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  • [Solved] Nursing NUR 602 Module 3 Assignment

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    Executive Solution Overview

    In-depth study guidance and analytical solution covering Nursing NUR 602 Module 3 Assignment.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Journal Response MODULE 7

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Essential roles – ## Module7JournalQuestion-Rubric.docx – ## Module7JournalQuestion.docx **## Module7JournalQuestion-Rubric.docx** Graduate Journal Question Rubric v1 Course: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship ![](https://www.sweetstudy.com/questions/journal-response-mod…

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    Assignment Prompt & Instructions

    Essential roles

    – ## Module7JournalQuestion-Rubric.docx

    – ## Module7JournalQuestion.docx

    **## Module7JournalQuestion-Rubric.docx**

    Graduate Journal Question Rubric v1

    Course: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship

    ![](https://www.sweetstudy.com/questions/journal-response-module-7-20947873)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7-20947873)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    ## image1.png

    ## image2.png

    **## Module7JournalQuestion.docx**

    **Journal Response MODULE 7_DNP850**

    Consider your experiences working on interprofessional teams and our readings this week.

    What are the essential roles of those on the team?

    How does collaboration among the members of the team influence effectiveness of achieving the goals set forth?

    Have you considered the members who will serve on your DNP team? Who is essential for you to include to carry out your work?

    Discuss the five delegation rights as described in your text and consider how you would apply these as you begin to work for your team for your DNP project.

    Journal Response Expectations

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **“My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.**

    **Required resources**

    Finkelman, A. (2023). Professional nursing concepts: Competencies for quality leadership (5th ed.). Jones & Bartlett Learning. ISBN:. Read chapters 10 & 12.

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning. Read chapter 2.

    **## Module7JournalQuestion.docx**

    **Journal Response MODULE 7_DNP850**

    Consider your experiences working on interprofessional teams and our readings this week.

    What are the essential roles of those on the team?

    How does collaboration among the members of the team influence effectiveness of achieving the goals set forth?

    Have you considered the members who will serve on your DNP team? Who is essential for you to include to carry out your work?

    Discuss the five delegation rights as described in your text and consider how you would apply these as you begin to work for your team for your DNP project.

    Journal Response Expectations

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **“My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.**

    **Required resources**

    Finkelman, A. (2023). Professional nursing concepts: Competencies for quality leadership (5th ed.). Jones & Bartlett Learning. ISBN:. Read chapters 10 & 12.

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning. Read chapter 2.

    **## Module7JournalQuestion-Rubric.docx**

    Graduate Journal Question Rubric v1

    Course: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship

    ![](https://www.sweetstudy.com/questions/journal-response-module-7-20947873)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7-20947873)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    ## image1.png

    ## image2.png

    **## Module7JournalQuestion.docx**

    **Journal Response MODULE 7_DNP850**

    Consider your experiences working on interprofessional teams and our readings this week.

    What are the essential roles of those on the team?

    How does collaboration among the members of the team influence effectiveness of achieving the goals set forth?

    Have you considered the members who will serve on your DNP team? Who is essential for you to include to carry out your work?

    Discuss the five delegation rights as described in your text and consider how you would apply these as you begin to work for your team for your DNP project.

    Journal Response Expectations

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **“My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.**

    **Required resources**

    Finkelman, A. (2023). Professional nursing concepts: Competencies for quality leadership (5th ed.). Jones & Bartlett Learning. ISBN:. Read chapters 10 & 12.

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning. Read chapter 2.

    **## Module7JournalQuestion-Rubric.docx**

    Graduate Journal Question Rubric v1

    Course: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship

    ![](https://www.sweetstudy.com/questions/journal-response-module-7-20947873)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7-20947873)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    ## image1.png

    ## image2.png

    **## Module7JournalQuestion.docx**

    **Journal Response MODULE 7_DNP850**

    Consider your experiences working on interprofessional teams and our readings this week.

    What are the essential roles of those on the team?

    How does collaboration among the members of the team influence effectiveness of achieving the goals set forth?

    Have you considered the members who will serve on your DNP team? Who is essential for you to include to carry out your work?

    Discuss the five delegation rights as described in your text and consider how you would apply these as you begin to work for your team for your DNP project.

    Journal Response Expectations

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **“My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.**

    **Required resources**

    Finkelman, A. (2023). Professional nursing concepts: Competencies for quality leadership (5th ed.). Jones & Bartlett Learning. ISBN:. Read chapters 10 & 12.

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning. Read chapter 2.

    – 1
    – 2

  • [Solved] week 7_POWEPONT- KEY STAKEHOLDER

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Key Stakeholders Assignment** -POWERPOINT – ## Module7AssignmentQuestion.docx – ## Module7Assignment-Rubric.docx – Problem_Developed.docx **## Module7AssignmentQuestion.docx** **Assignment Description-Key Stakeholders Assignment** **Support your content with at least four (4) sources throughout y…

    Instant Solution Download

    $6.99

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

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    **Key Stakeholders Assignment** -POWERPOINT

    – ## Module7AssignmentQuestion.docx

    – ## Module7Assignment-Rubric.docx

    – Problem_Developed.docx

    **## Module7AssignmentQuestion.docx**

    **Assignment Description-Key Stakeholders Assignment**

    **Support your content with at least four (4) sources throughout your presentation and include a reference slide.**

    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.

