Nursing

Ethical Health Promotion
Find a scholarly, peer-reviewed article no more than four years old that discusses an ethical health promotion-related issue.
In your paper:
Briefly summarize the presented issue.
Describe your thoughts on the role health care professionals should play in resolving the ethical issue.
Provide specific theories and refer to specific ethical codes to support your position.
Your paper should be 2–3 pages long. Use APA to cite and reference the article and any other optional sources you use. Adhere to APA formatting throughout your paper.
Due: Sunday, 11:59 p.m. (Pacific time)
Points: 100
Rubric
NURS_561_DE – Paper/Essay Rubric
NURS_561_DE – Paper/Essay Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Content
40 to >31.6 pts
Meets Expectations
The writer clearly and effectively responds to the assignment.
31.6 to >23.6 pts
Approaches Expectations
The response to the assignment is generally adequate but may not be thorough.
23.6 to >0 pts
Not Meeting Expectations
The writer does not respond to the assignment.
40 pts
This criterion is linked to a Learning Outcome Focus and Detail
30 to >23.7 pts
Meets Expectations
There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
23.7 to >17.7 pts
Approaches Expectations
There is one clear, well-focused topic. Main ideas are clear but are not well supported by detailed information.
17.7 to >0 pts
Not Meeting Expectations
The topic and main ideas are not clear.
30 pts
This criterion is linked to a Learning Outcome Organization
20 to >15.8 pts
Meets Expectations
The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.
15.8 to >11.8 pts
Approaches Expectations
The introduction states the main topic and provides an overview of the paper. A conclusion is included.
11.8 to >0 pts
Not Meeting Expectations
There is no clear introduction, structure, or conclusion.
20 pts
This criterion is linked to a Learning Outcome Mechanics and APA
10 to >7.9 pts
Meets Expectations
The assignment consistently follows current APA format and is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly.
7.9 to >5.9 pts
Approaches Expectations
The assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.
5.9 to >0 pts
Not Meeting Expectations
The assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing.
10 pts
Total Points: 100
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Solution
Briefly Summarize the Presented Issue
One of the most relevant ethical health promotion-related issues in contemporary time is the use of fear appeal targeted on specific populations in a bid to promote better health behaviors. As the prevalence of non-communicable diseases has continued to rise in contemporary times, including chronic respiratory diseases, cardiovascular diseases, and diabetes. Public health practitioners and other healthcare practitioners charged with improving the general health of the public and controlling the prevalence of non-communicable diseases have become more blatant in their use of the fear appeal in a bid to promote better health behaviors among populations(Moussaoui et al., 2021). The utilization of the fear appeal in health promotion has mainly targeted individuals who engage in different behaviors that can be considered unhealthy such as physical inactivity, tobacco use, unhealthy diet, and alcohol abuse (Moussaoui et al., 2021).
According to Moussaoui et al. (2021), most health promotion campaigns rely on fear appeal because of the common belief that scaring people will make them adopt specific suggested changes. On the other hand, there are significant ethical issues that are associated with health promotion messages that rely on the fear appeal, including respect for individual autonomy and freedom of choice. One of the main ethical principles of health promotion relates to autonomy (Moussaoui et al., 2021). Through the principles of autonomy, individuals, including target populations, have a right to make informed decisions related to their health while also possessing the freedom of choice is, especially when it comes to their health. The use of fear appeals for health promotion messages such as using such appeals to target individuals such as smokers goes against one of the main ethical principles of health promotion which is autonomy. By using fear-based appeals, public health practitioners infringe on the right of individuals to make autonomous decisions based on information but instead seek to promote an emotional reaction from target populations (Moussaoui et al., 2021). The use of fear-based appeals for health promotion takes a right for autonomy and individual choice from target populations and introduces an element of irrational decision-making that is based on fear of certain consequences. The use of fear-based a in health promotion appears to be manipulative to patients and can be clearly categorized as being an unethical method of enhancing a health promotion. Fear-based appeals in health promotion campaigns significantly affect the ability of targeted populations to make autonomous decisions related to their health, such as the lifestyle to adopt, foods to eat or environments to live in (Moussaoui et al., 2021).
Describe your thoughts on the role health care professionals should play in resolving the ethical issue. Provide specific theories and refer to specific ethical codes to support your position.
Health care professionals can play a significant role in dealing with the ethical issue of health promotion related to the use of fear-based appeals. Healthcare practitioners can rely on theories based on rights and the autonomy bioethical principle. The ethical theories that are based on right highlight that every individual in society will be protected and given high priority. The rights of all individuals in a society are valid and ethically correct as they are endorsed by the majority of the population. Considering ethical theory based on rights on of the basic and universal rights of every human being is the right to autonomy and self-determination. In most societies, the right of autonomy and self-determination is therefore viewed as one of the most important rights and consistently emphasized in different settings (Biagetti et al., 2020). For example, in the United States, liberty is one of the most important rights of citizens, which includes the right to autonomy and self-determination. The right for autonomy and self-determination is included in any form of medical interaction between individual healthcare practitioners and health care services through the bioethical principle of autonomy. Healthcare practitioners are required to provide sufficient information to individuals, including patients, and to let such individuals make their own decisions related to their health without any undue pressure or external influence. The use of pressure tactics such as fear appeal in health promotion can therefore be classified as an unethical practice because it infringes on the right of autonomy of target populations (Biagetti et al., 2020).
