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Tag: Care Plans, Pathophysiology & Pharmacology

  • [Solved] Similarities and Differences

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **What similarities (and differences) do these religions share amongst each other regarding their teachings of a specific topic?** Using the selected theme below recapitulate each religion’s teaching on that particular theme. Complete a comparative analysis on the significant similarities that each …

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    Assignment Prompt & Instructions

    **What similarities (and differences) do these religions share amongst each other regarding their teachings of a specific topic?**

    Using the selected theme below recapitulate each religion’s teaching on that particular theme. Complete a comparative analysis on the significant similarities that each religion has with _**Catholicism specifically – not just Christianity**_ in light of the topic as well as delineate their distinct differences. Once you have completed the comparative analysis, you will reflect on the following question:

    1. How can (or how has) the knowledge gleaned in this report and in this course change(d) your perspective/outlook on dialogue with people of other faiths?
    – You can share a personal experience that you have had with someone of a different faith background or how you think having a better understanding of these different teachings will help shape your future interactions with people of different faiths.

    **Selected Theme:**

    – Eschatology – End Times
    – Death and the Afterlife
    – Final Judgement

    **Instructions:** Adhere to the outline and page length requirements below.

    1. **Introduction of the Selected Theme (.25-.5 page)**
    1. Identify the selected theme
    2. Describe the theme is in general – not related to a specific religion
    3. Explain why you selected the specific theme
    1. Ex. You find the theme intriguing and you wanted to learn more about it
    2. **Explanation of the Theme in Catholicism (.5 page)**
    3. **Explanation of the Theme in Judaism (.5 page)**
    4. **Explanation of the Theme in Islam (.5 page)**
    5. **Explanation of the Theme in Hinduism (.5 page)**
    6. **Explanation of the Theme in Buddhism (.5 page)**
    7. **Similarities with Catholicism (1 page)**
    1. Identify and describe at least one similarity that _**each religion**_ (Judaism, Islam, Hinduism, Buddhism) has to Catholicism in the context of the selected theme.

    1. These similarities can be vague or extremely specific as long as it relates back to the selected theme.
    8. **Differences with Catholicism (1 page)**
    1. Characterize at least one difference that _**each religion**_ (Judaism, Islam, Hinduism, Buddhism) has to Catholicism in the context of the selected theme.

    1. These differences can be vague or extremely specific as long as it relates back to the selected theme
    9. **Concluding Reflection (.5 page)**
    1. Answer the following question: How can (or how has) the knowledge gleaned in this report and in this course change(d) your perspective/outlook on dialogue with people of other faiths?
    1. No citations needed for this section

    **Submission Instructions:**

    – The following guidelines must be followed.
    – This post must be typed in 12 pt. Times New Roman font & double-spaced.
    – Each section of the post must include a section title on a separate line (ex: Islamic Symbols, Beliefs and Practices, etc.).
    – Each section must incorporate at least 2 direct quotations with appropriate footnotes from the course text ( _World RELG4: Introduction to World Religions_)

    Van Voorst, Robert E. World RELG4: _Introduction to World Religions (4th ed.)_. Boston: Cengage MindTap, 2018. **ISBN: 9780357701010**  or one of the databases/encyclopedias available through St. Thomas University Library. You may also find it beneficial to refer to the resources posted on Canvas.
    – The post should be formatted per current CMOS and adhere to the page length requirements outlined above.
    – The post will be assessed through Turnitin.

  • [Solved] Lorem, Ipsum

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## PopulationhealthUnit5.docx **## PopulationhealthUnit5.docx** Population Health Proposal: Part 1 – Problem Instructions The first step in addressing any population health issue is clear identification of the problem. Identification of a population health problem typically makes use…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## PopulationhealthUnit5.docx

    **## PopulationhealthUnit5.docx**

    Population Health Proposal: Part 1 – Problem

    Instructions

    The first step in addressing any population health issue is clear identification of the problem. Identification of a population health problem typically makes use of population data, which can be generated locally – such as by a specific practice, health care, or public health system – or through regional or state data aggregation such as through the
    [County Health Rankings.Links to an external site.](https://www.countyhealthrankings.org/explore-health-rankings). Once researchers use data to amass compelling evidence of a health problem, interventions can be designed to address that problem.

    The Population Health Proposal – Part 1 assignment will be constructed in a paper formatted consistent with 7th edition APA guidelines.

    A typical Problem Identification Paper is about 3-5 pages long (not including tile and references pages).

    The paper should include the following:

    · A title that reflects the problem or issue

    · An introduction to the population that you defined for the week 4 presentation assignment.

    ·
    **A sufficiently detailed description** (using the data you sourced about the population)
    **of the significant health or health-related problem** you identified for this group from the week 1 discussion assignment.
    **NOTE:** you are required to cite the source of the data utilized to identify the significant health or health-related problem.

    · A discussion of the implications of the
    **significant health risk or health-related problem** for the identified population (supported with scholarly resources).

    · A discussion of the implications of not addressing the identified significant health or health-related problem (e.g. what could it mean if the problem is not addressed).

    · A reference list with sources matching all in-text citations.

    **The assignment requires you to upload a file of the full-text article for all of your resources for faculty to review. The assignment will earn no more than "emerging" points for supporting evidence and analysis without the PDFs of all listed articles.**

    **## PopulationhealthUnit5.docx**

    Population Health Proposal: Part 1 – Problem

    Instructions

    The first step in addressing any population health issue is clear identification of the problem. Identification of a population health problem typically makes use of population data, which can be generated locally – such as by a specific practice, health care, or public health system – or through regional or state data aggregation such as through the
    [County Health Rankings.Links to an external site.](https://www.countyhealthrankings.org/explore-health-rankings). Once researchers use data to amass compelling evidence of a health problem, interventions can be designed to address that problem.

    The Population Health Proposal – Part 1 assignment will be constructed in a paper formatted consistent with 7th edition APA guidelines.

    A typical Problem Identification Paper is about 3-5 pages long (not including tile and references pages).

    The paper should include the following:

    · A title that reflects the problem or issue

    · An introduction to the population that you defined for the week 4 presentation assignment.

    ·
    **A sufficiently detailed description** (using the data you sourced about the population)
    **of the significant health or health-related problem** you identified for this group from the week 1 discussion assignment.
    **NOTE:** you are required to cite the source of the data utilized to identify the significant health or health-related problem.

    · A discussion of the implications of the
    **significant health risk or health-related problem** for the identified population (supported with scholarly resources).

    · A discussion of the implications of not addressing the identified significant health or health-related problem (e.g. what could it mean if the problem is not addressed).

    · A reference list with sources matching all in-text citations.

    **The assignment requires you to upload a file of the full-text article for all of your resources for faculty to review. The assignment will earn no more than "emerging" points for supporting evidence and analysis without the PDFs of all listed articles.**

  • [Solved] Policy Analysis PowerPoint

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Policy Analysis PowerPoint** **files (2)** – ## Module5Assignment.docx – ## Module5Assignment-RUBRIC.docx **## Module5Assignment.docx** **Assignment Description:** **Policy Analysis PowerPoint** Based on what you have learned so far in this course, create a PowerPoint presentation that addresses e…

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    Assignment Prompt & Instructions

    **Policy Analysis PowerPoint**

    **files (2)**

    – ## Module5Assignment.docx

    – ## Module5Assignment-RUBRIC.docx

    **## Module5Assignment.docx**

    **Assignment Description:**

    **Policy Analysis PowerPoint**

    Based on what you have learned so far in this course, 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
    **FOUR (4)** 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.

    Create a PowerPoint of a current health policy affecting your local community or state, national or globally. Expect that you would be resenting this to a legislator or other decision-making body. The PowerPoint must include the following slides:

    · Title (1 slide)

    · Introduction and why the policy is an issue (4 slides)

    · Identify the impact on the target population (3 slides)

    · Your analysis of the pros and cons of the policy (5 slides)

    · the impact of the policy implementation (5 slides)

    · References (1 slide)

    Include a voice narration of the product and include the transcript of what is narrated. A minimum
    **of FOUR references should appear on the product.**

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

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

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

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

    ·
    **Length**: 20 – 22 slides

    ·
    **Structure**: PowerPoint

    ·
    **References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least
    **FOUR (4) scholarly sources to** support your claims.

    **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.**

    Required Resources

    Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN. Read chapters 7 AND 8.