    **Reflect on the problem statement you drafted earlier in this course**. Based on the problem you identified, consider your key stakeholders.
    **Remember,** your stakeholders are persons with an interest in your work.
    **These persons** will have a vested interest, help you carry your project forward, and see its sustainability.

    **For the assignment, you will present** a PowerPoint describing your key stakeholders and the impact they will have on your DNP project. Stakeholders are not just your preceptor. This is an interdisciplinary team you will form from various disciplines to coordinate and collaborate with to deliver your DNP project.

    **Title slide**

    Definition of stakeholders (in your own words) (1 slide)

    A slide for each of your anticipated stakeholders and why they have been selected (generally, you will have 6-8 key stakeholders/groups) (6-8 slides)

    · How will this stakeholder contribute to your project? (1 slide)

    · What will their role be? (1 slide)

    · How often will you need to check in with this stakeholder? (1 slide)

    · How will they lend to the development, implementation, and evaluation of your DNP project? (1 slide)

    · How does this stakeholder contribute to project sustainability? (1 slide)

    Closing slide and action items for putting your key stakeholders together. (1 slide)

    References

    **Assignment Expectations**

    **Length:** 14-16 slides; answer must thoroughly address the questions in a clear, concise manner.

    **Structure:**

    Title slide, objective slide, and reference slide in
    **7th edition APA format**.
    **These** do not count towards the minimal word slide count for this assignment. Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.

    **References:** Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of four (4) scholarly sources to support your claims.

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

    Scholarly articles
    **from**
    **2020 to 2025 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:**

    Finkelman, A. (2023).
    _Professional nursing concepts: Competencies for quality leadership_ (5th ed.). Jones & Bartlett Learning.
    **Read chapters 10 & 12.**

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning.
    **Read chapter 2.**

    “My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.

    **## Module7Assignment-Rubric.docx**

    11/3/25, 5:20 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship – 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: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship

    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).

    points

    40

    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/114903/viewContent/6049705/View 1/4

    1/4

    **Problem_Developed.docx**

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

    **Problem_Developed.docx**

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

    **## Module7AssignmentQuestion.docx**

    **Assignment Description-Key Stakeholders Assignment**

    **Support your content with at least four (4) sources throughout your presentation and include a reference slide.**

    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.

    **Reflect on the problem statement you drafted earlier in this course**. Based on the problem you identified, consider your key stakeholders.
    **Remember,** your stakeholders are persons with an interest in your work.
    **These persons** will have a vested interest, help you carry your project forward, and see its sustainability.

    **For the assignment, you will present** a PowerPoint describing your key stakeholders and the impact they will have on your DNP project. Stakeholders are not just your preceptor. This is an interdisciplinary team you will form from various disciplines to coordinate and collaborate with to deliver your DNP project.

    **Title slide**

    Definition of stakeholders (in your own words) (1 slide)

    A slide for each of your anticipated stakeholders and why they have been selected (generally, you will have 6-8 key stakeholders/groups) (6-8 slides)

    · How will this stakeholder contribute to your project? (1 slide)

    · What will their role be? (1 slide)

    · How often will you need to check in with this stakeholder? (1 slide)

    · How will they lend to the development, implementation, and evaluation of your DNP project? (1 slide)

    · How does this stakeholder contribute to project sustainability? (1 slide)

    Closing slide and action items for putting your key stakeholders together. (1 slide)

    References

    **Assignment Expectations**

    **Length:** 14-16 slides; answer must thoroughly address the questions in a clear, concise manner.

    **Structure:**

    Title slide, objective slide, and reference slide in
    **7th edition APA format**.
    **These** do not count towards the minimal word slide count for this assignment. Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.

    **References:** Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of four (4) scholarly sources to support your claims.

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

    Scholarly articles
    **from**
    **2020 to 2025 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:**

    Finkelman, A. (2023).
    _Professional nursing concepts: Competencies for quality leadership_ (5th ed.). Jones & Bartlett Learning.
    **Read chapters 10 & 12.**

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning.
    **Read chapter 2.**

    “My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.

    **## Module7Assignment-Rubric.docx**

    11/3/25, 5:20 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship – 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: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship

    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).

    points

    40

    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/114903/viewContent/6049705/View 1/4

    1/4

    **Problem_Developed.docx**

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

    **## Module7AssignmentQuestion.docx**

    **Assignment Description-Key Stakeholders Assignment**

    **Support your content with at least four (4) sources throughout your presentation and include a reference slide.**

    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.

    **Reflect on the problem statement you drafted earlier in this course**. Based on the problem you identified, consider your key stakeholders.
    **Remember,** your stakeholders are persons with an interest in your work.
    **These persons** will have a vested interest, help you carry your project forward, and see its sustainability.

    **For the assignment, you will present** a PowerPoint describing your key stakeholders and the impact they will have on your DNP project. Stakeholders are not just your preceptor. This is an interdisciplinary team you will form from various disciplines to coordinate and collaborate with to deliver your DNP project.

