Instructional Plan Graphic Organizer (IPGO)

Instructional Plan Graphic Organizer (IPGO)

Instructional Plan Graphic Organizer (IPGO)

RED 4150


Literacy Area: (Choose 1st-grade level from B.E.S.T. Standards)

Strategy Name:

  • Name strategy, textbook source—CORE or Fundamentals–and page numbers.


  • Connect your purpose to the Simple View of Reading by identifying one appropriate dimension of Scarborough’s rope.

B.E.S.T. Standards:

  • Identify the appropriate standard for this lesson (only one)
  • Copy standard and coding scheme. Instructional Plan Graphic Organizer (IPGO)
  • Example:
    • 1.F.1.2: Demonstrate phonological awareness.

Objective Statement:

  • Use B.E.S.T. Standards to create your own objective statement for this lesson (use all four parts of an objective statement.)
  • Example:
    • The students, after practicing with Elkonin Boxes, will be able to blend initial sounds together to produce a single syllable word at least three times.


  • List materials needed for the strategy.



  • Write steps you will follow to teach your strategy. Use steps provided in your course textbooks only.

ESOL Modification:

  • Name one way you could adjust this lesson to support ESOL students.
  • Review ESOL Strategies Chart to guide your ESOL strategy selection.

SPED Modification:

  • Name one way you could adjust this lesson to support SPED students.
  • Review IRIS Mode 3 – Perspectives & Resources, Special Ed Modifications and Accommodations, pages 11 & 12. Instructional Plan Graphic Organizer (IPGO)


Literacy Area Strategy Name, Purpose/Connection, B.E.S.T. Standards, Objective Statement Materials, Procedures, ESOL Modification, SPED Modification

(Look in “Reading Informational Text”)

Strategy Name:




B.E.S.T. Standards:


Objective Statement:





ESOL Modifications:


SPED Modifications:


W10.4 IPGO: Comprehension
Due Oct 29 by 11:59pm Points 100
Submitting a website url, a media recording, or a file upload File Types doc and docx
Available until Dec 2 at 11:59pm
Step 1: Review comprehension resources.
Fundamentals Ch. 13 – Comprehension Instruction: Grades K-3
Fundamentals Ch. 14 – Comprehension Instruction: Grades 4-6
CORE Section VI: Comprehension, Introduction (pgs. 609-631)
CORE Ch. 14 – Literary Text
CORE Ch. 15 – Informational Text
“Comprehension and ELLs” section in Reading 101 for English Language Learners
(Reading Rockets)
Step 2: Review IPGO resources.
Review the IPGO Guide ( .
Resources referenced:
Florida B.E.S.T. Standards for ELA (English Language Arts)
ESOL Strategies Chart (
Special Ed Accommodations (IRIS Module 3, page 11) Instructional Plan Graphic Organizer (IPGO)
Special Ed Modifications (IRIS Module 3, page 12)
Step 3: Work with your group on the vocabulary IPGO and reflection.
1. Set up a virtual meeting with your group to complete the activity on which you will base your IPGO.
Be sure to record the meeting.
How do I access my group space? (
How do I start a collaboration in a group? (
11/30/23, 8:27 PM W10.4 IPGO: Comprehension 2/4
How do I create a discussion in a group? (
How do I upload a file to a group? (
How do I use my Zoom student account? (
You will need to submit the meeting recording MP4 or provide the meeting recording URL
(preferred.) If recorded on Zoom, it is your responsibility to make sure I can access the recording.
Check meeting recording access settings and provide a passcode if needed.
2. For this activity, select a strategy from the CORE or Fundamentals book that supports
comprehension instruction and develop the IPGO for that strategy using the IPGO Template –
Comprehension.docx ( .
3. Based on the IPGO, conduct a mini-teaching session (about 5 minutes) demonstrating the strategy.
Be sure to demonstrate how you will modify the lesson for ELL populations. For the SPED
population, identify a special ed need and demonstrate the modification for that. During role-play,
you’ll have to take on different roles to address all requirements –e.g., teacher, ELL student, SPED
student, general student, and other roles as needed. Instructional Plan Graphic Organizer (IPGO)
4. As a group, write a short reflection on your observations while participating in the activity. Make
connections to the course material.
Submissions, Grading, and Feedback
IPGO Submission:
Select a member of your group to submit the completed IPGO: Comprehension to this assignment
dropbox. All group members can view the submission and assignment feedback/grade.
Review the grading rubric to understand how you will be assessed.
How do I view the rubric for my assignment? (
How do I view rubric results for my assignment? (
Meeting Recording and Group Reflection Submission:
Select a member of your group to submit the meeting recording and reflection to a different dropbox:
W10.5 Field Experience: Comprehension
( .
11/30/23, 8:27 PM W10.4 IPGO: Comprehension 3/4
To receive full credit for the recording:
Submit an accessible video file or link.
Record the entire session.
All members’ participation can be seen in the video.
Follow all instructions and be an active participant.
To receive full credit for the reflection:
Produce a reflection that is about half a page, single-spaced. Key ideas are clearly stated, explained,
and well-supported. Instructional Plan Graphic Organizer (IPGO)




