia treatments

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Drugs for Treatment of Dementia

### Unit 10 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Paraphilic Disorders

· Other Mental Disorders and Additional Codes

· Medication-Induced Movement Disorders and Other Adverse Effects of Medication

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 16: “Human Sexuality and Sexual Dysfunctions”

· Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

International Society of Psychiatric-Mental Health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_ (3rd ed.). American Nurses Association.

· Standards of Professional Performance pp. 79–92

## image1.jpg

**NU674ClinicalSyllabus.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu674clinicalsyllabus-pdf)

**## 674unit1dqinstructions.docx**

As a way of introducing yourselves to the instructor and your peers, please create a detailed post that addresses the following prompts. This introduction will help us get to know each other and begin fostering a collaborative learning environment:

1. Your Name: Share your preferred name and any pronouns you'd like us to use.

2. Professional Background: Describe your current position, including your role, setting, and any specific populations you serve. If you are not currently employed, share your expectations and goals upon completing the program.

3. Diagnostic Challenges: Reflect on the challenges you anticipate when formulating appropriate diagnoses. Consider factors such as complex presentations, comorbidities, or limited patient history.

4. Strategies for Overcoming Diagnostic Challenges: Outline your plans to address these challenges. What resources, techniques, or strategies will you utilize to improve your diagnostic accuracy?

5. Medication Management Concerns: Discuss any specific concerns you have regarding medication management. Consider challenges like monitoring side effects, drug interactions, or patient adherence.

6. Special Considerations for Geriatric Populations: Highlight the unique factors that must be considered when choosing medications for older adults, such as physiological changes, polypharmacy, or increased sensitivity to medications.

7. Areas of Discomfort with Geriatric Care: Identify any geriatric condition or aspect of care (e.g., dementia, delirium, chronic pain) that you feel less confident managing. Propose steps you can take to build your knowledge and skills in this area.

8. Personal Learning Goals: Share what you hope to achieve in this course and how you plan to integrate the knowledge into your practice.

**## NU674_Readings.docx**

![Purdue Global logo.](https://www.sweetstudy.com/questions/unit-1-discussion-20982737)

## NU674 Reading

### Unit 1 Reading and Resources

#### Textbook Reading

International Society of Psychiatric-Mental Health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_(3rd ed.). American Nurses Association.

· Scope of Practice of the Psychiatric Mental Health Nurse Practitioner, pp. 1–56

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

· Section III: “Emerging Measures and Models: Assessment Measures”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_(6th ed.). American Psychiatric Association Publishing.

· Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

· Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

· Chapter 3: “Genomics in Geriatric Psychiatry”

· Chapter 4: “The Psychiatric Interview of Older Adults”

### Unit 2 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Trauma-and Stressor-Related Disorders & Dissociative Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 10: “Trauma- and Stressor-Related Disorders”

· Chapter 11: “Dissociative Disorders”

· Chapter 12: “Somatic Symptom and Related Disorders”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 13: “Somatic Symptom and Related Disorders”

### Unit 3 Reading and Resources

#### Textbook Reading

International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_(3rd ed.). American Nurses Association.

· Standards of Psychiatric Mental Health Nursing, pp. 59–78

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

· Section II: Gender Dysphoria, pgs. 511-520

· Section III: “Emerging Measures and Models: Culture and Psychiatric Diagnoses” pgs. 841-880

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 31: “Global and Cultural Issues in Psychiatry”

· Chapter 32: “Normal Development and Aging”

· Chapter 33: “Contributions from the Neurosciences”

· Chapter 34: “Contributions from the Behavioral and Social Sciences”

· Chapter 35: “A Brief History of Psychiatry”

· Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

· Chapter 30: “Community Psychiatry”

· Chapter 34: “Contributions of the Behavioral and Social Sciences” 34.1-34.3 (pgs. 1007-1057)

### Unit 4 Reading and Resources

#### Textbook Reading

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

· Chapter 25. “Consultation to Other Disciplines”

· Chapter 26. “Level of Care”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_(6th ed.). American Psychiatric Association Publishing.