    **Title slide**

    Definition of stakeholders (in your own words) (1 slide)

    A slide for each of your anticipated stakeholders and why they have been selected (generally, you will have 6-8 key stakeholders/groups) (6-8 slides)

    · How will this stakeholder contribute to your project? (1 slide)

    · What will their role be? (1 slide)

    · How often will you need to check in with this stakeholder? (1 slide)

    · How will they lend to the development, implementation, and evaluation of your DNP project? (1 slide)

    · How does this stakeholder contribute to project sustainability? (1 slide)

    Closing slide and action items for putting your key stakeholders together. (1 slide)

    References

    **Assignment Expectations**

    **Length:** 14-16 slides; answer must thoroughly address the questions in a clear, concise manner.

    **Structure:**

    Title slide, objective slide, and reference slide in
    **7th edition APA format**.
    **These** do not count towards the minimal word slide count for this assignment. Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.

    **References:** Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of four (4) scholarly sources to support your claims.

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

    Scholarly articles
    **from**
    **2020 to 2025 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:**

    Finkelman, A. (2023).
    _Professional nursing concepts: Competencies for quality leadership_ (5th ed.). Jones & Bartlett Learning.
    **Read chapters 10 & 12.**

    Chism, L. A. (2023). The doctor of nursing practice: A guidebook for role development and professional nursing practice (5th ed.). Jones & Bartlett Learning.
    **Read chapter 2.**

    “My DNP project aims to enhance glycemic control in Black adults aged 40–70 years with uncontrolled Type 2 Diabetes (HbA1c ≥9%) within a community-based primary care clinic by increasing the use of Continuous Glucose Monitors (CGMs)”.

    **## Module7Assignment-Rubric.docx**

    11/3/25, 5:20 AM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship – 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: DNP850 Sect1 Nursing Practice, Professionalism, and Scholarship

    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).

    points

    40

    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/114903/viewContent/6049705/View 1/4

    1/4

    **Problem_Developed.docx**

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    – ## WEEK3CASESTUDY.docx **## WEEK3CASESTUDY.docx** | | | | — | — | | | **Case 2** | | **Cases** | R.T. is a 35-year-old female patient who was seen in the clinic because she has been trying to get pregnant for about 7 months but she has not been successful.<br>Only positive gynecologic history …

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    – ## WEEK3CASESTUDY.docx

    **## WEEK3CASESTUDY.docx**

    | | |
    | — | — |
    | | **Case 2** |
    | **Cases** | R.T. is a 35-year-old female patient who was seen in the clinic because she has been trying to get pregnant for about 7 months but she has not been successful.<br>Only positive gynecologic history for R.T. has been three episodes of pelvic inflammatory disease in the last five years. |
    | **Questions for the case** | · Discuss a diagnostic plan for R.T. and the rationale.<br>· Discuss your presumptive diagnoses and ICD 10 number.<br>· Develop the management plan (pharmacological and nonpharmacological). <br>· Name some of the complications of PID. |

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    **Submission Instructions:**

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

    **## WEEK3CASESTUDY.docx**

    | | |
    | — | — |
    | | **Case 2** |
    | **Cases** | R.T. is a 35-year-old female patient who was seen in the clinic because she has been trying to get pregnant for about 7 months but she has not been successful.<br>Only positive gynecologic history for R.T. has been three episodes of pelvic inflammatory disease in the last five years. |
    | **Questions for the case** | · Discuss a diagnostic plan for R.T. and the rationale.<br>· Discuss your presumptive diagnoses and ICD 10 number.<br>· Develop the management plan (pharmacological and nonpharmacological). <br>· Name some of the complications of PID. |

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    **Submission Instructions:**

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

  • [Solved] Nursing Homework

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    \ IMG_5295.jpeg](https://www.sweetstudy.com/files/img-5295-jpeg "IMG_5295.jpeg") \ IMG_5294.jpeg](https://www.sweetstudy.com/files/img-5294-jpeg "IMG_5294.jpeg")

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    \
    IMG_5295.jpeg](https://www.sweetstudy.com/files/img-5295-jpeg "IMG_5295.jpeg")
    \
    IMG_5294.jpeg](https://www.sweetstudy.com/files/img-5294-jpeg "IMG_5294.jpeg")

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    nursing – ## UICNURS332week2articles1.docx **## UICNURS332week2articles1.docx** **UIC NURS 332** **Research on Nurse Caring** **To be used in week 2** · Breneol, S., Goldberg, L., & Watson, J. (2019). Caring for children who are technology-dependent and their families: The application of Watsonʼs ca…

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    nursing

    – ## UICNURS332week2articles1.docx

    **## UICNURS332week2articles1.docx**

    **UIC NURS 332**

    **Research on Nurse Caring**

    **To be used in week 2**

    · Breneol, S., Goldberg, L., & Watson, J. (2019). Caring for children who are technology-dependent and their families: The application of Watsonʼs caring science to guide nursing practice. Advances in Nursing Science, 42(2), E13-E23.
    [Caring for Children Who Are Technology-Dependent and Their Families: The Application of Watson's Caring Science to Guide Nursing Practice (uic.edu)](https://oce-ovid-com.proxy.cc.uic.edu/article/00012272-201904000-00009/PDF)