Assignment Overview
Over the past several decades, healthcare and information technology have undergone a period of dramatic change
caused by a multitude of pressures and opportunities, many of which continue to persist and evolve. As we have
moved into globalization of communication, technology, and information, health information systems (HIS) need to reflect what is happening to ensure optimal use of clinical information.


Case Assignment
In this assignment, you will demonstrate your comprehension of the main principles of health information systems as
well as the primary role of health informatics in healthcare organizations.
Answer the following questions in detail:
What are the current challenges in healthcare that are driving health information systems (HIS) adoption in the United
States? How might HIS initiatives help the U.S. health system address these issues?
What are a few of the many ways that HIS data can be used not only for supporting the delivery of healthcare services, INTRODUCTION AND ROLE OF HEALTH INFORMATION SYSTEMS
but for additional purposes such as protecting the public’s health?
Why are healthcare organizations just in the beginning stages of engaging patients in their care (i.e., patient portals)?
Do you think HIS has anything to do with this change? Do you think this will have a beneficial effect for the
organizations? For the patients? Explain.
Assignment Expectations
  Listen 
11/28/23, 5:20 PM Case – BHA480 Health Information System (2023DEC04FT-1) 2/2
Privacy Policy | Contact
1. Length: Submit a 2- to 3-page paper addressing the questions above, not including the cover page and the
reference list.
2. Your references and citations should be consistent with a particular formatting style, such as APA Style. You may
use the Purdue OWL to assist in formatting your assignment: INTRODUCTION AND ROLE OF HEALTH INFORMATION SYSTEMS
3. Provide references from at least three scholarly articles from peer-reviewed journals. For additional information, see
How to recognize peer-reviewed journals
4. Your response should be based on reliable and scholarly material, such as peer-reviewed articles, white papers,
technical papers, etc. Use Evaluating Internet Resources to ensure that you are using reliable sources:
5. Your response should incorporate the outcomes of the module with the requirements of this assignment. INTRODUCTION AND ROLE OF HEALTH INFORMATION SYSTEMS


Unit 5 Assignment Clinical Preparation Tool

Unit 5 Assignment Clinical Preparation Tool


Unit 5 Assignment Clinical Preparation Tool. 500w. 4 reference due 12-1-23


Choose one diagnosis from the Depressive Disorders group

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc.


Scan Pages 155-188



As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments.  This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients.  Unit 5 Assignment Clinical Preparation Tool


You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms.


Instrument/ Tool criteria:

For each assessment you are tasked with selecting, you will identify an instrument and:

List what DSM diagnosis the tool/instrument is used for.

Identify an assessment/diagnosis instrument.

Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.  Unit 5 Assignment Clinical Preparation Tool

Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.

Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.

Discuss the psychometrics/scoring of the instrument, including reliability and validity.

Discuss any limitations associated with the use of the instrument.

Include a link to view the assessment if possible.

Use the following template in completing your portfolio assignments. Your information can be in bulleted format or just a couple of sentences for each criterion listed above. However, you must use APA citations.  You are NOT required to write this in a paper format.  Turn in one document for each week’s topics.  (However, create a file on your desktop to compile your portfolio as you move through the term.)  This will ensure you can have easy access to show the full portfolio and once you begin clinicals and practice.  Throughout the program, you will continue to add to the portfolio in each course.

Student Example Anxiety and Related Disorders

Week 7


Instrument: Social Phobia Inventory (SPIN)


Article: Psychometric properties of the Social Phobia Inventory


Appropriateness for Dx: This tool is meant for screening of individuals with social phobia and assignment of a severity score (Connor et al., 2000). The tool was created in congruence with DSM-4 but is consistent with the DSM-5 diagnosis of social anxiety disorder, minus some minor changes (Substance Abuse and Mental Health Service Administration [SAMHSA], 2016). Although the study is outdated, Duke University School of Medicine (2020) acknowledges that the tool is still relevant and utilized by their Anxiety and Traumatic Stress Program. Unit 5 Assignment Clinical Preparation Tool


Response to Therapy/Treatment: The SPIN is appropriate for testing treatment response and through studies has proven sensitive to symptom changes over time. Changes in scores are able to determine treatment efficiency (Connor et al., 2000).