Considering the unethical strategy of the use of fear-based appeals in health promotion, health care professionals should be actively involved in minimizing the use of such negative appeals on target populations. Healthcare professionals should be actively involved in drafting messages for health promotion campaigns and ensure that such campaigns utilize the right appeals, including information appeal so as to protect the autonomy of target populations in making decisions (Moussaoui et al., 2021). Ensuring the correct framing of messages in health promotion campaigns can therefore go a long way in protecting the autonomy and freedom of choice of populations and ensuring that populations that are targeted with health promotion messages are not manipulated through strategies such as fear-based appeal but rather educated and left to make their own decisions related to their health. Respect for the right to autonomy is an essential principle in health promotion that should be actively guarded by healthcare professionals (Moussaoui et al., 2021).
References
Biagetti, M. T., Gedutis, A., & Ma, L. (2020). Ethical Theories in Research Evaluation: An Exploratory Approach. Scholarly Assessment Reports, 2(1). https://doi.org/10.29024/sar.19
Moussaoui, L. S., Claxton, N., & Desrichard, O. (2021). Fear appeals to promote better health behaviors: an investigation of potential mediators. Health Psychology and Behavioral Medicine, 9(1), 600–618. https://doi.org/10.1080/21642850.2021.1947290

NRS 493: PICOT Question Paper
Review your problem or issue and the study materials to formulate a PICOT (Patient, Intervention, Comparison, Outcome and Time) question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.
The PICOT question will provide a framework for your capstone project change proposal.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
Step 1: Create PICOT question; A PICOT question is presented and provides a clear framework for the capstone project change proposal. Your PICOT question should clearly outline all of these elements: patient, intervention, comparison, outcome and time.
Step 2: PICOT Problem: Identify the PICOT problem, what clinical problems or issues may arise from clinical care? The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is thoroughly described.
Step 3: Describe nursing intervention: A nursing intervention used to address the problem. Compare the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process.
Step 4: Summarize Clinical Problem and Patient Outcome: The clinical problem and how it can result in a positive patient outcome.
Prepare this assignment according to the guidelines found in the APA Style Guidelines.
RUBRIC:
A PICOT question is presented and provides a clear framework for the capstone project change proposal.
The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.
A nursing intervention used to address the problem is clearly presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are thoroughly discussed.
The clinical problem and how it can result in a positive patient outcome are thoroughly discussed. Strong rationale is offered for support.
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
No errors in formatting or documentation are present.
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Public health-655- Topic 4 DQ 1-Social Determinants Of Health And Health Equity
The question will be uploaded
– Sources must be published within the last 5 years. It must be from 2017 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Please make sure you add the in text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Mental Disorders
Mental illness is seriously becoming a major health problem globally. There is a steady increase in the condition yearly, especially in the United Kingdom (Wongkoblap et al., 2017). Statistics show that 33% of the population suffers from depression and related health causes such as drug substances, poverty, and adequate health resources. Mental disorders affect anyone irrespective of an individual’s social status. Therefore, health organizations need to create awareness among populations to enable those suffering from mental illnesses to seek help before heightening the risks levels. This study discusses evidence linking poverty with mental disorders and how poverty might interact with mental health.
Evidence linking Poverty
Poverty affects the socio-economic status of individuals, thus pressing stressors that affect health and wellbeing (Acri et al., 2017). For instance, unemployment, lack of food, unstable housing conditions, gender based violence issues, and drug use contribute to an increase in mental disorders such as depression. When individuals can no longer sustain themselves with their basic needs, they are likely to face challenges and are at a higher risk of falling into depression. For instance, during the covid-19 virus, most individuals’ lifestyles changed, and studies indicated an increase of mental disorders, especially among the low and middle income countries.
Poverty and Mental Health
An individual’s mental health is characterized by the economic, social, and environment in which they are born and brought up (Knifton & Inglis, 2020). Therefore, poverty remains a major determinant associated with a child’s development and behavioral change; hence an individual’s social class status can affect how they interact, communicate and even perceive things in their lives. For instance, a jobless single mother raising her five children is forced to look for various alternatives to earn a living for her family. While trying her best, the children are exposed to harsh lifestyle conditions such as an unclean environment and poor living conditions. Unlike their age mates, their behaviors tend to change, and they begin to develop behaviors such as using drugs involvement in crimes that affect their mental state (Knifton & Inglis, 2020). As they grow, they are likely to become aggressive and be uncontrollable because of life situations.
References
Acri, M. C., Bornheimer, L. A., Jessell, L., Heckman Chomancuzuk, A., Adler, J. G., Gopalan, G., & McKay, M. M. (2017). The intersection of extreme poverty and familial mental health in the United States. Social work in mental health, 15(6), 677-689. https://www.tandfonline.com/doi/pdf/10.1080/15332985.2017.1319893?casa_token=MwWfJEyALmsAAAAA:x65OzOSgFKkQOIenaGBzPVrIOlnl2qPZ1aZMLYt_ZP45-C1CcySur3LNbbF2_RBhWyyRm6-Z7LEojPs
https://www.jmir.org/2017/6/e228/
Knifton, L., & Inglis, G. (2020). Poverty and mental health: policy, practice and research implications. BJPsych bulletin, 44(5), 193-196. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/19B8515B721B6E4E14E5DA54587C10DB/S2056469420000789a.pdf/div-class-title-poverty-and-mental-health-policy-practice-and-research-implications-div.pdf
Wongkoblap, A., Vadillo, M. A., & Curcin, V. (2017). Researching mental health disorders in the era of social media: systematic review. Journal of medical Internet research, 19(6), e228. https://www.jmir.org/2017/6/e228/

Assignment 2: The Pathophysiology of Disorders
During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.