    · Compton, E. K., Gildemeyer, K., Reich, R. R., & Mason, T. M. (2019). Perceptions of caring behaviours: A comparison of surgical oncology nurses and patients. Journal of Clinical Nursing, 28(9-10), 1680-1684.
    [Perceptions of caring behaviours: A comparison of surgical oncology nurses and patients (uic.edu)](https://onlinelibrary-wiley-com.proxy.cc.uic.edu/doi/pdfdirect/10.1111/jocn.14773)

    · Durkin, Joanne; Jackson, Debra; Usher, Kim. (2022).

    Compassionate practice in a hospital setting. Experiences of patients and health professionals: A narrative inquiry.
    _Journal of advanced nursing_, Vol.78 (4), p.1112-1127.
    [Compassionate practice in a hospital setting. Experiences of patients and health professionals: A narrative inquiry](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_miscellaneous_2591218380&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Ccompassion%20in%20nurse%20caring&offset=50)

    · Durkin, M., Gurbutt, R., & Carson, J. (2019). Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model. Journal of Advanced Nursing, 75(10), 2910-2922.
    [Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model (uic.edu)](https://onlinelibrary-wiley-com.proxy.cc.uic.edu/doi/pdfdirect/10.1111/jan.14134)

    · Hedman, M., Häggström, E., Mamhidir, A., & Pöder, U. (2019). Caring in nursing homes to promote autonomy and participation.
    _Nursing Ethics_, 26(1), 280-292
    [Caring in nursing homes to promote autonomy and participation (uic.edu)](https://journals-sagepub-com.proxy.cc.uic.edu/doi/pdf/10.1177/0969733017703698)

    · Hernandez, Nathalya Casallas; Leal, Liliana Marcela Reina; Brito, Maria José Menezes. (2022). Building Culturally Competent Compassion in Nurses Caring for Vulnerable Populations.
    _Journal of holistic nursing_, Vol.40 (4), p.359-369.
    [Building Culturally Competent Compassion in Nurses Caring for Vulnerable Populations](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_miscellaneous_2607308424&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Ccompassion%20in%20nurse%20caring&offset=0)

    · Kim, Bo‐Song ; Lee, Miyoung ; Jang, Sun Joo. (2022) Hospital nurses’ empathy and moral sensitivity toward elderly care: A cross-sectional study.
    _Journal of nursing management_, Vol.30 (7), p.2138-2146
    [Hospital nurses' empathy and moral sensitivity toward elderly care: A cross‐sectional study](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_journals_2745652207&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cempathy%20in%20nurse%20care&offset=0&pcAvailability=true)

    · Liu, N., Hsu, W., Hung, C., Wu, P., & Pai, H. (2019). The effect of gender role orientation on student nurses’ caring behaviour and critical thinking. International Journal of Nursing Studies, 89, 18-23.
    [The effect of gender role orientation on student nurses’ caring behaviour and critical thinking (sciencedirectassets.com)](https://pdf.sciencedirectassets.com/271253/1-s2.0-S0020748918X0011X/1-s2.0-S002074891830213X/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjELb%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQDqbMzfntsihcky6re9JPxCdTJE5DQKn9w71ComX8xKTgIgN7gWawXLnPZF4t2Nsw6Pfa0d11XsOWlR9qow7ufoDkYq%2BgMITxAEGgwwNTkwMDM1NDY4NjUiDP9bOeVOQRKxKTgBZirXA9%2F8CF%2BqASNWMLXDkcCHEVBM1gt1H6KLDOsWngt1VyO3mW7iYGuLZ5OsB%2FZH4jXYNf%2BQ%2BlGTJctafSUrw1xIg%2B7080u1VjFUyPFFwnOTSHDb57Nh2fyxQhv8LhYni3r70Zn80gUeTqnaxiWs46r%2B%2B3Zy75wvlumjM0bCmorWnIUV5Gv3hY0WvDu6UmJhXswq2hmEwbhFWWROB9gASkXD77uZN9LCWbme%2BTMrYStFS3%2B642C1PSqBovUQegUF8noTZ4iBR5a0DCxqpTvi9G2%2FkYbbUIIFDn8iT0MzxljgXNv1JiLpl5uXuGnP0JxU%2B2rUCsDrdPedY523wa29TjYyFGYqce3aWvDg02oaI6fTXhEe1hNu8b6HgP6EEpgnEc%2Fd81JNnrmAGlbPPR%2FkJq00voX2Lj5PhKyRF6dMamSYZZaEdlRHeHy0jdLYus%2BhSsOrPgijpbZsNPhg8q2t591ZrICyOyYv2ooG7BBG6emtMB1nc%2Bbi6hSNf5kaFcFjRaKjIe5mqq48zAnFmCwh%2Fd%2BCuiHa9dzEfFtuKue%2B13bCq38FF6IY7sJ%2FQ236SIwp79i9uUJmLDarNUOQgWivlO9lR2nu0DtYDhB%2FhyDZB36z9Dqrwp90e7F%2B6DD0pNeLBjqlAYzwwzw0P6aIyesMWyfUD0Wi2tnvL7e4OesynG9RU6doQvpWokRsmlJKm4hWlR4eg5NC9xGy9ws8cyiFqZLroN%2F%2FSuYRYNaMgKcBlwC%2FhgG2a6N%2BjPY23KRn0pFM46Hyb5MABqgVZZ1Lk6NS0JPsUf%2BUEyjiSDWCZ8qIPEMInpQBF%2Bpsd5H%2Fvv4vadZ7qExo2YCncf0I4PrelcQVhkesEEHOrYrQnQ%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20211024T224628Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYRPSJ3F7E%2F20211024%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=74612c77dbf05d35d14f76f97c161051da55736a10d751c20c04a7012af6f4ac&hash=09e74916138a97e376d56ae41e767048c6fdbf148cdf446620e781a4c753883a&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S002074891830213X&tid=spdf-c8524d96-bf9d-48fc-aa39-bfc79a3f5582&sid=bf012ece48cac94b4c89894-1bbceda3b875gxrqa&type=client)