Psychometrics: The tool is self-administered and consists of 17 separate statements regarding problems a patient may exhibit if they have social phobia. The statement is then rated on how much it has bothered the individual in the last week, from ‘not at all’ (0) to ‘extremely’ (4). Any score over 21 is considered clinically significant. In the study, the assessment tool was able to effectively separate individuals with and without social phobia. Validity is strong in regard to detecting the severity of illness and is sensitive to symptom reductions during treatment. The scale shows significant correlation with the Liebowitz Social Anxiety Scale Test, The Brief Social Phobia Scale and The Fear Questionnaire social phobia subscale (Connor et al., 2000).


Limitations: Limitations exist in the tool’s alignment with DSM-4 instead of the more recent edition, although differences are very minor (SAMHSA, 2016). With a cutoff score of 19, sensitivity and specificity were good, but some individuals consider the cutoff score to be 15, in which these measures are weaker (Connor et al., 2000).




Connor, K., Davidson, J., Churchill, E., Sherwood, A., Foa, E., & Wisler, R. (2000).

Psychometric properties of the Social Phobia Inventory. British Journal of Psychiatry, 176, 379-386. Unit 5 Assignment Clinical Preparation Tool


Nursing homework help

Discussion Topic

Based on this week’s focus:

Discuss the importance of language or voice when writing the research narrative. In your opinion, should you narrate as the researcher and refrain from using “I”, or should you express a tone that encompasses a greater audience and lends to an “easier” interpretation? How does your writing style impact your ‘voice’ and ‘tone’? Explain.


Please remember for discussion posts: the initial post must be uploaded by the WEDNESDAY of the week and two replies to your peers by Saturday at 2359.

Please note the grading rubric for the discussion board. Nursing homework help

Nursing homework help

Perform Fall Risk Assessment on one patient.

Using the Centers for Disease Control Fall Risk Assessment Toolkit as part of the STEADI program, perform a Fall Risk Assessment on one patient from your clinical rotation. Please address functional assessment and medication review.

Please maintain HIPAA compliant documentation in your paper and upload it as a Word document.

I attached one of my patients—-you can use that and just make up any additional info you want.

_67 y.o._ _male_ who presents to the office today for a follow up of their chronic conditions as detailed below. Nursing homework help



Well controlled on rosuvastatin 20mg.


Shortness of Breath/COPD

+DOE,  Has albuterol neb/inhaler but doesnot use, feels they do not help Chronic-no worse than normal. No recent flares.  Follows with respiratory.  Continues on Spiriva, Wixela. Refer to consult notes. Interested in RSV vaccine.


Sleep apnea – sees respiratory specialists compliant with CPAP



Lung Ca-continues to follow with CTS & Hem/Onc.  gets CT lungs every 3 months-Recent CT stable

Multilevel degenerative  disc disease comes and goes. No longer working, retired. Takes Ibuprofen with adequate relief. Nursing homework help

Follows with Reading dermatology-has a new area on shoulder that is precancerous and will be excised in December.

Glucose elevated, 111. Pt was fasting +family history.

Continues to have anxiety especially when going to appointment  Ativan is effective.

HTN-BP elevated 138/92. Reports it has been trending up. Tries to watch sodium.

UTD with eye and dental exams

Interested in RSV vaccine

Having trouble hearing especially when a lot of background noise. Sees ENT, just watching for now.

Drinking alcohol daily 6 beers daily average. Does not feel he has a problem. Nursing homework help


Live alone.Enjoys hunting, has a wood shop he enjoys. Not exercising regularly. Feels his diet has been poor.


The following portions of the patient’s history were reviewed and updated as appropriate: allergies, current medications, past family history, past medical history, past social history, past surgical history and problem list.


_Review of Systems

Constitutional:  Negative for fever.

HENT:  Positive for hearing loss.

Respiratory:  Negative for hemoptysis and shortness of breath (+ dyspnea on exertion).

Cardiovascular:  Negative for chest pain, palpitations and leg swelling.

Gastrointestinal:  Negative for abdominal pain, constipation and diarrhea.

Genitourinary: Negative.

Musculoskeletal:  Positive for back pain.


Lesion right shoulder/back


Neurological: Negative.

Endo/Heme/Allergies:  Negative for polydipsia. Bruises/bleeds easily.

Psychiatric/Behavioral:  The patient is nervous/anxious.  Nursing homework help



Vitals: _BP (!) 138/92 (Site: Left upper arm, Position: Sitting)  | Pulse 77  | Temp 36.5 °C (97.7 °F) (Temporal/Forehead)  | Resp 20  | Wt 264 lb (119.7 kg)  | SpO2 94% Comment: room air | BMI 38.97 kg/m² _

_Wt Readings from Last 3 Encounters:
11/24/23 264 lb (119.7 kg)
11/13/23 264 lb 4.8 oz (119.9 kg)
05/23/23 256 lb (116.1 kg)


_Physical Exam Vitals and nursing note reviewed.