    **This is my Project Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **## Module5Assignment-RUBRIC.docx**

    7/19/26, 5:48 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    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/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    7

    points

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    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/6403111/View 1/4

    1/4

    **## Module5Assignment-RUBRIC.docx**

    7/19/26, 5:48 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    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/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    7

    points

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    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/6403111/View 1/4

    1/4

    **## Module5Assignment.docx**

    **Assignment Description:**

    **Policy Analysis PowerPoint**

    Based on what you have learned so far in this course, 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
    **FOUR (4)** 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.

    Create a PowerPoint of a current health policy affecting your local community or state, national or globally. Expect that you would be resenting this to a legislator or other decision-making body. The PowerPoint must include the following slides:

    · Title (1 slide)

    · Introduction and why the policy is an issue (4 slides)

    · Identify the impact on the target population (3 slides)

    · Your analysis of the pros and cons of the policy (5 slides)

    · the impact of the policy implementation (5 slides)

    · References (1 slide)

    Include a voice narration of the product and include the transcript of what is narrated. A minimum
    **of FOUR references should appear on the product.**

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

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

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

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

    ·
    **Length**: 20 – 22 slides

    ·
    **Structure**: PowerPoint

    ·
    **References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least
    **FOUR (4) scholarly sources to** support your claims.

    **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.**

    Required Resources

    Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN. Read chapters 7 AND 8.

    **This is my Project Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **## Module5Assignment-RUBRIC.docx**

    7/19/26, 5:48 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    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/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    7

    points

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    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/6403111/View 1/4

    1/4

    **## Module5Assignment.docx**

    **Assignment Description:**

    **Policy Analysis PowerPoint**

    Based on what you have learned so far in this course, 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
    **FOUR (4)** 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.

    Create a PowerPoint of a current health policy affecting your local community or state, national or globally. Expect that you would be resenting this to a legislator or other decision-making body. The PowerPoint must include the following slides:

    · Title (1 slide)

    · Introduction and why the policy is an issue (4 slides)

    · Identify the impact on the target population (3 slides)

    · Your analysis of the pros and cons of the policy (5 slides)

    · the impact of the policy implementation (5 slides)

    · References (1 slide)

    Include a voice narration of the product and include the transcript of what is narrated. A minimum
    **of FOUR references should appear on the product.**

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

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

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

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

    ·
    **Length**: 20 – 22 slides

    ·
    **Structure**: PowerPoint

    ·
    **References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least
    **FOUR (4) scholarly sources to** support your claims.

    **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.**

    Required Resources

    Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN. Read chapters 7 AND 8.

    **This is my Project Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **## Module5Assignment-RUBRIC.docx**

    7/19/26, 5:48 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    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/Quality

    of Information

    Weight: 40%

    / 40

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    not based on schol

    –

    arly information (if

    required), unclear

    and difficult to un

    –

    derstand, no hyper

    –

    links to credible

    sites; did not include

    required assignment

    components; slide

    notes missing (if

    required).

    28

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but not based on

    scholarly informa

    –

    tion (if required);

    mostly clear and un

    –

    derstandable; may

    contain hyperlinks

    to non-credible

    sites; some of re

    –

    quired assignment

    components are

    present; minimal use

    of slide notes (if

    required).

    32

    points

    Good coverage of

    topic and appropri

    –

    ate to assignment;

    sound, research-

    based (if required)

    information; clear

    and understandable;

    hyperlinks to credi

    –

    ble sites; all required

    assignment compo

    –

    nents are accurate

    and present; slide

    notes used appro

    –

    priately (if required).

    40

    points

    In-depth coverage

    of topic and assign

    –

    ment components;

    outstanding clarity

    of information; de

    –

    tailed slide notes

    ensure all required

    content is well ex

    –

    plained (if required).

    | | | | | | |
    | — | — | — | — | — | — |
    | Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |

    Total

    / 100

    Writing,

    Mechanics, and

    APA Weight:

    %

    10

    / 10

    0

    points

    Style is inappropri

    –

    ate or does not ad

    –

    dress given audi

    –

    ence, purpose, etc.

    Inconsistent gram

    –

    mar, spelling, and

    punctuation; APA

    format and style are

    not evident

    throughout the

    presentation.

    7

    points

    Style is somewhat

    appropriate to given

    audience and pur

    –

    pose. Repetitive me

    –

    chanical errors dis

    –

    tract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present. There are

    missing APA ele

    –

    ments or some are

    incorrectly format

    –

    ted throughout the

    presentation.

    points

    8

    Style is appropriate

    to the given audi

    –

    ence and purpose.

    Word choice is spe

    –

    cific and purposeful,

    and somewhat var

    –

    ied throughout.

    Minimal mechanical

    or typographical er

    –

    rors are present, but

    are not overly dis

    –

    tracting. Reference

    slide and in-text ci

    –

    tations have few

    formatting errors.

    points

    10

    Style shows original

    –

    ity and creativity.

    Word choice is dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. Reference

    slide and other in-

    text citations are

    formatted correctly

    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/6403111/View 1/4

    1/4

  • [Solved] nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Soap08062026.docx **## Soap08062026.docx** Over the course of the semester, you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 5, 6, and 7, you will submit a full Comprehensive SOAP note for your chosen encounter. It is expected that you …

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Soap08062026.docx

    **## Soap08062026.docx**

    Over the course of the semester, you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 5, 6, and 7, you will submit a full Comprehensive SOAP note for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## Soap08062026.docx**

    Over the course of the semester, you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 5, 6, and 7, you will submit a full Comprehensive SOAP note for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## casestudy4.docx **## casestudy4.docx** Advanced Primary Care of Family I-HBN-HY01 Luis Serrano 5 pages 🩺 CASE STUDY 4: Depression, Anxiety, Substance Use, and Chronic Pain **CASE STUDY 4 – Depression, Anxiety, Substance Use, and Chronic Pain** **Case Scenario** Ms. R.D. is a **45-…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## casestudy4.docx

    **## casestudy4.docx**

    Advanced Primary Care of Family I-HBN-HY01 Luis Serrano 5 pages

    🩺 CASE STUDY 4: Depression, Anxiety, Substance Use, and Chronic Pain

    **CASE STUDY 4 – Depression, Anxiety, Substance Use, and Chronic Pain**

    **Case Scenario**

    Ms. R.D. is a
    **45-year-old female** presenting with insomnia, fatigue, chronic low back pain, and mood changes.

    **History**

    · PMH: Chronic pain, prior opioid exposure

    · Reports alcohol use nightly

    · PHQ-9: 17, GAD-7: 15

    **Student Assignment Requirements**

    **1. Pathophysiology (25%)**

    · Neurobiology of depression and anxiety

    · Substance use impact on CNS

    · Pain–mood interaction

    **2. Mental Health Assessment (35%)**

    · Diagnostic differentiation

    · Suicide risk screening

    · Substance use screening

    · Safety planning

    **3. Pharmacology & Integrated Treatment (30%)**

    · Antidepressant selection and titration

    · Avoidance of high-risk medications

    · Non-pharmacologic and referral planning

    **4. APA & Evidence Use (10%)**

    **RUBRIC – CASE STUDY 4 – Mental Health, Substance Use & Chronic Pain (100 Points)**

    **1. Neurobiologic Pathophysiology (25 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (23–25)** | Integrates neurobiology of mood disorders, substance use, and pain with strong application to clinical symptoms. |
    | **Satisfactory (18–22)** | Accurate explanation with limited integration. |
    | **Unsatisfactory (13–17)** | Partial or unclear explanation. |
    | **Poor (1–12)** | Incorrect or superficial discussion. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **2. Mental Health & Safety Assessment (35 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (33–35)** | Comprehensive assessment including diagnostic differentiation, suicide risk, substance use screening, and safety planning. |
    | **Satisfactory (26–32)** | Assessment is appropriate but lacks depth or clarity in prioritization. |
    | **Unsatisfactory (18–25)** | Incomplete assessment or missed safety considerations. |
    | **Poor (1–17)** | Unsafe or inadequate evaluation. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **3. Pharmacology & Integrated Care Plan (30 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (28–30)** | Evidence-based medication selection with safe prescribing, clear rationale, and integrated non-pharmacologic strategies. |
    | **Satisfactory (22–27)** | Appropriate plan but lacks optimization or monitoring detail. |
    | **Unsatisfactory (16–21)** | Limited pharmacologic understanding or justification. |
    | **Poor (1–15)** | Unsafe or inappropriate treatment decisions. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **4. APA & Scholarly Writing (10 points)**

    _(Same descriptors as Case 1)_

    **Submission**

    **Drag files here**

    Maximum size: 512 MB

    **or**

    **Details & Information**

    **## casestudy4.docx**

    Advanced Primary Care of Family I-HBN-HY01 Luis Serrano 5 pages

    🩺 CASE STUDY 4: Depression, Anxiety, Substance Use, and Chronic Pain

    **CASE STUDY 4 – Depression, Anxiety, Substance Use, and Chronic Pain**

    **Case Scenario**

    Ms. R.D. is a
    **45-year-old female** presenting with insomnia, fatigue, chronic low back pain, and mood changes.