    · Pearson, Geraldine S. (2021). Empathy in Today’s Health Care Environment

    _Journal of the American Psychiatric Nurses Association_, Vol.27 (1), p.5-6, Article 1078390320979704
    [Empathy in Today’s Health Care Environment](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_webofscience_primary_000599227100001CitationCount&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cempathy%20in%20nurse%20care&offset=0&pcAvailability=true)

    · Rosser, E. A., Scammell, J., Heaslip, V., White, S., Phillips, J., Cooper, K., Donaldson, I., & Hemingway, A. (2019). Caring values in undergraduate nurse students: A qualitative longitudinal study. Nurse Education Today, 77, 65-70.
    [Caring values in undergraduate nurse students_ A qualitative longitudinal study (sciencedirectassets.com)](https://pdf.sciencedirectassets.com/272471/1-s2.0-S0260691719X00040/1-s2.0-S0260691718309572/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjELb%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQC6xIfA9vF2p9rpXTJCcKLjdvDO4CccGSb1sIWA0HHLNAIgH4iMjCEXDS6dKO6GLwKTTkwSoAAPnFPTC9lpB9UoHEEq%2BgMITxAEGgwwNTkwMDM1NDY4NjUiDGfkhmo0bmDY4uMqdirXA18Q4a%2BXLdW8Iob4vUwwDquwu5z2COsqT%2BSWh238Sqr4iKVxQLZN9oNMo9kNa4gcc9AN7XGwpL8Sx7fkDBZV7ODIhB%2F%2B8eimbRIcvWTUDj18hGyjjJ9yHTcMZYIPYbEXe1imEuRJdYi%2FCaUgEAlDpa7nX%2Fhg2Pz2vY%2FcZL0Sn%2FqE%2FrLZBndJP0xh83LnFQejuQwZMPvqug%2BbJOwAYEzHLrFL358C8TxIxZSBW%2FAcPgRQfaMtRbJ8Yzzf53JIbo9VM0mtM47pv3nKVZDN%2FiXdbqtZXbHiocZxyT9AtcwZLNh%2FPM%2BSjRLTMKW6ekGVuS7FmtV209MHXnNhjVZjzbIt9HzPnOmrXCXWy4SBFK0%2ByBqPrjSvslR%2FGc4wuJxmufiUBc3EQDD8YlK5Jpzv8y5FhNLczLrW8Tl%2BRFv%2FXNdZCqnXeh4nxcpkouzELEI89tMGhd4VUKSp2LEKPx4mxhs2o5NemctgrTcSQU%2BCxyf%2BAHeqnnt8pYwTRl0CLagK6CA5KkHHjs9W%2FRHnGSCkLSgxNktI9etEN4mN4yH9phL4XJ%2FUjtfS3mqkFEDtGjxFcwOaczIiPtRr8Oon72F%2F0UwTOwO%2FaFxWn%2BZS6Vo%2FQW2xv8Tz6eFoGVqvojCQn9eLBjqlAXwN51UAE0FC6PGe%2FBaVpcyiUP1T3qBiKQXSItNedAolJ1IReGa5lGIlrqvxGzHc2jSes05x%2F2cxYxT53qI5KSgd31oRnURqnsjVYReDM7f4u6XtHJ%2Fy2tdzvFvCgi6tjLMaGyKP2uSaJqDe7tzy8bzrBy805%2Fvyg%2Ffx3cV3HqztpWiCaZ9%2BYFFt4dBYzxIbqGRiI1g4OMopI4Fscx%2F28lay%2BU8A1w%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20211024T224723Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYSVXZVXVW%2F20211024%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=48dc7481ce3c504a1d2fc255031c13041cb87f469a055c7a188e5a1c3af0c76f&hash=5e832db54d057ac8294f3736d43a23370dd5de0ac5d5ae7a7c693219e3713025&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0260691718309572&tid=spdf-3dcb2917-55c1-41fc-8e32-e0133d7762d6&sid=a21371574935c64e6b1b4b45c0838a5d97e6gxrqa&type=client)