General: He is not in acute distress.

Appearance: Normal appearance. He is obese.


Head: Normocephalic and atraumatic.

Right Ear: Tympanic membrane, ear canal and external ear normal.

Left Ear: Tympanic membrane, ear canal and external ear normal.

Nose: Nose normal. Nursing homework help


Mouth: Mucous membranes are moist.

Pharynx: Oropharynx is clear.


Extraocular Movements: Extraocular movements intact.

Pupils: Pupils are equal, round, and reactive to light.


Musculoskeletal: Normal range of motion.


Rate and Rhythm: Normal rate and regular rhythm.

Pulses: Normal pulses.

Heart sounds: Normal heart sounds.



Effort: Pulmonary effort is normal.

Breath sounds: Normal breath sounds.


General: Abdomen is flat. Bowel sounds are normal.

Palpations: Abdomen is soft.



Cervical back: Normal range of motion.

Right lower leg: No edema.

Left lower leg: No edema.


General: No focal deficit present.

Mental Status: He is alert and oriented to person, place, and time.


General: Skin is warm and dry.

Capillary Refill: Capillary refill takes less than 2 seconds.


Mood and Affect: Mood and affect normal.

Behavior: Behavior normal.

Thought Content: Thought content normal. Thought content does not include homicidal or suicidal ideation. Thought content does not include homicidal or suicidal plan.

Judgment: Judgment normal. Nursing homework help



_Lab Results
Component Value Date
  WBC 5.4 11/07/2023
  HGB 15.2 11/07/2023
  HCT 44.4 11/07/2023
  PLT 201 11/07/2023
  CHOL 158 11/07/2023
  TRIG 54 11/07/2023
  HDL 54 11/07/2023
  LDLCAL 93.2 11/07/2023
  ALT 32 11/07/2023
  AST 32 11/07/2023
  NA 138 11/07/2023
  K 4.1 11/07/2023
  CL 104 11/07/2023
  CREATININE 0.88 11/07/2023
  BUN 16 11/07/2023
  CO2 25.9 11/07/2023
  TSH 1.067 11/07/2023
  PSA <0.1 05/12/2020
  INR 1.0 02/03/2021



_Carl was seen today for follow-up.


Diagnoses and all orders for this visit:


Chronic obstructive pulmonary disease, unspecified COPD type (HCC)


Anxiety state


Squamous cell cancer of scalp and skin of neck


Essential hypertension

–     CBC and Differential; Future

–     Comprehensive Metabolic Panel; Future

–     Hemoglobin A1c; Future

–     LIPID PANEL; Future

–     lisinopriL (PRINIVIL) 20 MG tablet; Take 1 tablet (20 mg total) by mouth daily.


Impaired fasting glucose

–     Hemoglobin A1c; Future


Depression screen

–     Negative for Depression Screening




Routine health maintenance:

_Health Maintenance
Topic Date Due
 COPD CAT Score Yearly 11/23/2023
Annual Medicare Wellness 11/24/2023
Colorectal Cancer Screen 05/07/2024
Pneumococcal Polysaccharide 65+ years (3 – PPSV23 or PCV20) 03/29/2024
Depression Screening 05/24/2024
Fall Risk Assessment 11/24/2024
Hepatitis C Screening Completed
COPD PFT Completed
Influenza Vaccine Completed
Zoster/Shingrix Completed
Covid-19 Vaccine Completed

_Check A1C with next labs.

Increase Lisinopril to 20mg daily.

RSV will get at the pharmacy. Nursing homework help


Continue current medications and treatment plans except where noted.


Follow Up: _No follow-ups on file._



Diagnosis Date Comment Source
CA – cancer of prostate 11/16/2011    
Cancer (HCC) 2013 Prostate – tx surgery with Dr Henry  
Chronic obstructive pulmonary disease (HCC) 8/2/2012    
COPD (chronic obstructive pulmonary disease) (HCC)      
Depression 12/9/2012    
Elevated serum cholesterol 3/14/2012    
Hyperlipidemia 8/2/2012    
Low back syndrome 3/14/2012    
Lung cancer (HCC)      


lisinopril 20 mg Oral Daily 10 mg Oral Daily


0.5 mg Oral Every 6 hours PRN (Dose adjustment)