To Prepare
From the list below, select a disorder of interest to you:
Alzheimer’s disease
Asthma in children
Chronic obstructive pulmonary disease (COPD)
Congestive heart failure
Hepatic disease (liver disease)
Hypertension
Hyperthyroidism and hypothyroidism
Seizures
Sepsis
Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.
Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.
To Complete
Develop a 5- to 10-slide PowerPoint presentation that addresses the following:
Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.
Notes
Please follow the rubric that will be uploaded.
References must be 5 years or less

Factors Impacting the Nursing Budgeting Process
This assignment will help you explore factors, both internal and external, that impact the nursing leader’s budgeting thoughts.
Various internal and external forces impact the development of a nursing budget. Internal factors are forces inside an organization, and external forces are forces that impact the marketplace of healthcare.
Write a 4-page paper that:
• Describes the various internal and external forces that impact the development of the budget
• Explains the impact of these forces on the nursing budget
• Describes how the following impact the nursing budget:
o Present healthcare and nursing trends
o Healthcare reforms
o Accreditation agencies
o Consumer groups
o Nursing education
o The hospital organizational culture
o The nursing organizational culture

-USE APA FORMAT
USE HEADINGS FOR EACH POINT
-Use at least four references not more than five years old

NRS 429VN Family-Centered Health Promotion
Course Description
This course focuses on family theories, health promotion models, cultural diversity, and teaching learning principles. The course emphasizes the family as the client, family FHP health assessments, screenings across the lifespan, communication, community resources, and family education. Appropriate health promotion education is evaluated against evidence-based research and practice.
Topic 1: Teaching and Learning Styles
Objectives:
Evaluate personal learning styles.
Discuss the application of teaching strategies to support individualized nursing care plans.
Examine health promotion models used for behavioral change.
Assessments
Class Introductions
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you excited about learning? What do you think will be most challenging?
Topic 1 DQ 1
Assessment Description
Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?
Topic 1 DQ 2
Assessment Description
Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?
VARK Analysis Paper
Assessment Description
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
Provide a summary of your learning style according the VARK questionnaire.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities.
Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Topic 1 Participation
Assessment Description
There is no description for this assessment.
Resources
Patient-Education Tips for New Nurses
Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).
https://journals.lww.com/nursing/Pages/articleviewer.aspx?year=2013&issue=10000&article=00024&type=Fulltext
Teaching Strategies to Support Evidence-Based Practice
Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse (2012)…
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104453312&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
The VARK Questionnaire
Complete “The VARK Questionnaire,” located on the VARK website.
http://vark-learn.com/the-vark-questionnaire/
Patient Education in Home Care: Strategies for Success
Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now (2014)….
https://www.nursingcenter.com/journalarticle?Article_ID=2460148&Journal_ID=2695880&Issue_ID=2460020
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Topic 2: The Form and Function of Family
Objectives:
Discuss contemporary family structures.
Discuss the concepts related to family health promotion.
Apply family systems theory.
Develop strategies for family-centered health promotion.
Topic 2 DQ 1
Assessment Description
What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional).
Topic 2 DQ 2
Assessment Description
Why is the concept of family health important? Consider the various strategies for health promotion. How does a nurse determine which strategy would best enable the targeted individuals to gain more control over, and improve, their health?
Family Health Assessment Part I
Assessment Description
Understanding family structure and style is essential to patient and family care. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.
This family health assessment is a two-part assignment. The information you gather in this initial assignment will be utilized for the second assignment in Topic 3.
Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:
Values/Health Perception
Nutrition
Sleep/Rest
Elimination
Activity/Exercise
Cognitive
Sensory-Perception
Self-Perception
Role Relationship
Sexuality
Coping
Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.
Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.
Include the following in your paper:
Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
Summarize the overall health behaviors of the family. Describe the current health of the family.
Based on your findings, describe at least two of the functional health pattern strengths noted in the findings.
Discuss three areas in which health problems or barriers to health were identified.
Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Topic 2 Participation
Assessment Description
There is no description for this assessment.
Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and the Professional
Read “Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and t…
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00060699-201611000-00002&D=ovft&PDF=y
Optional: Nurses and Families: A Guide to Family Assessment and Intervention
For additional information, the following is recommended:
Chapters 3 and 4 from the online eBook, Nurses and Families: A Guide …
http://ebookcentral.proquest.com.lopes.idm.oclc.org/lib/gcu/detail.action?docID=1069220
Calgary Family Intervention Model: One Way to Think About Change
Read “Calgary Family Intervention Model: One Way to Think About Change,” by Wright and Leahey, from Journal of Marital and Fa…
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/calgary-family-intervention-model-one-way-think/docview/220942774/se-2?accountid=7374
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 4 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
Calgary Model of Family Assessment: Experience in a Community Service Project
Read “Calgary Model of Family Assessment: Experience in a Community Service Project,” by Mantelo Cecilio, Sturiao dos Santos, and…
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=98719798&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
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Topic 3: Health Promotion in Nursing Care
Objectives:
Discuss how the approach to health promotion has changed throughout history
Describe how the concept of health has evolved over time.