    · Sanders, Sarah. (2012). Compassionately caring for LGBT persons in your faith community
    _Journal of Christian nursing_, Vol.29 (4), p.208-214.
    [Compassionately caring for LGBT persons in your faith community](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_miscellaneous_1114705561&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cnurse%20caring%20in%20the%20lgbt%20community&offset=0)

    · Sharifnia, Amir Masoud ; Green, Heidi ; Fernandez, Ritin ; Alananzeh, Ibrahim. (2023). Empathy and ethical sensitivity among intensive and critical care nurses: A path analysis.
    _Nursing ethics_, p.969. DOI: 7330231167543-9697330231167543
    [Empathy and ethical sensitivity among intensive and critical care nurses: A path analysis](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_crossref_primary_10_1177_09697330231167543&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cempathy%20in%20nurse%20care&offset=0&pcAvailability=true)

    · Tehranineshat, B., Rakhshan, M., Torabizadeh, C., & Fararouei, M. (2019). Nurses’, patients’, and family caregivers’ perceptions of compassionate nursing care. Nursing Ethics, 26(6), 1707-1720.
    [Nurses’, patients’, and family caregivers’ perceptions of compassionate nursing care (uic.edu)](https://journals-sagepub-com.proxy.cc.uic.edu/doi/pdf/10.1177/0969733018777884)

    · Thompson, J., Boden, Z. V., Newton, E. K., Fenton, K., Hickman, G., & Larkin, M. (2019). The experiences of inpatient nursing staff caring for young people with early psychosis. Journal of Research in Nursing, 24(1-2), 75-85.
    [The experiences of inpatient nursing staff caring for young people with early psychosis (sagepub.com)](https://journals.sagepub.com/doi/pdf/10.1177/1744987118818857)

    · Turner, K., Locke, A., Jones, T., & Carpenter, J. (2019). Empathy huddles: Cultivating a culture of empathy. The Journal of Neuroscience Nursing: Journal of the American Association of Neuroscience Nurses, 51(3), 153-155.
    [Empathy Huddles: Cultivating a Culture of Empathy (uic.edu)](https://oce-ovid-com.proxy.cc.uic.edu/article/01376517-201906000-00011/PDF)

    **## UICNURS332week2articles1.docx**

    **UIC NURS 332**

    **Research on Nurse Caring**

    **To be used in week 2**

    · Breneol, S., Goldberg, L., & Watson, J. (2019). Caring for children who are technology-dependent and their families: The application of Watsonʼs caring science to guide nursing practice. Advances in Nursing Science, 42(2), E13-E23.
    [Caring for Children Who Are Technology-Dependent and Their Families: The Application of Watson's Caring Science to Guide Nursing Practice (uic.edu)](https://oce-ovid-com.proxy.cc.uic.edu/article/00012272-201904000-00009/PDF)

    · Compton, E. K., Gildemeyer, K., Reich, R. R., & Mason, T. M. (2019). Perceptions of caring behaviours: A comparison of surgical oncology nurses and patients. Journal of Clinical Nursing, 28(9-10), 1680-1684.
    [Perceptions of caring behaviours: A comparison of surgical oncology nurses and patients (uic.edu)](https://onlinelibrary-wiley-com.proxy.cc.uic.edu/doi/pdfdirect/10.1111/jocn.14773)

    · Durkin, Joanne; Jackson, Debra; Usher, Kim. (2022).

    Compassionate practice in a hospital setting. Experiences of patients and health professionals: A narrative inquiry.
    _Journal of advanced nursing_, Vol.78 (4), p.1112-1127.
    [Compassionate practice in a hospital setting. Experiences of patients and health professionals: A narrative inquiry](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_miscellaneous_2591218380&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Ccompassion%20in%20nurse%20caring&offset=50)

    · Durkin, M., Gurbutt, R., & Carson, J. (2019). Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model. Journal of Advanced Nursing, 75(10), 2910-2922.
    [Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model (uic.edu)](https://onlinelibrary-wiley-com.proxy.cc.uic.edu/doi/pdfdirect/10.1111/jan.14134)

    · Hedman, M., Häggström, E., Mamhidir, A., & Pöder, U. (2019). Caring in nursing homes to promote autonomy and participation.
    _Nursing Ethics_, 26(1), 280-292
    [Caring in nursing homes to promote autonomy and participation (uic.edu)](https://journals-sagepub-com.proxy.cc.uic.edu/doi/pdf/10.1177/0969733017703698)

    · Hernandez, Nathalya Casallas; Leal, Liliana Marcela Reina; Brito, Maria José Menezes. (2022). Building Culturally Competent Compassion in Nurses Caring for Vulnerable Populations.
    _Journal of holistic nursing_, Vol.40 (4), p.359-369.
    [Building Culturally Competent Compassion in Nurses Caring for Vulnerable Populations](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_miscellaneous_2607308424&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Ccompassion%20in%20nurse%20caring&offset=0)