0.5 mg Oral Every 6 hours PRN

Medication List

Visit Diagnoses


Chronic obstructive pulmonary disease, unspecified COPD type (HCC) J44.9

Anxiety state F41.1

Squamous cell cancer of scalp and skin of neck C44.42

Essential hypertension I10

Impaired fasting glucose R73.01

Depression screen Z13.31

Prior Authorizations
  albuterol (PROVENTIL) 2.5 mg /3 mL (0.083 %) nebulizer solution USE CONTENTS OF 1 VIAL VIA NEBULIZER EVERY 6 HOURS IF NEEDED FOR WHEEZING
  albuterol HFA (VENTOLIN HFA) 90 mcg/actuation inhaler Inhale 2 puffs into the lungs every 6 (six) hours as needed for Wheezing. Nursing homework help
  aspirin 81 MG EC tablet Takes every other day
  fluticasone propion-salmeteroL (WIXELA INHUB) 500-50 mcg/dose DsDv diskus inhaler Inhale 1 puff into the lungs.
  fluticasone propionate (FLONASE) 50 mcg/actuation nasal spray 2 sprays each nostril daily; may substitute with generic
  ibuprofen (MOTRIN) 800 MG tablet Take 1 tablet (800 mg total) by mouth daily with breakfast.
  lisinopriL (PRINIVIL) 20 MG tablet Take 1 tablet (20 mg total) by mouth daily.
  LORazepam (ATIVAN) 0.5 MG tablet Take 1 tablet (0.5 mg total) by mouth every 6 (six) hours as needed for Anxiety.
  MAGNESIUM HYDROXIDE (MAGNESIA ORAL) Take 1 tablet by mouth daily. One daily
  rosuvastatin (CRESTOR) 20 MG tablet Take 1 tablet (20 mg total) by mouth daily.
  sertraline (ZOLOFT) 100 MG tablet Take 1 tablet (100 mg total) by mouth daily.
  lisinopriL (PRINIVIL) 10 MG tablet TAKE 1 TABLET (10 MG TOTAL) BY MOUTH DAILY.
  LORazepam (ATIVAN) 0.5 MG tablet Take 1 tablet (0.5 mg total) by mouth every 6 (six) hours as needed for Anxiety.
  montelukast (SINGULAIR) 10 mg tablet TAKE 1 TABLET BY MOUTH ONCE DAILY




Nursing homework help

This signature assignment tasks students with creating a comprehensive two-week work schedule for a MedSurg unit that can accommodate 15 patients. The staff is composed of nurses and nursing aides, with the staffing ratio set at 4 patients per nurse and 7 patients per nursing aide. Students will detail the steps needed to craft this schedule while integrating key leadership and management theories, complexity science principles, role differentiation within healthcare teams, patient safety recommendations, clinical safety, quality improvement strategies, and diversity considerations. Nursing homework help


Assignment Objectives: Students will:

  • Create a detailed two-week schedule for a MedSurg unit.
  • Justify their scheduling decisions based on leadership and management theories.
  • Address the complexities of healthcare delivery and staffing needs.
  • Discuss the importance of clearly defined roles and effective teamwork.
  • Highlight how their scheduling approach promotes patient safety and quality care.
  • Show how diversity within the healthcare team is considered and valued.


  1. Introduce the importance of effective scheduling in MedSurg units and its impact on patient care and staff well-being.
  2. Discuss various leadership and management theories that inform effective scheduling practices.
  3. Describe the principles of complexity science and how they apply to healthcare scheduling.
  4. Explain the roles and responsibilities of nurses and nursing aides in the MedSurg unit and how these roles influence scheduling.
  5. Propose a two-week schedule, explaining the rationale behind the scheduling decisions, including considerations for patient safety, clinical safety, and quality improvement.
  6. Analyze how the proposed schedule supports a diverse workforce and promotes equitable healthcare delivery.
  7. Conclude with a reflection on the challenges faced during the scheduling process and suggestions for future improvements. Nursing homework help

Competency Alignment:

  • Leadership and Management Theories (Competency 1): Demonstrate understanding of leadership and management theories as they apply to scheduling and staff allocation, critically evaluate their relevance, and assess their effectiveness in the creation of the schedule.
  • Complexity Science in Healthcare Delivery (Competency 2): Apply complexity science principles to the scheduling process, acknowledging the interconnected nature of healthcare systems and the role of the MedSurg unit as a complex adaptive system.
  • Roles in Healthcare Organizations (Competency 3): Clearly define the roles and contributions of nurses and aides in the MedSurg unit, and explain how collaborative scheduling can impact patient outcomes.
  • Patient Safety and Recommendations (Competency 4): Incorporate best practices and recommendations from key patient safety organizations into the scheduling process to ensure high-quality patient care. Nursing homework help
  • Clinical Safety and Quality Improvement (Competency 5): Integrate clinical safety concepts into the scheduling strategy, identifying potential risks, and utilizing quality improvement principles and data-driven strategies to ensure the schedule promotes safe and efficient patient care.
  • Leadership and Diversity (Competency 6): Emphasize the importance of diversity, equity, and inclusion within the team, recognizing the value of a diverse workforce in providing patient care and fostering an inclusive environment.