Examine strategies for family-centered health promotion.
Differentiate between the three levels of health promotion: primary, secondary, and tertiary.
Topic 3 DQ 1
Discuss how the concept of “health” has changed overtime. Discuss how the concept has evolved to include wellness, illness, and overall well-being. How has health promotion changed over time? Why is it important that nurses implement health promotion interventions based on evidence-based practice?
Topic 3 DQ 2
Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). Discuss how the levels of prevention help determine educational needs for a patient.
Family Assessment Part II
Assessment Description
Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000 word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:
Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Topic 3 Participation
There is no description for this assessment.
Resources
Centers for Disease Control and Prevention
Explore the search results available for “health screenings” on the Centers for Disease Control and Prevention (CDC) website. The…
https://search.cdc.gov/search/?query=health+screenings&utf8=%E2%9C%93&affiliate=cdc-main
Screening Recommendations
Explore the resources available on the Screening Recommendations page of the American Academy of Pediatrics website. These materials will…
https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Screening/Pages/Screening-Recommendations-and-Tools.aspx
Recommendations for Preventative Pediatric Health Care
Review “Recommendations for Preventative Pediatric Health Care,” by the American Academy of Pediatrics (2017).
https://www.aap.org/en-us/Documents/periodicity_schedule.pdf
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 2 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
5 Healthy Aging Tips for Women
Explore the resources available on the 5 Healthy Aging Tips for Women page of the U.S. Food & Drug Administration (FDA) website….
https://www.fda.gov/consumers/womens-health-topics/5-healthy-aging-tips-women
Prevention Guidelines
Explore the resources available on the Prevention Guidelines page of the Johns Hopkins Medicine website. These materials will be useful i…
https://www.hopkinsmedicine.org/healthlibrary/prevention/
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Topic 4: Cultural Competence and Nutrition in Health Promotion
Objectives:
Examine the importance of cultural competency in health promotion.
Discuss the application of cultural theories to provide effective family-centered care.
Discuss the significance of nutrition education in health promotion.
Topic 4 DQ 1
Assessment Description
What are the methods a nurse can use to gather cultural information from patients? How does cultural competence relate to better patient care? Discuss the ways in which a nurse demonstrates cultural competency in nursing practice.
Topic 4 DQ 2
Assessment Description
Discuss why nutrition is a central component in health promotion. What are some of the nutritional challenges for emerging populations? What roles do nutritional deficiency and nutritional excess play in disease?
Health Promotion in Minority Populations
Assessment Traits
Requires Lopeswrite
Assessment Description
Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.
In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:
Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
What are the health disparities that exist for this group? What are the nutritional challenges for this group?
Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
What health promotion activities are often practiced by this group?
Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Topic 4 Participation
There is no description for this assessment.
Resources
US Department of Health and Human Services
Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials …
https://minorityhealth.hhs.gov/
CDC – Racial and Ethnic Approaches to Community Health (REACH)
Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control a…
http://www.cdc.gov/chronicdisease/resources/publications/aag/reach.htm
Healthy People 2030
Explore the Healthy People 2030 website.
https://health.gov/healthypeople
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
CDC – Minority Health
Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materi…
http://www.cdc.gov/minorityhealth/index.html
SAMHSA – Racial and Ethnic Minority Populations
Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Admi…
https://www.samhsa.gov/behavioral-health-equity
Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion
Jun 6-12, 2022
Objectives:
Explain the role of health education in health promotion.
Examine the role of the nurse in promoting family-centered health education.
Discuss issues of risk for families.
Identify families at risk for domestic violence, child abuse, and elder abuse.
Topic 5 DQ 1
Assessment Description
Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan?
Topic 5 DQ 2
Assessment Description
What characteristics would lead a provider to suspect domestic violence, child abuse, or elder abuse is taking place within a family? Discuss your facility’s procedure for reporting these types of abuse.
CLC – Health Promotion and Community Resource Teaching Project
Assessment Description
This is a Collaborative Learning Community (CLC) assignment.
An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.
Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.
Address the following:
Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course resources if you need assistance.
Topic 5 Participation
Assessment Description
There is no description for this assessment.