    **History**

    · PMH: Chronic pain, prior opioid exposure

    · Reports alcohol use nightly

    · PHQ-9: 17, GAD-7: 15

    **Student Assignment Requirements**

    **1. Pathophysiology (25%)**

    · Neurobiology of depression and anxiety

    · Substance use impact on CNS

    · Pain–mood interaction

    **2. Mental Health Assessment (35%)**

    · Diagnostic differentiation

    · Suicide risk screening

    · Substance use screening

    · Safety planning

    **3. Pharmacology & Integrated Treatment (30%)**

    · Antidepressant selection and titration

    · Avoidance of high-risk medications

    · Non-pharmacologic and referral planning

    **4. APA & Evidence Use (10%)**

    **RUBRIC – CASE STUDY 4 – Mental Health, Substance Use & Chronic Pain (100 Points)**

    **1. Neurobiologic Pathophysiology (25 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (23–25)** | Integrates neurobiology of mood disorders, substance use, and pain with strong application to clinical symptoms. |
    | **Satisfactory (18–22)** | Accurate explanation with limited integration. |
    | **Unsatisfactory (13–17)** | Partial or unclear explanation. |
    | **Poor (1–12)** | Incorrect or superficial discussion. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **2. Mental Health & Safety Assessment (35 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (33–35)** | Comprehensive assessment including diagnostic differentiation, suicide risk, substance use screening, and safety planning. |
    | **Satisfactory (26–32)** | Assessment is appropriate but lacks depth or clarity in prioritization. |
    | **Unsatisfactory (18–25)** | Incomplete assessment or missed safety considerations. |
    | **Poor (1–17)** | Unsafe or inadequate evaluation. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **3. Pharmacology & Integrated Care Plan (30 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (28–30)** | Evidence-based medication selection with safe prescribing, clear rationale, and integrated non-pharmacologic strategies. |
    | **Satisfactory (22–27)** | Appropriate plan but lacks optimization or monitoring detail. |
    | **Unsatisfactory (16–21)** | Limited pharmacologic understanding or justification. |
    | **Poor (1–15)** | Unsafe or inappropriate treatment decisions. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **4. APA & Scholarly Writing (10 points)**

    _(Same descriptors as Case 1)_

    **Submission**

    **Drag files here**

    Maximum size: 512 MB

    **or**

    **Details & Information**

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (3)** – ## ComponentsforModule6Assignment.docx – ## ComponentsforModule6Assignment2.docx – Ch02.ppt **## ComponentsforModule6Assignment.docx** **_Components for Module 6 Assignment_** In preparation for your "Cultural Competence Models and Health People 2030" paper, due in Module 6, select a…

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    Assignment Prompt & Instructions

    **files (3)**

    – ## ComponentsforModule6Assignment.docx

    – ## ComponentsforModule6Assignment2.docx

    – Ch02.ppt

    **## ComponentsforModule6Assignment.docx**

    **_Components for Module 6 Assignment_**

    In preparation for your "Cultural Competence Models and Health People 2030" paper, due in Module 6, select and submit the following:

    1. The Cultural Competence Model that interests you most (from chapter 2 of your textbook)

    2. A specific subgroup discussed within this course that you would like to research more.

    3. A Healthy People 2030 topic area and specific health issue that affects your selected subgroup.

    **Submission Instructions:**

    · This assignment is Complete/ Incomplete.

    · Save and upload your assignment as a word document.

    · Complete and submit the assignment by 11:59 PM ET on Sunday.

    · Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

    · You can expect your grade from the instructor within 48 to 72 hours from the Sunday due date.

    **## ComponentsforModule6Assignment2.docx**

    **_Final Paper: Cultural Competence & Healthy People 2030_**

    Based on your selected Cultural Competence Model, subgroup, and the Healthy People 2030 topic area and specific health issue from Module 6, write a 4-5 page paper, in which you:

    · Describe the selected Cultural Competence Model and its components.

    · Identify a health issue in Healthy People 2030 topic/health issue that particularly affects your selected subgroup.

    · Apply your selected Cultural Competence Model to how you can provide culturally competent nursing care and education to this sub-group to address the specific health concern.

    · Prepare a public health communication strategy to reduce disparity, promote health for this subgroup, and address the specific health concern.

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper should be formatted per current APA and 4-6 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_(statutes, court opinions) within your work.

    ·
    **Attention: Submit the Module 6 assignment by 11:59 PM ET Friday.**

    · Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

    · You can expect your grade from the instructor within 48 to 72 hours from the Friday due date.

    ![null](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20981563)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric below.

    **Final Essay/Paper Rubric**

    | | | |
    | — | — | — |
    | Final Essay/Paper Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identifies and demonstrates a sophisticated understanding of the issues/problems.<br>**10 to >9 pts**<br>**Excellent**<br>Identifies and demonstrates an accomplished understanding of most issues/problems.<br>**9 to >7 pts**<br>**Fair**<br>Identifies and demonstrates an acceptable understanding of most issues/problems.<br>**7 to >0 pts**<br>**Poor**<br>Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**10 to >9 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**9 to >7 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**7 to >0 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**10 to >9 pts**<br>**Excellent**<br>Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**9 to >7 pts**<br>**Fair**<br>Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**7 to >0 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**10 to >9 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**9 to >7 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**7 to >0 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**10 to >9 pts**<br>**Excellent**<br>Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**9 to >7 pts**<br>**Fair**<br>Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**7 to >0 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted.<br>**0 pts** | /10 pts |

    ## image1.png

    **Ch02.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch02-ppt-10584163)

    **Ch02.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch02-ppt-10584163)

    **## ComponentsforModule6Assignment.docx**

    **_Components for Module 6 Assignment_**

    In preparation for your "Cultural Competence Models and Health People 2030" paper, due in Module 6, select and submit the following:

    1. The Cultural Competence Model that interests you most (from chapter 2 of your textbook)

    2. A specific subgroup discussed within this course that you would like to research more.

    3. A Healthy People 2030 topic area and specific health issue that affects your selected subgroup.

    **Submission Instructions:**

    · This assignment is Complete/ Incomplete.

    · Save and upload your assignment as a word document.

    · Complete and submit the assignment by 11:59 PM ET on Sunday.

    · Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

    · You can expect your grade from the instructor within 48 to 72 hours from the Sunday due date.

    **## ComponentsforModule6Assignment2.docx**

    **_Final Paper: Cultural Competence & Healthy People 2030_**

    Based on your selected Cultural Competence Model, subgroup, and the Healthy People 2030 topic area and specific health issue from Module 6, write a 4-5 page paper, in which you:

    · Describe the selected Cultural Competence Model and its components.

    · Identify a health issue in Healthy People 2030 topic/health issue that particularly affects your selected subgroup.

    · Apply your selected Cultural Competence Model to how you can provide culturally competent nursing care and education to this sub-group to address the specific health concern.

    · Prepare a public health communication strategy to reduce disparity, promote health for this subgroup, and address the specific health concern.

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper should be formatted per current APA and 4-6 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_(statutes, court opinions) within your work.

    ·
    **Attention: Submit the Module 6 assignment by 11:59 PM ET Friday.**

    · Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

    · You can expect your grade from the instructor within 48 to 72 hours from the Friday due date.

    ![null](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20981563)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric below.

    **Final Essay/Paper Rubric**

    | | | |
    | — | — | — |
    | Final Essay/Paper Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identifies and demonstrates a sophisticated understanding of the issues/problems.<br>**10 to >9 pts**<br>**Excellent**<br>Identifies and demonstrates an accomplished understanding of most issues/problems.<br>**9 to >7 pts**<br>**Fair**<br>Identifies and demonstrates an acceptable understanding of most issues/problems.<br>**7 to >0 pts**<br>**Poor**<br>Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**10 to >9 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**9 to >7 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**7 to >0 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**10 to >9 pts**<br>**Excellent**<br>Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**9 to >7 pts**<br>**Fair**<br>Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**7 to >0 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**10 to >9 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**9 to >7 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**7 to >0 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**10 to >9 pts**<br>**Excellent**<br>Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**9 to >7 pts**<br>**Fair**<br>Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**7 to >0 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted.<br>**0 pts** | /10 pts |

    ## image1.png

    **Ch02.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch02-ppt-10584163)

    **## ComponentsforModule6Assignment.docx**

    **_Components for Module 6 Assignment_**

    In preparation for your "Cultural Competence Models and Health People 2030" paper, due in Module 6, select and submit the following:

    1. The Cultural Competence Model that interests you most (from chapter 2 of your textbook)

    2. A specific subgroup discussed within this course that you would like to research more.

    3. A Healthy People 2030 topic area and specific health issue that affects your selected subgroup.

    **Submission Instructions:**

    · This assignment is Complete/ Incomplete.