    · Kim, Bo‐Song ; Lee, Miyoung ; Jang, Sun Joo. (2022) Hospital nurses’ empathy and moral sensitivity toward elderly care: A cross-sectional study.
    _Journal of nursing management_, Vol.30 (7), p.2138-2146
    [Hospital nurses' empathy and moral sensitivity toward elderly care: A cross‐sectional study](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_journals_2745652207&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cempathy%20in%20nurse%20care&offset=0&pcAvailability=true)

    · Liu, N., Hsu, W., Hung, C., Wu, P., & Pai, H. (2019). The effect of gender role orientation on student nurses’ caring behaviour and critical thinking. International Journal of Nursing Studies, 89, 18-23.
    [The effect of gender role orientation on student nurses’ caring behaviour and critical thinking (sciencedirectassets.com)](https://pdf.sciencedirectassets.com/271253/1-s2.0-S0020748918X0011X/1-s2.0-S002074891830213X/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjELb%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQDqbMzfntsihcky6re9JPxCdTJE5DQKn9w71ComX8xKTgIgN7gWawXLnPZF4t2Nsw6Pfa0d11XsOWlR9qow7ufoDkYq%2BgMITxAEGgwwNTkwMDM1NDY4NjUiDP9bOeVOQRKxKTgBZirXA9%2F8CF%2BqASNWMLXDkcCHEVBM1gt1H6KLDOsWngt1VyO3mW7iYGuLZ5OsB%2FZH4jXYNf%2BQ%2BlGTJctafSUrw1xIg%2B7080u1VjFUyPFFwnOTSHDb57Nh2fyxQhv8LhYni3r70Zn80gUeTqnaxiWs46r%2B%2B3Zy75wvlumjM0bCmorWnIUV5Gv3hY0WvDu6UmJhXswq2hmEwbhFWWROB9gASkXD77uZN9LCWbme%2BTMrYStFS3%2B642C1PSqBovUQegUF8noTZ4iBR5a0DCxqpTvi9G2%2FkYbbUIIFDn8iT0MzxljgXNv1JiLpl5uXuGnP0JxU%2B2rUCsDrdPedY523wa29TjYyFGYqce3aWvDg02oaI6fTXhEe1hNu8b6HgP6EEpgnEc%2Fd81JNnrmAGlbPPR%2FkJq00voX2Lj5PhKyRF6dMamSYZZaEdlRHeHy0jdLYus%2BhSsOrPgijpbZsNPhg8q2t591ZrICyOyYv2ooG7BBG6emtMB1nc%2Bbi6hSNf5kaFcFjRaKjIe5mqq48zAnFmCwh%2Fd%2BCuiHa9dzEfFtuKue%2B13bCq38FF6IY7sJ%2FQ236SIwp79i9uUJmLDarNUOQgWivlO9lR2nu0DtYDhB%2FhyDZB36z9Dqrwp90e7F%2B6DD0pNeLBjqlAYzwwzw0P6aIyesMWyfUD0Wi2tnvL7e4OesynG9RU6doQvpWokRsmlJKm4hWlR4eg5NC9xGy9ws8cyiFqZLroN%2F%2FSuYRYNaMgKcBlwC%2FhgG2a6N%2BjPY23KRn0pFM46Hyb5MABqgVZZ1Lk6NS0JPsUf%2BUEyjiSDWCZ8qIPEMInpQBF%2Bpsd5H%2Fvv4vadZ7qExo2YCncf0I4PrelcQVhkesEEHOrYrQnQ%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20211024T224628Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYRPSJ3F7E%2F20211024%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=74612c77dbf05d35d14f76f97c161051da55736a10d751c20c04a7012af6f4ac&hash=09e74916138a97e376d56ae41e767048c6fdbf148cdf446620e781a4c753883a&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S002074891830213X&tid=spdf-c8524d96-bf9d-48fc-aa39-bfc79a3f5582&sid=bf012ece48cac94b4c89894-1bbceda3b875gxrqa&type=client)

    · Pearson, Geraldine S. (2021). Empathy in Today’s Health Care Environment

    _Journal of the American Psychiatric Nurses Association_, Vol.27 (1), p.5-6, Article 1078390320979704
    [Empathy in Today’s Health Care Environment](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_webofscience_primary_000599227100001CitationCount&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cempathy%20in%20nurse%20care&offset=0&pcAvailability=true)