Resources
The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System
Read “The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveilla…
https://doi-org.lopes.idm.oclc.org/10.1177%2F0886260515599162
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 5 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department
Read “Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department,” by Ellis, from …
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00002727-199905000-00005&LSLINK=80&D=ovft
Browse Objectives
Choose a topic on the Healthy People 2030 website and explore the relevant objectives. You will use this information to complete the assi…
https://health.gov/healthypeople/objectives-and-data/browse-objectives
Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective
Read “Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective,” by Siegel, from Family Process …
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88229114&site=ehost-live&scope=site
Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts
Read “Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts,” by Callaghan, Fellin, Alexande…
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-12249-001&site=ehost-live&scope=site
Violence Against Women
Read “Violence Against Women,” by the American College of Nurse-Midwives (ACNM, 2013), located on the ACNM website.
http://midwife.org/ACNM/files/ACNMLibraryData/UPLOADFILENAME/000000000091/Violence-Against-Women-Sept-2013.pdf
Domestic Violence: The Challenge for Nursing
Read “Domestic Violence: The Challenge for Nursing,” by Draucker, from Online Journal of Issues in Nursing (2002).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106927295&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence
Read “CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence,” by Spivak, Jenkins, VanAudenhove, L…
https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6302a4.htm?s_cid%3Dmm6302a4_x
Defining Nurses’ Roles During Family-Centered Rounds
Read “Defining Nurses’ Roles During Family-Centered Rounds,” located on the Children’s Hospital Association website (2018).
https://www.childrenshospitals.org/newsroom/childrens-hospitals-today/articles/2018/03/defining-nurses-roles-during-family-centered-rounds
Create a Presentation in PowerPoint
View the “Create a Presentation in PowerPoint” tutorial, located on the Microsoft website. Explore the sections in Lessons 1, 2, …
https://support.office.com/en-us/article/Create-a-presentation-in-PowerPoint-422250f8-5721-4cea-92cc-202fa7b89617
The Health-Systems Response to Violence Against Women
Read “The Health-Systems Response to Violence Against Women,” by Garcia-Moreno, Hegarty, d’Oliveira, Koziol-McLain, Columbini, an…
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0140673614618377
Participation Requirements
Participating in classroom discussion is paramount to the learning experience. Participating in the weekly discussions allows students and instructors to share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. The qualitative participation requirements are: Follow-up responses to classmates’ initial answers or responses that integrate course theories with a practical application of the subject, offering a personal observation or experience, or referencing real-world examples, current events, or presenting current research on the topic. Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what the textbook has presented on the topic. Responses encouraging further discussion and ongoing dialogue with other students and the instructor in the class. Asking additional, relevant questions about the week’s topic. Communications that are presented in a professional and supportive manner, and with respectful tone. Participation can be earned only by posting substantive, quality messages to fellow classmates and the instructor in the main forum of the classroom. Certain courses may have alternative participation requirements. Students are encouraged to review the course syllabus and consult with the faculty member prior to the course start.
The participation expectations in this class are:
Number of Required Substantive Posts Each Day: 2
Number of Required Days: 3
Course Grade Scale
Letter Grade
Percent Range
Point Range
A
95%-100%
950-1000
A-
92%-94.99%
920-949.99
B+
90%-91.99%
900-919.99
B
87%-89.99%
870-899.99
B-
84%-86.99%
840-869.99
C+
80%-83.99%
800-839.99
C
76%-79.99%
760-799.99
D
72%-75.99%
720-759.99
F
0%-71.99%
0-719.99

Personal Nursing Philosophy
As you finish this course, your philosophy of nursing has probably changed. As a final review, polish your philosophy of nursing based on your newly acquired knowledge.
Also, write a summary reflection answering the following questions based on the readings and discussions throughout the course:
As an art and a science, how has your personal nursing philosophy unfolded?
Have there been ideas that have challenged your personal values or assumptions?
Have there been ideas that have caused you personal conflict and may lead to deconstructing those dispositions in a critical manner?
What actions have you taken that illustrate your personal nursing philosophy?
Describe your own definition of the concepts involving the meta-paradigm of nursing.
Has your first written philosophy of nursing changed? In what ways?
Your paper that includes both your philosophy and reflection together should be 2–3 pages in length, in APA format, typed in Times New Roman with 12-point font, and double-spaced with 1? margins. If outside sources are used, they must be cited appropriately.
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Solution
Personal Nursing Philosophy
As an art and science, my nursing philosophy is based on caring, which forms the theoretical framework of my nursing practice. Therefore, in my nursing philosophy, I take nursing and caring as being based on a relational understanding of the connection and unity between the patient and the professional nurse. Therefore, I believe that caring is the most important element of nursing that nurse practitioners should consider in all their tasks. In my nursing philosophy, I try to maintain the art of caring as an important concept that provides the moral foundation of my profession. On the other hand, maintaining care in my nursing practice will entail the application of science and art through scientific research and theoretical concepts. The nursing profession is also continuously committed to the art of caring as the main identity of the nursing profession and providing caring behaviors during the various nurse-patient interactions (Jasmine, 2019).
In nursing practice and during my personal nursing philosophy formulation, I have not experienced ideas that have challenged my personal values because most of the highlighted values support my personal values and assumptions. Having grown up in a large family, caring and service to others were significantly valued and encouraged in my family. Therefore, my personal values of caring and service to others have been supported and strengthened by the nursing discipline.
The only ideas that have caused personal conflict in my nursing practice are ideas related to informed consent and patient autonomy. Personally, I believe that individuals, including nurses, should always strive to do well at all times, even when the recipients of the good acts may not appreciate it. However, in nursing practice, the ethical principle of autonomy and informed consent prohibits healthcare practitioners from adopting any interventions even if they are beneficial to patients without receiving adequate informed consent from such patients. Therefore, a personal conflict of doing good and respecting patient autonomy can emerge in emergency cases or cases where a nurse practitioner may feel that the patient does not have adequate information to make informed decisions related to certain interventions or treatment.