Evaluation Criteria:

  • Accuracy in applying leadership and management theories to scheduling.
  • Depth of analysis regarding the application of complexity science in healthcare delivery.
  • Clarity in differentiating healthcare roles and their impact on scheduling.
  • Integration of patient safety recommendations into the scheduling plan.
  • Demonstration of quality improvement strategies within the schedule.
  • Inclusion of diversity and equity considerations in staffing decisions.
  • Adherence to APA 7th Edition formatting and citation guidelines. Nursing homework help

Length: 4-6 pages
Format: APA 7th Edition




In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge. Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge. THE APPLICATION OF DATA TO PROBLEM-SOLVING ASSIGNMENT


In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.



Required Readings

  • McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge(5th ed.). Jones & Bartlett Learning.
    • Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–17)
    • Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–32)
    • Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–64) THE APPLICATION OF DATA TO PROBLEM-SOLVING ASSIGNMENT
  • Nagle, L., Sermeus, W., & Junger, A. (2017).  Evolving Role of the Nursing Informatics SpecialistLinks to an external site.. In J. Murphy, W. Goosen, &  P. Weber  (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health(212-221). Clifton, VA: IMIA and IOS Press. Retrieved from
  • Sweeney, J. (2017). Healthcare informaticsLinks to an external site.Online Journal of Nursing Informatics, 21(1).

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


To Prepare:

  • Reflect on the concepts of informatics and knowledge work as presented in the Resources.
  • Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.


Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?


Respond to at least two of your colleagues* on two different days, asking questions to help clarify the scenario and application of data, or offering additional/alternative ideas for the application of nursing informatics principles.

*Note: Throughout this program, your fellow students are referred to as colleagues. THE APPLICATION OF DATA TO PROBLEM-SOLVING ASSIGNMENT




50 to >44 pts


Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.


18 to >16 pts


Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.


17 to >15 pts


Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.


5 to >0 pts


Meets requirements for participation by posting on three different days.


Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders

Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders

For this Assignment, you will practice assessing and diagnosing a patient in a case study who is experiencing a substance-related or addictive disorder. With this and all cases, remember to consider the patient’s cultural background.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • By Day 1 of this week select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient. Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders


By Day 7 of Week 8

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).


  • Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.In the Subjective section, provide:• Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS
  • In the Objective section, provide:• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
  • In the Assessment section, provide:• Results of the mental status examination, presented in paragraph form.• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders
  • Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
  • Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
  • Written Expression and Formatting—Paragraph development and organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
  • Written Expression and Formatting—English writing standards:Correct grammar, mechanics, and punctuation





00:00:20LISA Well I had to be here in this hospital if that answers your question.

00:00:25OFF CAMERA Yes, thank you. Can I get you a drink of water or something else to drink? Anything?

00:00:35LISA A drink isn’t going to convince me, right? You’re going to have to convince me.

00:00:40OFF CAMERA What is you want me to persuade you to do?

00:00:45LISA Going to rehab.

00:00:50OFF CAMERA What worries you about going to rehab?

00:00:55 [sil.]

00:01:00 LISA Everything.

00:01:00 OFF CAMERA Okay. I tell you what let’s go back a little bit and tell me about how you’re feeling today. Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders

00:01:10 LISA Scared.

00:01:15 OFF CAMERA Can you tell me more about that feeling of being scared?

00:01:20 LISA Well, I don’t want to be. I don’t want to be what people say I am because if I say it and I’m not going to say it because I ain’t going to change. I can’t.

00:01:35 OFF CAMERA What do people say you are?

00:01:40 LISA And I’m not.

00:01:45 OFF CAMERA What don’t you want to be?

00:01:45 LISA An addict.

00:01:50 OFF CAMERA Do you use drugs and alcohol?

00:01:50 LISA Yeah sometimes I have a drink. You know with friends [inaudible] but it doesn’t matter. I’m in control.

00:02:00 OFF CAMERA Do you feel in control now?

00:02:05LISA Maybe I could just get that drink [inaudible].

00:02:10OFF CAMERA Sure. Sure. Here you go.

00:02:15LISA Thank you.


00:02:30LISA You know what I just think I should leave.

00:02:30OFF CAMERA You keep saying you should leave. You said that earlier but do you really want to leave?

00:02:40LISA No.

00:02:45OFF CAMERA Okay. Tell me why you are here.

00:02:45LISA Because I’m scared.

00:02:50OFF CAMERA You said that earlier. You think if you could — then I could figure out together why you’re scared and maybe we can come up to a plan. Up with a plan and if we do that, then maybe your fears will disappear.