    · Save and upload your assignment as a word document.

    · Complete and submit the assignment by 11:59 PM ET on Sunday.

    · Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

    · You can expect your grade from the instructor within 48 to 72 hours from the Sunday due date.

    **## ComponentsforModule6Assignment2.docx**

    **_Final Paper: Cultural Competence & Healthy People 2030_**

    Based on your selected Cultural Competence Model, subgroup, and the Healthy People 2030 topic area and specific health issue from Module 6, write a 4-5 page paper, in which you:

    · Describe the selected Cultural Competence Model and its components.

    · Identify a health issue in Healthy People 2030 topic/health issue that particularly affects your selected subgroup.

    · Apply your selected Cultural Competence Model to how you can provide culturally competent nursing care and education to this sub-group to address the specific health concern.

    · Prepare a public health communication strategy to reduce disparity, promote health for this subgroup, and address the specific health concern.

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper should be formatted per current APA and 4-6 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_(statutes, court opinions) within your work.

    ·
    **Attention: Submit the Module 6 assignment by 11:59 PM ET Friday.**

    · Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

    · You can expect your grade from the instructor within 48 to 72 hours from the Friday due date.

    ![null](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20981563)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric below.

    **Final Essay/Paper Rubric**

    | | | |
    | — | — | — |
    | Final Essay/Paper Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identifies and demonstrates a sophisticated understanding of the issues/problems.<br>**10 to >9 pts**<br>**Excellent**<br>Identifies and demonstrates an accomplished understanding of most issues/problems.<br>**9 to >7 pts**<br>**Fair**<br>Identifies and demonstrates an acceptable understanding of most issues/problems.<br>**7 to >0 pts**<br>**Poor**<br>Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**10 to >9 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**9 to >7 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**7 to >0 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**10 to >9 pts**<br>**Excellent**<br>Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**9 to >7 pts**<br>**Fair**<br>Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**7 to >0 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**10 to >9 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**9 to >7 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**7 to >0 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted.<br>**0 pts** | /10 pts |
    | **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**10 to >9 pts**<br>**Excellent**<br>Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**9 to >7 pts**<br>**Fair**<br>Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**7 to >0 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted.<br>**0 pts** | /10 pts |

    ## image1.png

    **Ch02.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch02-ppt-10584163)

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## WritingAssignmentWeek6.docx – ## HealthPromotion1.docx **## WritingAssignmentWeek6.docx** Writing Assignment Week 6 A **S.M.A.R.T.** goal is defined by its five key aspects or elements. Without all aspects, you might be goal setting, but not effectively creating a plan for success…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## WritingAssignmentWeek6.docx

    – ## HealthPromotion1.docx

    **## WritingAssignmentWeek6.docx**

    Writing Assignment Week 6

    A
    **S.M.A.R.T.** goal is defined by its five key aspects or elements. Without all aspects, you might be goal setting, but not effectively creating a plan for success. Let’s take a closer look at the five elements of S.M.A.R.T. goals.

    **Specific**

    Specific goals have a desired outcome that is clearly understood. This might be a sales number or a product rollout goal. No matter what it is, the goal should be clearly articulated so that everyone is on the same page with the objective. Define what will be accomplished and the actions to be taken to accomplish the goal. Goal must be clearly defined —who and what

    **Measurable**

    These are the numbers used with the goal. You need to have a quantifiable objective so that you can track progress. Define what data will be used to measure the goal and set a method for collection. The success toward meeting the goal can be measured. Outcome must demonstrate levels of change or improvement.

    **Achievable**

    Goals need to be realistic in order to maintain the enthusiasm to try to achieve them. Setting lofty goals is good, but you may want to break them down into smaller, bite-sized chunks. If the goal is not doable, you may need to first ramp up resources to give yourself a shot at success. Ramping up resources would likely be its own S.M.A.R.T. goal. Goals are reasonable and can be achieved.

    **Relevant**

    Goals should be aligned with the mission of the company or the specific project at hand. Don’t set goals just as an exercise for something to do. One way to determine if the goal is relevant is to define the key benefit to the organization or your personal goal. The goals are aligned with current tasks and projects and focus on one defined area

    **Time-Bound**

    Goals should have a deadline. A goal without a deadline doesn’t do much. How can you identify success or failure? This is why S.M.A.R.T. goals set a final date. This doesn’t mean that all the work is done, but it means that you can evaluate the success of the endeavor and set new goals. Goals have a clearly defined time frame including a target or deadline date.

    **Using the information presented as a guide create a SMART goal to improve the indicators of your health problem at short or long term [this is the same health problem you will be completing the PowerPoint on].**

    **Your SMART goal should be listed in your introduction of your paper.**

    **Include a paragraph to introduce your topic and place it in context for your reader. Do not forget to cite your sources. Utilizes at least 4 sources and all sources are current within 5 years.**

    **REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.**

    **Great resource to assist you:** [Reference List: Author/Authors – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html)

    **SMART** goals help improve achievement and success. A SMART goal clarifies exactly what is expected and the measures used to determine if the goal is achieved and successfully completed.

    Examples:

    Not a SMART goal:

    ·       Reach out to stakeholders.

    Does not identify a measurement or time frame, nor identify why the improvement is needed or how it will be used.

    **SMART goal:**

    ·      The Department will launch communications with stakeholders by conducting three focus groups specific to needs assessment and funding by the end of the first quarter.

    Please ensure you follow the SMART format when you are formatting your SMART GOAL and its explanations. This assignment is to be
    **submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points**. APA must be strictly followed. This assignment should be
    **minimally 3 pages no more than 5 pages for content**- do not exceed maximum page limit as it will incur a penalty [not counting references and title page] as the rationales utilizing EB Practice for each component of your SMART goal should be explained.
    **Penalty WILL BE GIVEN if you go over the page limit-be concise.**

    **## HealthPromotion1.docx**

    2

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Anthony Pisani

    Florida National University

    Health Promotion & Role Development in Advanced Nursing Practice

    Dr. Nora Hernandez-Pupo

    July 24, 2026

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Nearly 40% of Americans now have metabolic syndrome, which is the co-occurrence of abdominal obesity, elevated blood pressure, insulin resistance, and dyslipidemia, and is more prevalent in older adults and among blacks (Tian et al., 2025). Hispanic and Latino adults are at compounded risk due to the combination of poor access to healthcare and cultural eating habits. These disparities are heightened in Miami-Dade County, where 69.1% of the population is Hispanic or Latino and 54.3% is foreign-born (U.S. Census Bureau, 2024; Miami-Dade Council, 2025). This proposal addresses metabolic syndrome in Hispanic and Latino adults in Miami-Dade County by implementing a 12-week, bilingual, nurse-led community program to provide screening, nutrition counseling, and structured activity. A realistic and measurable goal is that at least 60% of participants will have a clinically significant decrease in waist circumference or a decrease in systolic blood pressure at the end of the program.

    **Vulnerable Population**

    The proposed program targets Hispanic and Latino adults 18 and older, who are seeking treatment for obesity, prediabetes, hypertension, and dyslipidemia in Miami-Dade County. There are a number of risk factors that are often present in this population that increase vulnerability. Low health literacy and limited English skills hinder interpretation of preventative information, and the high prevalence of being uninsured or underinsured leads to delayed diagnosis and treatment. Limited knowledge of the health system and immigration status further deters regular screening. Some areas in Miami-Dade have obesity rates higher than the average for the county, and access to food and the built environment exacerbate individual risk factors (Miami-Dade Matters, 2025).

    These risk factors are not assumptions, but are supported by evidence. There is significant geographic variation in obesity surveillance at the county level, with historically under-resourced communities bearing the heaviest burden of obesity (Miami-Dade Matters, 2025). Census data also show that a large proportion of Miami-Dade households have a primary language other than English, which is known to be a barrier to accessing preventive services (U.S. Census Bureau, 2024). These conditions collectively make the case for a bilingual, community-based strategy to address the conditions rather than for a program to just change individual behavior.