Over the years, I have taken several actions to illustrate my nursing philosophy based on patient-centered care. These have included seeking to provide empathetic holistic, and culturally sensitive care to all my patients. Utilizing my nursing philosophy, I feel that it is important for me to be a provider advocate and leader to my patients, which can help me deliver the highest quality of care to such patients. Basing my nursing philosophy on holistic care has enabled me to understand the needs of all my patients, including emotional, social, environmental, psychological, and physiological needs, among others, to provide quality care to my patients. I have also relied on my nursing philosophy to remain compassionate and try to understand my patient’s needs in the different aspects of their life such as physiological, emotional, psychological, and spiritual, in providing care.
Metaparadigm Concepts
My personal nursing philosophy involves the four metaparadigms of nursing: health, person nursing, and the environment. In my personal nursing philosophy, I believe that the nursing profession is about patients. Taking care of patients involves adopting a holistic approach that considers the various elements of an individual’s life, such as their environment, neighborhood, culture, and mental state, and not just their physiological illness. I believe that in the practice of nursing, a patient cannot be treated unless the various elements of their life such as environment, culture, mental state, and the neighborhood where they live are considered (Deliktas et al., 2019).
In my nursing philosophy, I believe that the person is an important element of nursing. Therefore, the person will be central to nursing processes and should be the recipient of all the nursing interventions and care practices. Considering the person in my nursing philosophy, I believe that nurses should take a lot of care in evaluating the environment in which a patient lives as environmental factors contribute significantly to an individual’s health.
Related to the metaparadigm concept of health in my personal nursing philosophy, I believe that health is not only the absence of diseases. I, therefore, believe that an individual might not be affected by certain diseases and illnesses but might still not be healthy. I, therefore, view health in the form of the illness-wellness continuum with various factors such as an individual environment, lifestyle, culture, emotional, and psychological state determining where they lie in the illness and wellness continuum (Deliktas et al., 2019).
Finally, related to the metaparadigm concept of the environment, I view the environment as the surroundings of a patient that will significantly impact their health. A patient’s environment will therefore be made up of physical and nonphysical elements. Both physical and nonphysical elements contributing to an individual’s environment will therefore have a significant impact on their health.
References
Deliktas, A., Korukcu, O., Aydin, R., & Kabukcuoglu, K. (2019). Nursing Students’ Perceptions of Nursing Metaparadigms: A Phenomenological Study. Journal of Nursing Research, 27(5), e45. https://doi.org/10.1097/jnr.0000000000000311
Jasmine, T. (2019). Art, Science, or Both? Keeping the Care in Nursing. Nursing Clinics of North America, 44(4), 415–421. https://doi.org/10.1016/j.cnur.2009.07.003

NSG 6999 PICOT question
Starting this week we will be working on an Evaluation Table in Week 6.
With a minimum of 5 articles you must review the literature to find appropriate articles to support your evidence-based project.
Each article will be go through the critical appraisal process.
Complete Evidence Table as described in the Evidence Table Worksheet. Include Week 4 worksheet with completed Evidence Table.(SEE BELOW TABLES).
These are the formats & my PICOT QUESTIONS BELOW.
1: PICOT QUESTION:
In geriatric patients with Type II diabetes(P), does having a diabetic nurse educator (I) compared to not having a diabetic nurse educator (C) decrease hypoglycemic episodes of self-management (O) during a six-month time frame. (T)
Will you have a comparison group or will subjects be their own controls? Comparison
Is a ‘time’ appropriate with your question—why or why not?
11: Evidence Synthesis:
Database
Study #1 Study #2 Study #3 Study #4 Study #5 Synthesis
Population(P)
Intervention(I)
Comparison ©
Outcome (O)
Time (T)
III. Evaluation Table
Citation
Design Sample size: Adequate? Major Variables:
Independent
Dependent
Study findings: Strength and weaknesses Level of Evidence Evidence synthesis
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Complete Evidence Table as described in the Evidence Table Worksheet. Include Week 4 worksheet with completed Evidence Table.(SEE ABOVE TABLE).
NSG 6999
PICOT QUESTION:
In geriatric patients with Type II diabetes (P), does having a diabetic nurse educator (I) compared to not having a diabetic nurse educator (C) decrease hypoglycemic episodes of self-management (O) during a six-month time frame (T)?
Will you have a comparison group or will subjects be their own controls?
The research will use a comparison group to assess hypoglycemic episodes between geriatric diabetic patients who have a diabetic nurse educator and those not having an educator. The comparison will analyze outcomes to guide decision on the implementation of self-management to improve quality outcomes to the elderly patients diagnosed with diabetes.
Is a ‘time’ appropriate with your question – why or why not?
Yes. It is important to have a time limit in the clinical question considering that aspects of self-management need to be assessed in relation to confounding variables of hypoglycemic frequencies. In essence, time limit enhances a cohesive tracking of self-management practices to make a logical conclusion about the benefit of the intervention to the target population. Time in the clinical question helps to maximize the internal reliability of the given research to improve its applicability in patient care.
Evidence Synthesis:
Database: ex. Cochrane Study #1
Bhutani et al., (2015).
Study #2
Gagliardino et al., (2019).
Study #3
Hope et al., (2018).