00:03:05LISA No not these fears [inaudible] because it’s over.

00:03:10OFF CAMERA What’s over?

00:03:10LISA Everything. The business.

00:03:15OFF CAMERA What do you mean?

00:03:20LISA Jeremy.

00:03:25OFF CAMERA Who is Jeremy?

00:03:25LISA He’s my boyfriend. I saw him naked with Alisa [assumed spelling] with the same fucking name as me. We now have the same fucking boyfriend. In my office, he was screwing that fucking cunk.


00:03:45OFF CAMERA So you’re the one who caught Jeremy cheating?

00:03:55LISA Yeah. Cheating? Yeah that’s a clever word shrinks use.

00:04:05OFF CAMERA So you and Jeremy share an office?

00:04:05LISA Yeah we do commercials for local businesses, you know, build websites, that kind of stuff. We started a business together. He moved in with me.

00:04:15OFF CAMERA How long ago was that?

00:04:20LISA Nine months.

00:04:20OFF CAMERA Do you have any children?

00:04:20LISA Not with that fucking asshole.


00:04:30LISA I have a daughter, Sarah. Gosh, she’s beautiful. She stays with some friends. She’s not related to Jeremy, thank God.

00:04:45OFF CAMERA And where are you staying?

00:04:45LISA I’m renting a place far away from here. You know I ran down to the bank to empty both our bank accounts.

00:04:55OFF CAMERA Business accounts?

00:04:55LISA Yeah. And do you know that asshole has been draining them for 4 months? I swear.

00:05:05OFF CAMERA Taking money out of your account without your knowledge.

00:05:05LISA Yeah. For his buys.

00:05:10OFF CAMERA Buys?

00:05:10LISA Yeah, to payoff his debts with my money.

00:05:20OFF CAMERA Or crack cocaine?

00:05:25LISA Yeah for crack.

00:05:25OFF CAMERA How long have you know he’s been smoking crack?

00:05:30LISA Ever since I saw him with that — every since I saw with her naked. The both of them naked.

00:05:40OFF CAMERA What was that like seeing Jeremy and Alisa naked and smoking crack?

00:05:40LISA Well have you ever seen someone you love naked smoking crack?

00:05:45OFF CAMERA No.

00:05:50LISA Yeah no I didn’t think so.

00:05:50OFF CAMERA So what has that been like for you knowing Jeremy’s smoking crack?

00:05:55LISA Well, I’ve never seen him do drugs before. You know he drinks a lot, smokes weed, but crack cocaine. I mean God have mercy.

00:06:15OFF CAMERA What are you thinking about?

00:06:20LISA Everyone’s going to know.

00:06:25OFF CAMERA Know what?

00:06:30LISA That I was getting high to stay in this hospital and get cleaned up.

00:06:35OFF CAMERA You mean rather than go to rehab. Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders

00:06:40LISA Rehab, man they’re fucking dirty places and I’m sick and tired of dirty places.

00:06:45OFF CAMERA No, no, no this rehab place is very clean. I’ve seen it. There are a lot of nice people there. People who feel like they get much better help than here in the hospital. In fact, I can call someone for you and let you talk with them.

00:06:55LISA No, no, no, no, no, no, no, no, don’t do that.

00:07:00OFF CAMERA You’re really fearful of going to rehab.

00:07:05LISA Well if everyone finds out that I’ve been to rehab, I won’t get a job. I won’t be hired anyway.

00:07:10OFF CAMERA Plus if people are fearful of the stigma and fearful of what people will think of them.

00:07:20LISA Yeah, but he says that I’m not addicted. It’s just — you know something wrong with my personality.

00:07:25OFF CAMERA Who says there’s something wrong with your personality?

00:07:30LISA Jeremy.

00:07:30OFF CAMERA When did he tell you that?

00:07:35LISA Lots of times.

00:07:35OFF CAMERA I thought you said you and Jeremy split up after you caught him cheating.

00:07:40LISA I —

00:07:45OFF CAMERA It’s okay. Take your time.

00:07:50LISA Well yeah he moved back in.

00:07:50OFF CAMERA Into your new home?

00:07:55LISA Yeah. What changed that you two decided to get back together?

00:08:00OFF CAMERA Well he said he was sorry and he begged me. He’s done it before so I took him back.

00:08:10LISA And how has that been being back with Jeremy?

00:08:15OFF CAMERA Well I love Jeremy. I do and don’t want to go out and find another boyfriend. I mean we lost 80,000 dollars on that business. And he promised me that he would make it all back.

00:08:30LISA So is that why you took him back? Has Jeremy continued smoking crack?

00:08:45OFF CAMERA Yeah a little but he’s not addicted. He says that it calms him down. Me too.

00:09:05LISA You too?