    · Rosser, E. A., Scammell, J., Heaslip, V., White, S., Phillips, J., Cooper, K., Donaldson, I., & Hemingway, A. (2019). Caring values in undergraduate nurse students: A qualitative longitudinal study. Nurse Education Today, 77, 65-70.
    [Caring values in undergraduate nurse students_ A qualitative longitudinal study (sciencedirectassets.com)](https://pdf.sciencedirectassets.com/272471/1-s2.0-S0260691719X00040/1-s2.0-S0260691718309572/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjELb%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQC6xIfA9vF2p9rpXTJCcKLjdvDO4CccGSb1sIWA0HHLNAIgH4iMjCEXDS6dKO6GLwKTTkwSoAAPnFPTC9lpB9UoHEEq%2BgMITxAEGgwwNTkwMDM1NDY4NjUiDGfkhmo0bmDY4uMqdirXA18Q4a%2BXLdW8Iob4vUwwDquwu5z2COsqT%2BSWh238Sqr4iKVxQLZN9oNMo9kNa4gcc9AN7XGwpL8Sx7fkDBZV7ODIhB%2F%2B8eimbRIcvWTUDj18hGyjjJ9yHTcMZYIPYbEXe1imEuRJdYi%2FCaUgEAlDpa7nX%2Fhg2Pz2vY%2FcZL0Sn%2FqE%2FrLZBndJP0xh83LnFQejuQwZMPvqug%2BbJOwAYEzHLrFL358C8TxIxZSBW%2FAcPgRQfaMtRbJ8Yzzf53JIbo9VM0mtM47pv3nKVZDN%2FiXdbqtZXbHiocZxyT9AtcwZLNh%2FPM%2BSjRLTMKW6ekGVuS7FmtV209MHXnNhjVZjzbIt9HzPnOmrXCXWy4SBFK0%2ByBqPrjSvslR%2FGc4wuJxmufiUBc3EQDD8YlK5Jpzv8y5FhNLczLrW8Tl%2BRFv%2FXNdZCqnXeh4nxcpkouzELEI89tMGhd4VUKSp2LEKPx4mxhs2o5NemctgrTcSQU%2BCxyf%2BAHeqnnt8pYwTRl0CLagK6CA5KkHHjs9W%2FRHnGSCkLSgxNktI9etEN4mN4yH9phL4XJ%2FUjtfS3mqkFEDtGjxFcwOaczIiPtRr8Oon72F%2F0UwTOwO%2FaFxWn%2BZS6Vo%2FQW2xv8Tz6eFoGVqvojCQn9eLBjqlAXwN51UAE0FC6PGe%2FBaVpcyiUP1T3qBiKQXSItNedAolJ1IReGa5lGIlrqvxGzHc2jSes05x%2F2cxYxT53qI5KSgd31oRnURqnsjVYReDM7f4u6XtHJ%2Fy2tdzvFvCgi6tjLMaGyKP2uSaJqDe7tzy8bzrBy805%2Fvyg%2Ffx3cV3HqztpWiCaZ9%2BYFFt4dBYzxIbqGRiI1g4OMopI4Fscx%2F28lay%2BU8A1w%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20211024T224723Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYSVXZVXVW%2F20211024%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=48dc7481ce3c504a1d2fc255031c13041cb87f469a055c7a188e5a1c3af0c76f&hash=5e832db54d057ac8294f3736d43a23370dd5de0ac5d5ae7a7c693219e3713025&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0260691718309572&tid=spdf-3dcb2917-55c1-41fc-8e32-e0133d7762d6&sid=a21371574935c64e6b1b4b45c0838a5d97e6gxrqa&type=client)

    · Sanders, Sarah. (2012). Compassionately caring for LGBT persons in your faith community
    _Journal of Christian nursing_, Vol.29 (4), p.208-214.
    [Compassionately caring for LGBT persons in your faith community](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_proquest_miscellaneous_1114705561&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cnurse%20caring%20in%20the%20lgbt%20community&offset=0)

    · Sharifnia, Amir Masoud ; Green, Heidi ; Fernandez, Ritin ; Alananzeh, Ibrahim. (2023). Empathy and ethical sensitivity among intensive and critical care nurses: A path analysis.
    _Nursing ethics_, p.969. DOI: 7330231167543-9697330231167543
    [Empathy and ethical sensitivity among intensive and critical care nurses: A path analysis](https://i-share-uic.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_crossref_primary_10_1177_09697330231167543&context=PC&vid=01CARLI_UIC:CARLI_UIC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=LibraryCatalogPlus&query=any%2Ccontains%2Cempathy%20in%20nurse%20care&offset=0&pcAvailability=true)

    · Tehranineshat, B., Rakhshan, M., Torabizadeh, C., & Fararouei, M. (2019). Nurses’, patients’, and family caregivers’ perceptions of compassionate nursing care. Nursing Ethics, 26(6), 1707-1720.
    [Nurses’, patients’, and family caregivers’ perceptions of compassionate nursing care (uic.edu)](https://journals-sagepub-com.proxy.cc.uic.edu/doi/pdf/10.1177/0969733018777884)

    · Thompson, J., Boden, Z. V., Newton, E. K., Fenton, K., Hickman, G., & Larkin, M. (2019). The experiences of inpatient nursing staff caring for young people with early psychosis. Journal of Research in Nursing, 24(1-2), 75-85.
    [The experiences of inpatient nursing staff caring for young people with early psychosis (sagepub.com)](https://journals.sagepub.com/doi/pdf/10.1177/1744987118818857)

    · Turner, K., Locke, A., Jones, T., & Carpenter, J. (2019). Empathy huddles: Cultivating a culture of empathy. The Journal of Neuroscience Nursing: Journal of the American Association of Neuroscience Nurses, 51(3), 153-155.
    [Empathy Huddles: Cultivating a Culture of Empathy (uic.edu)](https://oce-ovid-com.proxy.cc.uic.edu/article/01376517-201906000-00011/PDF)