Study #4
Sinclair et al., (2019).
Study #5
Yong et al., (2015).
Population (P) 137 diabetic elderly patients attending out-door facility of the hospital. 1316 adult participants with diabetes mellitus enrolled into the International Diabetes Management Practice Study (IDMPS) 335 Diabetic patients aged >65 years 10 study articles evaluated aspects of diabetes care for older adults (60-90 years) 20 men aged between 35 to 75 years and diagnosed with type 2 diabetes.
Intervention (I) Patients treated with oral hypoglycemic drugs; health education on hypoglycemia Participants enrolled in a diabetes education program From the total study populations, 79 patients were treated with insulin, 85 on sulphonylureas while 121 received metformin only and 50 participants had no diabetes. Data was searched from CINHAL, MEDLINE, Embase and Google Scholar to retrieve relevant review articles on the management of type 2 diabetes for older people. Participants received intensive individualized diabetes education program to influence prevention of hypoglycemic events.
Comparison (C) Diabetes care education on hypoglycemic control compared with actual practice among the population Self-management care was compared between diabetes-educated group and non-educated groups. Insulin treated patients were compared with sulphonylurea-treated patients and metformin-only treated patients together with patients without diabetes to assess the episodes of documented hypoglycemia. Up-to-date summaries of articles on glycemic control and outcome in older people with type diabetes were compared by analyzing glucose-lowering interventions with other care outcomes. This aimed to provide evidence-based individualized diabetes care. Differences in hemoglobin A1c values were identified between the control group (CG=22) and intervention group (IT=24) attending follow-up visits at 2,8,12 and 24 weeks.
Outcome (O) Improvements in knowledge, attitude and practice (KAP) of diabetic patients towards hypoglycemia. Participants who received diabetes education were more likely to practice self-management than those who had not Hypoglycemia consultation were most common for insulin-treated patients followed by the sulphonylurea-treated patients and finally metformin only-treated patients. Non-diabetic patients recorded the least documentation on the episodes of hypoglycemia. This is attributed to unrecognized hypoglycemia. Comorbid burdens among the elderly diabetic patients reduces the benefits of improved glycemic control. The intervention group demonstrated better practices in avoidance of hypoglycemia when compared to the control group. This include adherence to frequencies of physical exercise, improved dietary habits and self-monitoring of blood glucose.
Time (T) 1 month 22 months 1 year Articles published within the past five years 24 weeks
Evaluation Table:
Citation Design Sample size: Adequate? Major Variables: Independent Dependent Study findings: Strength and Weaknesses Level of Evidence
Bhutani et al., (2015). Longitudinal study design Sample size used was adequate. Actual study used 109 patients (male=63, female=46) Independent: Diabetes care education
Dependent: Improvements in KAP of diabetic patients towards hypoglycemia
Proper diabetic education improves knowledge, attitude of patients towards practice aimed at decreasing hypoglycemic episodes in diabetics.
Strength: The study compared hypoglycemic symptom score with the Stanford reference score to assess influence of diabetic education on the patients. Ensured reliability of study outcomes.
Weakness: study used a limited duration (1-month) not adequate for monitoring behavior change. Symptoms as judged by Stanford score were not backed with biochemical confirmation to affirm glycemic changes.
I
Gagliardino et al., (2019). Cross-sectional study design The study population was adequate to assess behavior change Independent: Self-management education (self-monitoring of blood glucose, self-adjustment of insulin dose)
Dependent: Attainment and maintenance of glycemic targets
Diabetes education provides knowledge and skills to improve self-management thereby favoring HbA1c target attainment.
Strengths: Use of large sample size and a standardized method of data collection ensured that outcomes provide objective outcomes for decision makers and health authorities on the importance of diabetes education and self-management to improve treatment outcomes.
Weakness: The research implemented observational study among participants across different cultures in Middle East and this was not an effective design to assess outcomes about knowledge and skills on self-management due to a lack of active participation among the study population.
I
Hope et al., (2018). Cross-sectional survey Sample size adequate and appropriate for the study. Independent: Primary care practice on patients
Dependent: Numbers of hypoglycemia consultations by both diabetic and non-diabetic patients.
Non-specific symptoms of hypoglycemia are a common presentation to primary care especially in people above 65 years with or without diabetes. Insulin-treated patients above 65 years have a higher episode of recognized hypoglycemia as compared non-diabetic patients who represent unrecognized hypoglycemia.
Strengths: Use of primary care consultation records guaranteed consistency and reliance of the outcomes.
Weakness: Inaccuracy of the outcomes especially due to the use a single primary care record which implies that outcomes on the episodes of hypoglycemia consultation could have been artificially elevated.
I
Sinclair et al., (2019). Randomized Control Trials Study articles used were adequate to predict the patterns of glycemic control among the elderly patients with type diabetes. Independent: Non-pharmacologic diabetes interventions
Dependent: Improved glycemic control.
From the studies, intensive glycemic control is important for older people with diabetes. These include the use of pharmacologic or non-pharmacologic interventions.
Strength: The studies selected contributed strongest evidence on the aspect of glycemic control for elder patients with type 2 diabetes.
Weakness: Some articles used weak study designs and this contributed to a high attrition rates in the overall outcome.