00:09:05OFF CAMERA So do you smoke crack with Jeremy?

00:09:15LISA Yeah we — he made me try it.


00:09:30[ Crying ]

00:09:40LISA And then he tried just once. We did it together. [Inaudible] I could.

00:09:55[ Crying ]

00:10:00LISA Hit me like a bullet. And it felt so good. I felt so good. And real fast.


00:10:25LISA Have you ever felt like you were dancing with butterflies?

00:10:30OFF CAMERA Dancing with butterflies? No I have not.


00:10:45LISA But he says it’s not addictive, Jeremy.

00:10:50OFF CAMERA What do you think?

00:10:55LISA Well I know I can’t get enough.

00:11:00[ Crying ]

00:11:10LISA And I know I don’t want to go back to feeling horrible again because when I don’t smoke it I get worse. And when I have it, I feel good. And then it’s gone. And then I know that I’m going to be needing another hit.

00:11:45OFF CAMERA That sounds a lot like addiction.

00:11:55LISA Yeah but I know I don’t want it to be.

00:12:00OFF CAMERA It sounds like you are very scared of getting help and yet at the same very time, it sounds like you know you need that help.

00:12:15LISA I know I don’t need help. I don’t need anything. Jeremy promised me that everything is going to be okay. And when you love someone like I do, you got to believe him. Right?


00:12:45END TRANSCRIPT. Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders

AACN Competencies and the Walden Mission, Vision, and Outcomes

AACN Competencies and the Walden Mission, Vision, and Outcomes

Explain how your academic and professional goals align with Walden’s vision, mission


For this Assignment, review the AACN DNP Essentials document and reflect on the competencies presented. Reflect on your personal and academic goals and consider how those goals align with both Walden University’s mission and vision and with the AACN DNP Essentials. Reflect on the social determinants of health framework and consider how your academic and professional goals might align with addressing these elements as a DNP-prepared nurse. AACN Competencies and the Walden Mission, Vision, and Outcomes

To prepare:

  • Review The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) in this week’s Learning Resources and reflect on the competencies presented.
  • Review Walden University’s mission, vision, and university outcomes.
  • Reflect on your professional and academic goals. Consider how Walden’s mission and vision as well as the AACN’s perspective may fit with your goals. How might you incorporate a commitment to social change into your academic and professional plans?
  • How might your academic and professional goals align with addressing the social determinants of health? AACN Competencies and the Walden Mission, Vision, and Outcomes


The Assignment: (2–3 pages)

  • Explain how your academic and professional goals align with Walden’s vision, mission, social change message, social determinants of health, and university outcomes as well as the AACN DNP Essentials. Be specific.
  • Explain how you plan to incorporate social change throughout your program of study and in professional practice. Be sure to include how social change may contribute to your practicum/field experience and your role in professional practice.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at All papers submitted must use this formatting. AACN Competencies and the Walden Mission, Vision, and Outcomes

Literature Review/Synthesis Assignment

Literature Review/Synthesis Assignment

Literature Review/Synthesis


Once you have thoroughly learned your studies (this is where the Table of Evidence you did previously will help you!), you need to communicate to your readers the level and quality of literature that was reviewed. The synthesis is a description of the entire body of literature that you have reviewed that supports your EBP project.


Literature Synthesis = (100 points)

Purpose/Objective of this assignment is to:

  1. Provide a synthesis and analysisof previously selected articles through a systematic review.
  2. Evaluate the findings, identifying gaps in knowledge and implications for future research.


Assignment requirements: Students will utilize the articles selected to write a 6 to 7 page review of the literature on the selected topic. Additional research articles may be included if necessary. (Note that this is the first section of a two-section paper. (A 4 – 5-page paper discussing the clinical implications of the literature review findings on nursing practice will follow this literature review. See Assignment – Clinical Project: Clinical Implications Paper.) Include a background section. Literature Review/Synthesis Assignment

  1. Articles will be reviewed in an integrated manner. Summarize and provide a detailed synthesis of the information from all of your studies as it relates to the topic of interest.
  2. Must provide a synthesis and critical analysis of research designs, methodologies, sampling, independent and dependent variables, research findings, threats to reliability and validity. Discussion to include trends, areas of commonalities and differences in approaches.
  3. Discuss outcomes and findings
  4. All information must be cited and referenced appropriately.
  5. Paper will utilize all appropriate APA 7thEd guidelines for intro, conclusion, citations, references, document organization, formatting, academic language, and grammar. First person is not appropriate in this paper.


Topic: In mechanically ventilated patients in the ICU (P), does an oral care protocol using chlorhexidine mouthwash (I) compared to routine oral care (C) reduce the incidence of ventilator-associated pneumonia (O) over six months (T)? Literature Review/Synthesis Assignment