    **Literature Review**

    Risica et al. (2021) reported four years of clinical outcomes from the Vida Sana/Healthy Life program, a community clinic-based lifestyle intervention delivered by bilingual community health workers to 641 predominantly Hispanic, Spanish-speaking, low-income participants. After an eight week culturally appropriate intervention on diet, physical activity and self-monitoring, there was significant reduction in blood pressure, lipid profile, blood glucose and anthropometric measures. This program mirrors closely the population and delivery model proposed for Miami-Dade and directly supports the community health worker, bilingual model.

    MahadziR et al. (2021) performed a scoping review of thirteen group-based lifestyle interventions for metabolic syndrome. Most successful programs were community-based, multidisciplinary, and used trained peer educators; waist circumference and blood pressure were the most consistently improved. The review was concluded that peer support complements and enhances the traditional clinical approach in a meaningful way. This evidence directly supports the use of trained CHWs in conjunction with nurse-led education in the Miami-Dade program.

    **Evaluation of Sources**

    Both sources offer methodological strengths. Risica et al. (2021) used real-life clinical data from 641 patients and the sample was mostly Hispanic and Spanish speaking, so the results are applicable to the population being proposed for Miami-Dade. Generalizability is supported by the Mahadzir et al.'s (2021) scoping review which synthesizes thirteen interventions in diverse settings and populations, and found structures instead of just one.

    Weaknesses remain. Risica et al. (2021) employed a pre-post study design without a randomized control group, meaning that improvements are difficult to distinguish from other effects like regression to the mean or concurrent medical treatments. The review by Mahadzir et al. (2021) only included interventions published up to 2020, and reported that nutrition outcomes were not consistently reported across the interventions, limiting the ability to draw conclusions about the efficacy of nutrition-specific interventions. These sources confirm the proposed model and indicate a need to use a controlled evaluation design in Miami-Dade for strengthening causal evidence.

    **Theoretical Model**

    The Socio-Ecological Model is the most appropriate guiding model of this proposal. Caperon et al. (2022) have applied it to the context of community engagement in an underserved urban area. This model views health behavior as resulting from the interplay between personal, interpersonal, organizational, community, and policy influences rather than being purely a personal choice. As shown by Caperon et al. (2022), multiple layers of local engagement with trusted organizations and their members at multiple stages enhanced program relevance and participation for an historically underserved population, applicable also in Miami-Dade.

    Individual-level strategies involve nutrition counselling and goal setting, whereas interpersonal-level strategies involve bilingual community health workers and peer support in the application of this model. Organizational-level partnerships with federally qualified health centers and churches provide trusted access points, and community-level efforts address neighborhood food environments and walking opportunities. Policy-level advocacy can help facilitate continued funding and insurance referral pathways. This multi-level approach ensures the program emphasizes personal behavior as well as environmental factors that help increase metabolic risk in Miami Dade County.

    **References**

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLoS One_,
    _17_(9), e0275092. https://doi.org/10.1371/journal.pone.0275092

    Mahadzir, M. D. A., Fatt Quek, K., & Amutha Ramadas. (2021). Group-Based lifestyle intervention strategies for Metabolic syndrome: A scoping review and strategic framework for Future research.
    _Medicina_,
    _57_(11), 1169. https://doi.org/10.3390/medicina57111169

    Miami Dade Council. (2025). Miami-Dade beacon council – market data – demographics. In
    _Miami-Dade Beacon Council_. https://www.beaconcouncil.com/demographics/

    Miami-Dade Matters. (2025). Miami-Dade matters. In
    _www.miamidadematters.org_. https://www.miamidadematters.org/

    Risica, P. M., McCarthy, M. L., Barry, K. L., Oliverio, S. P., Gans, K. M., & De Groot, A. S. (2021). Clinical outcomes of a community clinic-based lifestyle change program for prevention and management of metabolic syndrome: Results of the ‘vida Sana/Healthy life’ program.
    _PLOS One_,
    _16_(4), e0248473. https://doi.org/10.1371/journal.pone.0248473

    Tian, Z., Soltani, S., Bauersachs, J., Schmidt-Ott, K. M., Melk, A., & Schmidt, B. M. W. (2026). Gender-related and age-related disparities in Prevalence of the Cardiovascular-Kidney-Metabolic syndrome among US adults from 1999-2020: An analysis of the nhanes survey.
    _Kidney Medicine_,
    _8_(3), 101234. https://doi.org/10.1016/j.xkme.2025.101234

    U.S. Census Bureau. (2025). QuickFacts: Miami-Dade county, Florida. In
    _Census Bureau QuickFacts_. United States Census Bureau. https://www.census.gov/quickfacts/fact/table/miamidadecountyflorida/PST045225

    **## HealthPromotion1.docx**

    2

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Anthony Pisani

    Florida National University

    Health Promotion & Role Development in Advanced Nursing Practice

    Dr. Nora Hernandez-Pupo

    July 24, 2026

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Nearly 40% of Americans now have metabolic syndrome, which is the co-occurrence of abdominal obesity, elevated blood pressure, insulin resistance, and dyslipidemia, and is more prevalent in older adults and among blacks (Tian et al., 2025). Hispanic and Latino adults are at compounded risk due to the combination of poor access to healthcare and cultural eating habits. These disparities are heightened in Miami-Dade County, where 69.1% of the population is Hispanic or Latino and 54.3% is foreign-born (U.S. Census Bureau, 2024; Miami-Dade Council, 2025). This proposal addresses metabolic syndrome in Hispanic and Latino adults in Miami-Dade County by implementing a 12-week, bilingual, nurse-led community program to provide screening, nutrition counseling, and structured activity. A realistic and measurable goal is that at least 60% of participants will have a clinically significant decrease in waist circumference or a decrease in systolic blood pressure at the end of the program.

    **Vulnerable Population**

    The proposed program targets Hispanic and Latino adults 18 and older, who are seeking treatment for obesity, prediabetes, hypertension, and dyslipidemia in Miami-Dade County. There are a number of risk factors that are often present in this population that increase vulnerability. Low health literacy and limited English skills hinder interpretation of preventative information, and the high prevalence of being uninsured or underinsured leads to delayed diagnosis and treatment. Limited knowledge of the health system and immigration status further deters regular screening. Some areas in Miami-Dade have obesity rates higher than the average for the county, and access to food and the built environment exacerbate individual risk factors (Miami-Dade Matters, 2025).

    These risk factors are not assumptions, but are supported by evidence. There is significant geographic variation in obesity surveillance at the county level, with historically under-resourced communities bearing the heaviest burden of obesity (Miami-Dade Matters, 2025). Census data also show that a large proportion of Miami-Dade households have a primary language other than English, which is known to be a barrier to accessing preventive services (U.S. Census Bureau, 2024). These conditions collectively make the case for a bilingual, community-based strategy to address the conditions rather than for a program to just change individual behavior.

    **Literature Review**

    Risica et al. (2021) reported four years of clinical outcomes from the Vida Sana/Healthy Life program, a community clinic-based lifestyle intervention delivered by bilingual community health workers to 641 predominantly Hispanic, Spanish-speaking, low-income participants. After an eight week culturally appropriate intervention on diet, physical activity and self-monitoring, there was significant reduction in blood pressure, lipid profile, blood glucose and anthropometric measures. This program mirrors closely the population and delivery model proposed for Miami-Dade and directly supports the community health worker, bilingual model.

    MahadziR et al. (2021) performed a scoping review of thirteen group-based lifestyle interventions for metabolic syndrome. Most successful programs were community-based, multidisciplinary, and used trained peer educators; waist circumference and blood pressure were the most consistently improved. The review was concluded that peer support complements and enhances the traditional clinical approach in a meaningful way. This evidence directly supports the use of trained CHWs in conjunction with nurse-led education in the Miami-Dade program.

    **Evaluation of Sources**

    Both sources offer methodological strengths. Risica et al. (2021) used real-life clinical data from 641 patients and the sample was mostly Hispanic and Spanish speaking, so the results are applicable to the population being proposed for Miami-Dade. Generalizability is supported by the Mahadzir et al.'s (2021) scoping review which synthesizes thirteen interventions in diverse settings and populations, and found structures instead of just one.

    Weaknesses remain. Risica et al. (2021) employed a pre-post study design without a randomized control group, meaning that improvements are difficult to distinguish from other effects like regression to the mean or concurrent medical treatments. The review by Mahadzir et al. (2021) only included interventions published up to 2020, and reported that nutrition outcomes were not consistently reported across the interventions, limiting the ability to draw conclusions about the efficacy of nutrition-specific interventions. These sources confirm the proposed model and indicate a need to use a controlled evaluation design in Miami-Dade for strengthening causal evidence.