· Chapter 19: “Agitation in Older Adults”

· Chapter 24: “Clinical Psychiatry in the Nursing Home”

· Chapter 26: “Ethics in Geriatric Mental Health”

### Unit 5 Reading and Resources

#### Textbook Reading

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 4: “Substance Use and Addictive Disorders”

· Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Substance-Related and Addictive Disorders

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 17: “Substance-Related and Addictive Disorders”

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_(25th ed.). Hogrefe Publishing.

· Drugs of Abuse

· Treatment of Substance Use Disorders

### Unit 6 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_(5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Bipolar and Related Disorders

· Depressive Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 6: “Bipolar Disorders”

· Chapter 7: “Depressive Disorders”

· Chapter 21.2: “Antidepressants”

· Chapter 21.3: “Mood Stabilizers”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 9: “Depressive Disorders”

· Chapter 10: “Bipolar and Related Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Antidepressants

· Mood stabilizers

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Antidepressants

· Mood Stabilizers

### Unit 7 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Anxiety Disorders

· Obsessive-Compulsive and Related Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 8: “Anxiety Disorders”

· Chapter 9: “Obsessive-Compulsive and Related Disorders”

· Chapter 21.4: “Anxiolytics”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Anxiolytics

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Anxiolytic (Antianxiety) Agents

### Unit 8 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Schizophrenia Spectrum and Other Psychotic Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

· Chapter 21.1: “Antipsychotics”

· Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

Stahl, S. M. (2021).
_Prescriber’s guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Antipsychotics

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Antipsychotics

· Antipsychotic-Induced Extrapyramidal Side Effects and Their Management

### Unit 9 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_(5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Neurocognitive Disorders

· Personality Disorders

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 3: “Neurocognitive Disorders”

· Chapter 21.8: “Drugs Used for Cognitive Enhancement”

· Chapter 29: “End-of-Life Issues and Palliative Care”

American Psychiatric Association. (2022).
_The American Psychiatric Association publishing textbook of geriatric psychiatry_ (6th ed.). American Psychiatric Association Publishing.

· Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

· Chapter 7: “Delirium”

· Chapter 8: “Dementia and Mild Neurocognitive Disorders”

· Chapter 14: “Sexuality and Aging”

· Chapter 15: “Bereavement”

· Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

· Chapter 18: “Personality Disorders”

· Chapter 23: “Working With Families of Older Adults”

· Chapter 26: “Ethics in Geriatric Mental Health”

Stahl, S. M. (2021).
_Prescriber’s Guide: Stahl’s essential psychopharmacology_ (7th ed.). Cambridge University Press.

Refer to the index by class for the medication list.

· Cognitive enhancers

· Dementia treatments

Procyshyn, R. M., Bezchlibnyk-Butler, K. Z., & Kim, D. D. (2023).
_Clinical handbook of psychotropic drugs_ (25th ed.). Hogrefe Publishing.

· Drugs for Treatment of Dementia

### Unit 10 Reading and Resources

#### Textbook Reading

American Psychiatric Association. (2022).
_Diagnostic and statistical manual of mental disorders: Text revision (DSM-5-TR®)_ (5th ed.). American Psychiatric Association Publishing.

Section II: “Diagnostic Criteria and Codes”

· Paraphilic Disorders

· Other Mental Disorders and Additional Codes

· Medication-Induced Movement Disorders and Other Adverse Effects of Medication

Boland, R., Verduin, M., & Ruiz, P. (2022).
_Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Lippincott Williams & Wilkins.

· Chapter 16: “Human Sexuality and Sexual Dysfunctions”

· Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

International Society of Psychiatric-Mental Health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022).
_Psychiatric-mental health nursing: Scope and standards of practice_ (3rd ed.). American Nurses Association.

· Standards of Professional Performance pp. 79–92

## image1.jpg

**NU674ClinicalSyllabus.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu674clinicalsyllabus-pdf)

November 6, 2026
[Solved] Which chronic mental health conditions are commonly encountered in clinical practice?

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Which chronic mental health conditions are commonly encountered in clinical practice?

November 6, 2026