V
Yong et al., (2015). Randomized control trials The study population was 55 and this is not adequate to formulate an evidence-based practice for implementation in clinical setting. A population more than 100 would provide a bundle of evidence to evaluate outcome as it affects a larger intervention group. Independent: Intensive individualized diabetes education
Dependent: Baseline HbA1c based on the episodes of hypoglycemia reported by the target population.
Intensive individualized education on hypoglycemia provided additional benefits as it helped the intervention group to manage blood sugar control. The intervention reinforced the need for healthy life style behavior related to dietary practices and physical exercise pattern to manage blood sugar.
Strength: Reinforcement education on diabetes management followed a standard protocol as defined in the education curriculum for self-care. This ensured that intervention of practice was guided by evidence.
Weakness: The study included a small number of participants and this is not substantial to draw evidence on practice. The research was based on a limited duration (6-months) to monitor change in behavior. A QOL assessment on hypoglycemia management was not conducted in the research meaning that outcomes of the results could be affected by patient factors such as anxiety, fear or non-adherence to the education program.
I
References
Bhutani, G., Kalra, S., Lamba, S., Verma, P. K., Saini, R., & Grewal, M. (2015). Effect of diabetic education on the knowledge, attitude and practices of diabetic patients towards prevention of hypoglycemia. Indian journal of endocrinology and metabolism, 19(3), 383. DOI: 10.4103/2230-8210.152781.
Gagliardino, J. J., Chantelot, J. M., Domenger, C., Ramachandran, A., Kaddaha, G., Mbanya, J. C., … & IDMPS Steering Committee. (2019). Impact of diabetes education and self-management on the quality of care for people with type 1 diabetes mellitus in the Middle East (the International Diabetes Mellitus Practices Study, IDMPS). Diabetes research and clinical practice, 147, 29-36. DOI: 10.1016/j.diabres.2018.09.008.
Hope, S. V., Taylor, P. J., Shields, B. M., Hattersley, A. T., & Hamilton, W. (2018). Are we missing hypoglycaemia? Elderly patients with insulin-treated diabetes present to primary care frequently with non-specific symptoms associated with hypoglycaemia. Primary care diabetes, 12(2), 139-146. DOI: 10.1016/jpcd.2017.08.004.
Sinclair, A. J., Abdelhafiz, A. H., Forbes, A., & Munshi, M. (2019). Evidence?based diabetes care for older people with Type 2 diabetes: a critical review. Diabetic Medicine, 36(4), 399-413. DOI: 10.1111/dme.13859.
Yong, Y. M., Shin, K. M., Lee, K. M., Cho, J. Y., Ko, S. H., Yoon, M. H., … & Ahn, Y. B. (2015). Intensive individualized reinforcement education is important for the prevention of hypoglycemia in patients with type 2 diabetes. Diabetes & metabolism journal, 39(2), 154-163. DOI: 10.4093/dmj.2015.39.2.154.

Identify alterations associated with your selected disorder. Hypertension (Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.
Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.
To Complete
Develop a 5- to 10 slide PowerPoint presentation that addresses the following:
Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.
References to use
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.

Compare and contrast quantitative versus qualitative research designs: Nursing: Emergency Department
Compare and contrast quantitative versus qualitative research designs. Provide an example of each and explain why your examples meet the criteria for these designs.
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Solution
Compare and Contrast Quantitative Versus Qualitative Research Designs
During the collection and analysis of data, two main approaches are utilized, which include the quantitative research design and qualitative research design. Quantitative research design deals with statistics and numbers, while qualitative research design deals with meanings and words. Basically, quantitative research design will be expressed in the form of graphs and numbers and will be mainly used to confirm and test various assumptions and theories (Aspers & Corte, 2019). The quantitative research design can therefore be used to come up with generalizable Facts about a given research topic. They are different quantitative methods which include observations recorded as numbers experiments and various surveys that possess close-ended questions. In contrast, qualitative research will be expressed in words. Qualitative research will therefore be utilized to understand experiences, thoughts, or concepts related to certain social phenomena. Qualitative research allows the researcher to gather in-depth knowledge on various topics that might not be well understood. There are different types of qualitative methods, which include literature reviews and observations that will be described in words and open-ended questions (Ahmad et al., 2019). The main differences between qualitative and quantitative research are, therefore, that although qualitative research is used to explore ideas and formulate hypotheses and theories, quantitative research is mainly utilized to test certain hypotheses or theories (Ahmad et al., 2019). Quantitative research will also be analyzed through statistical and mathematical analysis, while qualitative research is analyzed by categorizing, summarizing, and interpreting.
An example of a qualitative research approach is, if one was to conduct an in-depth interview with students asking them open-ended questions such as what are the experiences in class? And how satisfied they are with their studies. On the other hand, an example of a quantitative research method would include surveying a large number of students in a university to rate the performance of their professors on a scale of 1 to 5.
References
Ahmad, S., Wasim, S., Irfan, S., Gogoi, S., Srivastava, A., & Farheen, Z. (2019). Qualitative v/s. Quantitative Research- A Summarized Review. Journal of Evidence-Based Medicine and Healthcare, 6(43), 2828–2832. https://doi.org/10.18410/jebmh/2019/587
Aspers, P., & Corte, U. (2019). What is Qualitative in Qualitative Research. Qualitative Sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7