    **Theoretical Model**

    The Socio-Ecological Model is the most appropriate guiding model of this proposal. Caperon et al. (2022) have applied it to the context of community engagement in an underserved urban area. This model views health behavior as resulting from the interplay between personal, interpersonal, organizational, community, and policy influences rather than being purely a personal choice. As shown by Caperon et al. (2022), multiple layers of local engagement with trusted organizations and their members at multiple stages enhanced program relevance and participation for an historically underserved population, applicable also in Miami-Dade.

    Individual-level strategies involve nutrition counselling and goal setting, whereas interpersonal-level strategies involve bilingual community health workers and peer support in the application of this model. Organizational-level partnerships with federally qualified health centers and churches provide trusted access points, and community-level efforts address neighborhood food environments and walking opportunities. Policy-level advocacy can help facilitate continued funding and insurance referral pathways. This multi-level approach ensures the program emphasizes personal behavior as well as environmental factors that help increase metabolic risk in Miami Dade County.

    **References**

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLoS One_,
    _17_(9), e0275092. https://doi.org/10.1371/journal.pone.0275092

    Mahadzir, M. D. A., Fatt Quek, K., & Amutha Ramadas. (2021). Group-Based lifestyle intervention strategies for Metabolic syndrome: A scoping review and strategic framework for Future research.
    _Medicina_,
    _57_(11), 1169. https://doi.org/10.3390/medicina57111169

    Miami Dade Council. (2025). Miami-Dade beacon council – market data – demographics. In
    _Miami-Dade Beacon Council_. https://www.beaconcouncil.com/demographics/

    Miami-Dade Matters. (2025). Miami-Dade matters. In
    _www.miamidadematters.org_. https://www.miamidadematters.org/

    Risica, P. M., McCarthy, M. L., Barry, K. L., Oliverio, S. P., Gans, K. M., & De Groot, A. S. (2021). Clinical outcomes of a community clinic-based lifestyle change program for prevention and management of metabolic syndrome: Results of the ‘vida Sana/Healthy life’ program.
    _PLOS One_,
    _16_(4), e0248473. https://doi.org/10.1371/journal.pone.0248473

    Tian, Z., Soltani, S., Bauersachs, J., Schmidt-Ott, K. M., Melk, A., & Schmidt, B. M. W. (2026). Gender-related and age-related disparities in Prevalence of the Cardiovascular-Kidney-Metabolic syndrome among US adults from 1999-2020: An analysis of the nhanes survey.
    _Kidney Medicine_,
    _8_(3), 101234. https://doi.org/10.1016/j.xkme.2025.101234

    U.S. Census Bureau. (2025). QuickFacts: Miami-Dade county, Florida. In
    _Census Bureau QuickFacts_. United States Census Bureau. https://www.census.gov/quickfacts/fact/table/miamidadecountyflorida/PST045225

    **## WritingAssignmentWeek6.docx**

    Writing Assignment Week 6

    A
    **S.M.A.R.T.** goal is defined by its five key aspects or elements. Without all aspects, you might be goal setting, but not effectively creating a plan for success. Let’s take a closer look at the five elements of S.M.A.R.T. goals.

    **Specific**

    Specific goals have a desired outcome that is clearly understood. This might be a sales number or a product rollout goal. No matter what it is, the goal should be clearly articulated so that everyone is on the same page with the objective. Define what will be accomplished and the actions to be taken to accomplish the goal. Goal must be clearly defined —who and what

    **Measurable**

    These are the numbers used with the goal. You need to have a quantifiable objective so that you can track progress. Define what data will be used to measure the goal and set a method for collection. The success toward meeting the goal can be measured. Outcome must demonstrate levels of change or improvement.

    **Achievable**

    Goals need to be realistic in order to maintain the enthusiasm to try to achieve them. Setting lofty goals is good, but you may want to break them down into smaller, bite-sized chunks. If the goal is not doable, you may need to first ramp up resources to give yourself a shot at success. Ramping up resources would likely be its own S.M.A.R.T. goal. Goals are reasonable and can be achieved.

    **Relevant**

    Goals should be aligned with the mission of the company or the specific project at hand. Don’t set goals just as an exercise for something to do. One way to determine if the goal is relevant is to define the key benefit to the organization or your personal goal. The goals are aligned with current tasks and projects and focus on one defined area

    **Time-Bound**

    Goals should have a deadline. A goal without a deadline doesn’t do much. How can you identify success or failure? This is why S.M.A.R.T. goals set a final date. This doesn’t mean that all the work is done, but it means that you can evaluate the success of the endeavor and set new goals. Goals have a clearly defined time frame including a target or deadline date.

    **Using the information presented as a guide create a SMART goal to improve the indicators of your health problem at short or long term [this is the same health problem you will be completing the PowerPoint on].**

    **Your SMART goal should be listed in your introduction of your paper.**

    **Include a paragraph to introduce your topic and place it in context for your reader. Do not forget to cite your sources. Utilizes at least 4 sources and all sources are current within 5 years.**

    **REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.**

    **Great resource to assist you:** [Reference List: Author/Authors – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html)

    **SMART** goals help improve achievement and success. A SMART goal clarifies exactly what is expected and the measures used to determine if the goal is achieved and successfully completed.

    Examples:

    Not a SMART goal:

    ·       Reach out to stakeholders.

    Does not identify a measurement or time frame, nor identify why the improvement is needed or how it will be used.

    **SMART goal:**

    ·      The Department will launch communications with stakeholders by conducting three focus groups specific to needs assessment and funding by the end of the first quarter.

    Please ensure you follow the SMART format when you are formatting your SMART GOAL and its explanations. This assignment is to be
    **submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points**. APA must be strictly followed. This assignment should be
    **minimally 3 pages no more than 5 pages for content**- do not exceed maximum page limit as it will incur a penalty [not counting references and title page] as the rationales utilizing EB Practice for each component of your SMART goal should be explained.
    **Penalty WILL BE GIVEN if you go over the page limit-be concise.**

    **## HealthPromotion1.docx**

    2

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Anthony Pisani

    Florida National University

    Health Promotion & Role Development in Advanced Nursing Practice

    Dr. Nora Hernandez-Pupo

    July 24, 2026

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Nearly 40% of Americans now have metabolic syndrome, which is the co-occurrence of abdominal obesity, elevated blood pressure, insulin resistance, and dyslipidemia, and is more prevalent in older adults and among blacks (Tian et al., 2025). Hispanic and Latino adults are at compounded risk due to the combination of poor access to healthcare and cultural eating habits. These disparities are heightened in Miami-Dade County, where 69.1% of the population is Hispanic or Latino and 54.3% is foreign-born (U.S. Census Bureau, 2024; Miami-Dade Council, 2025). This proposal addresses metabolic syndrome in Hispanic and Latino adults in Miami-Dade County by implementing a 12-week, bilingual, nurse-led community program to provide screening, nutrition counseling, and structured activity. A realistic and measurable goal is that at least 60% of participants will have a clinically significant decrease in waist circumference or a decrease in systolic blood pressure at the end of the program.

    **Vulnerable Population**

    The proposed program targets Hispanic and Latino adults 18 and older, who are seeking treatment for obesity, prediabetes, hypertension, and dyslipidemia in Miami-Dade County. There are a number of risk factors that are often present in this population that increase vulnerability. Low health literacy and limited English skills hinder interpretation of preventative information, and the high prevalence of being uninsured or underinsured leads to delayed diagnosis and treatment. Limited knowledge of the health system and immigration status further deters regular screening. Some areas in Miami-Dade have obesity rates higher than the average for the county, and access to food and the built environment exacerbate individual risk factors (Miami-Dade Matters, 2025).

    These risk factors are not assumptions, but are supported by evidence. There is significant geographic variation in obesity surveillance at the county level, with historically under-resourced communities bearing the heaviest burden of obesity (Miami-Dade Matters, 2025). Census data also show that a large proportion of Miami-Dade households have a primary language other than English, which is known to be a barrier to accessing preventive services (U.S. Census Bureau, 2024). These conditions collectively make the case for a bilingual, community-based strategy to address the conditions rather than for a program to just change individual behavior.

    **Literature Review**

    Risica et al. (2021) reported four years of clinical outcomes from the Vida Sana/Healthy Life program, a community clinic-based lifestyle intervention delivered by bilingual community health workers to 641 predominantly Hispanic, Spanish-speaking, low-income participants. After an eight week culturally appropriate intervention on diet, physical activity and self-monitoring, there was significant reduction in blood pressure, lipid profile, blood glucose and anthropometric measures. This program mirrors closely the population and delivery model proposed for Miami-Dade and directly supports the community health worker, bilingual model.

    MahadziR et al. (2021) performed a scoping review of thirteen group-based lifestyle interventions for metabolic syndrome. Most successful programs were community-based, multidisciplinary, and used trained peer educators; waist circumference and blood pressure were the most consistently improved. The review was concluded that peer support complements and enhances the traditional clinical approach in a meaningful way. This evidence directly supports the use of trained CHWs in conjunction with nurse-led education in the Miami-Dade program.

    **Evaluation of Sources**

    Both sources offer methodological strengths. Risica et al. (2021) used real-life clinical data from 641 patients and the sample was mostly Hispanic and Spanish speaking, so the results are applicable to the population being proposed for Miami-Dade. Generalizability is supported by the Mahadzir et al.'s (2021) scoping review which synthesizes thirteen interventions in diverse settings and populations, and found structures instead of just one.

    Weaknesses remain. Risica et al. (2021) employed a pre-post study design without a randomized control group, meaning that improvements are difficult to distinguish from other effects like regression to the mean or concurrent medical treatments. The review by Mahadzir et al. (2021) only included interventions published up to 2020, and reported that nutrition outcomes were not consistently reported across the interventions, limiting the ability to draw conclusions about the efficacy of nutrition-specific interventions. These sources confirm the proposed model and indicate a need to use a controlled evaluation design in Miami-Dade for strengthening causal evidence.

    **Theoretical Model**

    The Socio-Ecological Model is the most appropriate guiding model of this proposal. Caperon et al. (2022) have applied it to the context of community engagement in an underserved urban area. This model views health behavior as resulting from the interplay between personal, interpersonal, organizational, community, and policy influences rather than being purely a personal choice. As shown by Caperon et al. (2022), multiple layers of local engagement with trusted organizations and their members at multiple stages enhanced program relevance and participation for an historically underserved population, applicable also in Miami-Dade.

    Individual-level strategies involve nutrition counselling and goal setting, whereas interpersonal-level strategies involve bilingual community health workers and peer support in the application of this model. Organizational-level partnerships with federally qualified health centers and churches provide trusted access points, and community-level efforts address neighborhood food environments and walking opportunities. Policy-level advocacy can help facilitate continued funding and insurance referral pathways. This multi-level approach ensures the program emphasizes personal behavior as well as environmental factors that help increase metabolic risk in Miami Dade County.

    **References**

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLoS One_,
    _17_(9), e0275092. https://doi.org/10.1371/journal.pone.0275092

    Mahadzir, M. D. A., Fatt Quek, K., & Amutha Ramadas. (2021). Group-Based lifestyle intervention strategies for Metabolic syndrome: A scoping review and strategic framework for Future research.
    _Medicina_,
    _57_(11), 1169. https://doi.org/10.3390/medicina57111169

    Miami Dade Council. (2025). Miami-Dade beacon council – market data – demographics. In
    _Miami-Dade Beacon Council_. https://www.beaconcouncil.com/demographics/

    Miami-Dade Matters. (2025). Miami-Dade matters. In
    _www.miamidadematters.org_. https://www.miamidadematters.org/

    Risica, P. M., McCarthy, M. L., Barry, K. L., Oliverio, S. P., Gans, K. M., & De Groot, A. S. (2021). Clinical outcomes of a community clinic-based lifestyle change program for prevention and management of metabolic syndrome: Results of the ‘vida Sana/Healthy life’ program.
    _PLOS One_,
    _16_(4), e0248473. https://doi.org/10.1371/journal.pone.0248473

    Tian, Z., Soltani, S., Bauersachs, J., Schmidt-Ott, K. M., Melk, A., & Schmidt, B. M. W. (2026). Gender-related and age-related disparities in Prevalence of the Cardiovascular-Kidney-Metabolic syndrome among US adults from 1999-2020: An analysis of the nhanes survey.
    _Kidney Medicine_,
    _8_(3), 101234. https://doi.org/10.1016/j.xkme.2025.101234

    U.S. Census Bureau. (2025). QuickFacts: Miami-Dade county, Florida. In
    _Census Bureau QuickFacts_. United States Census Bureau. https://www.census.gov/quickfacts/fact/table/miamidadecountyflorida/PST045225

    **## WritingAssignmentWeek6.docx**

    Writing Assignment Week 6

    A
    **S.M.A.R.T.** goal is defined by its five key aspects or elements. Without all aspects, you might be goal setting, but not effectively creating a plan for success. Let’s take a closer look at the five elements of S.M.A.R.T. goals.

    **Specific**

    Specific goals have a desired outcome that is clearly understood. This might be a sales number or a product rollout goal. No matter what it is, the goal should be clearly articulated so that everyone is on the same page with the objective. Define what will be accomplished and the actions to be taken to accomplish the goal. Goal must be clearly defined —who and what

    **Measurable**

    These are the numbers used with the goal. You need to have a quantifiable objective so that you can track progress. Define what data will be used to measure the goal and set a method for collection. The success toward meeting the goal can be measured. Outcome must demonstrate levels of change or improvement.

    **Achievable**

    Goals need to be realistic in order to maintain the enthusiasm to try to achieve them. Setting lofty goals is good, but you may want to break them down into smaller, bite-sized chunks. If the goal is not doable, you may need to first ramp up resources to give yourself a shot at success. Ramping up resources would likely be its own S.M.A.R.T. goal. Goals are reasonable and can be achieved.

    **Relevant**

    Goals should be aligned with the mission of the company or the specific project at hand. Don’t set goals just as an exercise for something to do. One way to determine if the goal is relevant is to define the key benefit to the organization or your personal goal. The goals are aligned with current tasks and projects and focus on one defined area

    **Time-Bound**

    Goals should have a deadline. A goal without a deadline doesn’t do much. How can you identify success or failure? This is why S.M.A.R.T. goals set a final date. This doesn’t mean that all the work is done, but it means that you can evaluate the success of the endeavor and set new goals. Goals have a clearly defined time frame including a target or deadline date.

    **Using the information presented as a guide create a SMART goal to improve the indicators of your health problem at short or long term [this is the same health problem you will be completing the PowerPoint on].**

    **Your SMART goal should be listed in your introduction of your paper.**

    **Include a paragraph to introduce your topic and place it in context for your reader. Do not forget to cite your sources. Utilizes at least 4 sources and all sources are current within 5 years.**

    **REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.**

    **Great resource to assist you:** [Reference List: Author/Authors – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html)

    **SMART** goals help improve achievement and success. A SMART goal clarifies exactly what is expected and the measures used to determine if the goal is achieved and successfully completed.

    Examples:

    Not a SMART goal:

    ·       Reach out to stakeholders.

    Does not identify a measurement or time frame, nor identify why the improvement is needed or how it will be used.

    **SMART goal:**

    ·      The Department will launch communications with stakeholders by conducting three focus groups specific to needs assessment and funding by the end of the first quarter.

    Please ensure you follow the SMART format when you are formatting your SMART GOAL and its explanations. This assignment is to be
    **submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points**. APA must be strictly followed. This assignment should be
    **minimally 3 pages no more than 5 pages for content**- do not exceed maximum page limit as it will incur a penalty [not counting references and title page] as the rationales utilizing EB Practice for each component of your SMART goal should be explained.
    **Penalty WILL BE GIVEN if you go over the page limit-be concise.**

    **## HealthPromotion1.docx**

    2

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Anthony Pisani

    Florida National University

    Health Promotion & Role Development in Advanced Nursing Practice

    Dr. Nora Hernandez-Pupo

    July 24, 2026

    **Health Promotion Community-Based Programs to Prevent Metabolic Syndrome**

    Nearly 40% of Americans now have metabolic syndrome, which is the co-occurrence of abdominal obesity, elevated blood pressure, insulin resistance, and dyslipidemia, and is more prevalent in older adults and among blacks (Tian et al., 2025). Hispanic and Latino adults are at compounded risk due to the combination of poor access to healthcare and cultural eating habits. These disparities are heightened in Miami-Dade County, where 69.1% of the population is Hispanic or Latino and 54.3% is foreign-born (U.S. Census Bureau, 2024; Miami-Dade Council, 2025). This proposal addresses metabolic syndrome in Hispanic and Latino adults in Miami-Dade County by implementing a 12-week, bilingual, nurse-led community program to provide screening, nutrition counseling, and structured activity. A realistic and measurable goal is that at least 60% of participants will have a clinically significant decrease in waist circumference or a decrease in systolic blood pressure at the end of the program.

    **Vulnerable Population**

    The proposed program targets Hispanic and Latino adults 18 and older, who are seeking treatment for obesity, prediabetes, hypertension, and dyslipidemia in Miami-Dade County. There are a number of risk factors that are often present in this population that increase vulnerability. Low health literacy and limited English skills hinder interpretation of preventative information, and the high prevalence of being uninsured or underinsured leads to delayed diagnosis and treatment. Limited knowledge of the health system and immigration status further deters regular screening. Some areas in Miami-Dade have obesity rates higher than the average for the county, and access to food and the built environment exacerbate individual risk factors (Miami-Dade Matters, 2025).

    These risk factors are not assumptions, but are supported by evidence. There is significant geographic variation in obesity surveillance at the county level, with historically under-resourced communities bearing the heaviest burden of obesity (Miami-Dade Matters, 2025). Census data also show that a large proportion of Miami-Dade households have a primary language other than English, which is known to be a barrier to accessing preventive services (U.S. Census Bureau, 2024). These conditions collectively make the case for a bilingual, community-based strategy to address the conditions rather than for a program to just change individual behavior.

    **Literature Review**

    Risica et al. (2021) reported four years of clinical outcomes from the Vida Sana/Healthy Life program, a community clinic-based lifestyle intervention delivered by bilingual community health workers to 641 predominantly Hispanic, Spanish-speaking, low-income participants. After an eight week culturally appropriate intervention on diet, physical activity and self-monitoring, there was significant reduction in blood pressure, lipid profile, blood glucose and anthropometric measures. This program mirrors closely the population and delivery model proposed for Miami-Dade and directly supports the community health worker, bilingual model.

    MahadziR et al. (2021) performed a scoping review of thirteen group-based lifestyle interventions for metabolic syndrome. Most successful programs were community-based, multidisciplinary, and used trained peer educators; waist circumference and blood pressure were the most consistently improved. The review was concluded that peer support complements and enhances the traditional clinical approach in a meaningful way. This evidence directly supports the use of trained CHWs in conjunction with nurse-led education in the Miami-Dade program.

    **Evaluation of Sources**

    Both sources offer methodological strengths. Risica et al. (2021) used real-life clinical data from 641 patients and the sample was mostly Hispanic and Spanish speaking, so the results are applicable to the population being proposed for Miami-Dade. Generalizability is supported by the Mahadzir et al.'s (2021) scoping review which synthesizes thirteen interventions in diverse settings and populations, and found structures instead of just one.

    Weaknesses remain. Risica et al. (2021) employed a pre-post study design without a randomized control group, meaning that improvements are difficult to distinguish from other effects like regression to the mean or concurrent medical treatments. The review by Mahadzir et al. (2021) only included interventions published up to 2020, and reported that nutrition outcomes were not consistently reported across the interventions, limiting the ability to draw conclusions about the efficacy of nutrition-specific interventions. These sources confirm the proposed model and indicate a need to use a controlled evaluation design in Miami-Dade for strengthening causal evidence.

    **Theoretical Model**

    The Socio-Ecological Model is the most appropriate guiding model of this proposal. Caperon et al. (2022) have applied it to the context of community engagement in an underserved urban area. This model views health behavior as resulting from the interplay between personal, interpersonal, organizational, community, and policy influences rather than being purely a personal choice. As shown by Caperon et al. (2022), multiple layers of local engagement with trusted organizations and their members at multiple stages enhanced program relevance and participation for an historically underserved population, applicable also in Miami-Dade.

    Individual-level strategies involve nutrition counselling and goal setting, whereas interpersonal-level strategies involve bilingual community health workers and peer support in the application of this model. Organizational-level partnerships with federally qualified health centers and churches provide trusted access points, and community-level efforts address neighborhood food environments and walking opportunities. Policy-level advocacy can help facilitate continued funding and insurance referral pathways. This multi-level approach ensures the program emphasizes personal behavior as well as environmental factors that help increase metabolic risk in Miami Dade County.

    **References**

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLoS One_,
    _17_(9), e0275092. https://doi.org/10.1371/journal.pone.0275092

    Mahadzir, M. D. A., Fatt Quek, K., & Amutha Ramadas. (2021). Group-Based lifestyle intervention strategies for Metabolic syndrome: A scoping review and strategic framework for Future research.
    _Medicina_,
    _57_(11), 1169. https://doi.org/10.3390/medicina57111169

    Miami Dade Council. (2025). Miami-Dade beacon council – market data – demographics. In
    _Miami-Dade Beacon Council_. https://www.beaconcouncil.com/demographics/

    Miami-Dade Matters. (2025). Miami-Dade matters. In
    _www.miamidadematters.org_. https://www.miamidadematters.org/

    Risica, P. M., McCarthy, M. L., Barry, K. L., Oliverio, S. P., Gans, K. M., & De Groot, A. S. (2021). Clinical outcomes of a community clinic-based lifestyle change program for prevention and management of metabolic syndrome: Results of the ‘vida Sana/Healthy life’ program.
    _PLOS One_,
    _16_(4), e0248473. https://doi.org/10.1371/journal.pone.0248473

    Tian, Z., Soltani, S., Bauersachs, J., Schmidt-Ott, K. M., Melk, A., & Schmidt, B. M. W. (2026). Gender-related and age-related disparities in Prevalence of the Cardiovascular-Kidney-Metabolic syndrome among US adults from 1999-2020: An analysis of the nhanes survey.
    _Kidney Medicine_,
    _8_(3), 101234. https://doi.org/10.1016/j.xkme.2025.101234

    U.S. Census Bureau. (2025). QuickFacts: Miami-Dade county, Florida. In
    _Census Bureau QuickFacts_. United States Census Bureau. https://www.census.gov/quickfacts/fact/table/miamidadecountyflorida/PST045225

  • [Solved] Journal Response MODULE 5-870

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Policy analysis occurs at the micro, **files (2)** – ## Module5JournalQuestion.docx – ## Module5Journal-RUBRIC.docx **## Module5JournalQuestion.docx** Policy analysis occurs at the micro, meso, and macro levels in organizations and government. Using the Five “E” model, select one of the following nu…

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    Assignment Prompt & Instructions

    Policy analysis occurs at the micro,

    **files (2)**

    – ## Module5JournalQuestion.docx

    – ## Module5Journal-RUBRIC.docx

    **## Module5JournalQuestion.docx**

    Policy analysis occurs at the micro, meso, and macro levels in organizations and government. Using the Five “E” model, select one of the following nurse-sensitive indicators and describe a corrective policy from each of the policy analysis levels with the Five “E” model.

    Nurse-sensitive indicators:

    · falls with injury

    · CAUTI

    · CLABSI

    · pressure ulcers

    · failure to rescue

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.**

    **## Module5Journal-RUBRIC.docx**

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Course:
    **DNP870 Sect1 Health Policy, Advocacy and Partnerships**

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-5-870)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    1/3

    ## image1.png

    **## Module5Journal-RUBRIC.docx**

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Course:
    **DNP870 Sect1 Health Policy, Advocacy and Partnerships**

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-5-870)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    1/3

    ## image1.png

    **## Module5JournalQuestion.docx**

    Policy analysis occurs at the micro, meso, and macro levels in organizations and government. Using the Five “E” model, select one of the following nurse-sensitive indicators and describe a corrective policy from each of the policy analysis levels with the Five “E” model.

    Nurse-sensitive indicators:

    · falls with injury

    · CAUTI

    · CLABSI

    · pressure ulcers

    · failure to rescue

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.**

    **## Module5Journal-RUBRIC.docx**

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Course:
    **DNP870 Sect1 Health Policy, Advocacy and Partnerships**

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-5-870)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    1/3

    ## image1.png

    **## Module5JournalQuestion.docx**

    Policy analysis occurs at the micro, meso, and macro levels in organizations and government. Using the Five “E” model, select one of the following nurse-sensitive indicators and describe a corrective policy from each of the policy analysis levels with the Five “E” model.

    Nurse-sensitive indicators:

    · falls with injury

    · CAUTI

    · CLABSI

    · pressure ulcers

    · failure to rescue

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.**

    **## Module5Journal-RUBRIC.docx**

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    7/13/26, 6:54 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Course:
    **DNP870 Sect1 Health Policy, Advocacy and Partnerships**

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-5-870)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403098/View 1/3

    1/3

    ## image1.png

  • [Solved] Healthcare Artificial Intelligence Evaluation

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    Healthcare Artificial Intelligence Evaluation

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