Category: Nursing

Initial Post
In your initial post, answer all the questions and provide rationales for your answers with supporting evidence using APA formatting. Integrate two evidence-based resources to include clinical practice guidelines as well as the course textbook.
Read the scenario and answer the following questions:
Ophthalmic DisordersV.S., age 12 Hispanic male, presents with a feeling that there is sand in his eye. He had a cold a week ago and woke up this morning with his left eye crusted with yellowish drainage. On physical examination, he has injected conjunctiva on the left side, no adenopathy, and no vision changes. His vision is 20/20. Fluorescein staining reveals no abrasion. He is allergic to sulfa.
Diagnosis: Conjunctivitis
List specific goals of treatment for V.S.
What drug therapy would you prescribe? Why?
What are the parameters for monitoring the success of the therapy?
Discuss the education you would give to the parents regarding drug therapy.
List one or two adverse reactions for the selected agent that would cause you to change therapy.
What would be the choice for second-line therapy?
What over-the-counter or alternative medications would be appropriate for V.S.?
What dietary and lifestyle changes should be recommended for V.S.?
Describe one or two drug–drug or drug–food interactions for the selected agent.
Reply Posts
Reply to at least two of your classmates, in a well-developed paragraph (300–350 words) to each peer integrating an evidence-based resource that is different than the one you used for the initial post.
Respectfully agree and disagree with your peers’ responses and explain your reasoning by including your rationales in your explanation.
please respond to Samantha:
List specific goals of treatment for V.S.
Inflammation of the conjunctiva, conjunctivitis, can occur from bacterial, viral, or allergic causes. Allergic conjunctivitis typically presents with nasal congestion, sneezing, and/or wheezing, itching of the eye being the primary complaint along with a grittiness, burning, or irritating description, watery discharge, and a pink conjunctiva that may be puffy or bumpy in appearance (Jacobs, 2022a). Viral conjunctivitis typically occurs following a viral episode with adenopathy, fever, an upper respiratory infection, or pharyngitis with limited pruritis if any, a primary complaint of ocular grittiness, burning or irritation, watery discharge with mucosal strands, and a conjunctiva pink to red in color with a bumpy appearance (Jacobs, 2022a). Bacterial conjunctivitis most often has no systemic symptoms, little to no pruritis, a conjunctiva that is pink to red in color, is unilateral, and drainage that is purulent with color variations of yellow, white, or green that continues to redevelop quickly after clearance (Jacobs, 2022a). Based on this information and the presentation of V.S., he most likely has bacterial conjunctivitis. Specific goals of treatment for V.S. and his bacterial conjunctivitis are resolution of sensation of sand in the eye and ocular discharge to increase patient comfort, reduce the course of infection, prevention of community transmission, and prevention of conjunctivitis complications including vision loss, corneal abrasion, corneal perforation, and keratitis (Pippin & Le, 2023). What drug therapy would you prescribe? Why?
Most patients with bacterial conjunctivitis don’t require antibiotics, but some situations may warrant them in order to shorten the course of infection when it comes to a patient’s preference to return to work or school quicker (Jacobs, 2022a). V.S. is most likely in school as a 12-year-old male and shortening the course could help him return to classes sooner, thus I would prescribe Erythromycin ophthalmic ointment 1 centimeter instilled to the affect eye’s lower lid 4 times a day for 7 days (Jacobs, 2022a, Lexicomp, n.d.). This drug is recommended as it is typically inexpensive, non-toxic, readily available, and has low rates of hypersensitivity (Jacobs, 2022a). Another first-line treatment option is sulfacetamide sodium, but this would be contraindicated with V.S.’s allergy (Woo & Robinson, 2020). What are the parameters for monitoring the success of the therapy?
The parameters for monitoring success of this therapy include resolution of ocular discharge and sand in the eye sensation, increased patient comfort, infection course reduction, prevention of community transmission including those in V.S.’s household and classroom, and prevention of conjunctivitis complications including vision loss, corneal abrasion, corneal perforation, and keratitis (Pippin & Le, 2023). Discuss the education you would give to the parents regarding drug therapy.
Specific education to V.S.’s parents about his erythromycin therapy would include minor ocular irritation and redness are normal side effects of this drug (Lexicomp, n.d.), proper hand hygiene before and after administration, do not touch the unaffected eye after instilling the affected eye, do not touch the end of the ointment tube to the affected eye and then touch it to the unaffected eye (UpToDate Doctors and Editors, n.d.). After placing the ointment inside the lower lid, the parents should instruct V.S. to close his affected eye for 1-2 minutes and roll her eyeball around inside (Lexicomp, n.d.). Vision may be blurred for up to 20 minutes after ointment administration (Jacobs, 2022b). Take missed doses as soon as remembered unless it is too close to next dose, don’t double on doses, stop taking drug if serious allergic reaction occurs, and report any signs of allergic reaction immediately (Lexicomp, n.d.). V.S.’s parents should check with their school and/or daycare’s rules regarding return after conjunctivitis, but he should stay home until resolution of symptoms or until 24 hours after antibiotic initiation (UpToDate Doctors and Editors, n.d.). List one or two adverse reactions for the selected agent that would cause you to change therapy.
Adverse reactions indicating an allergic reaction such as rash, hives, pruritis, changes in eyesight, ocular pain, sever eye irritation, wheezing, throat tightness, difficulty swallowing or talking, swelling of the mouth, lips, face and throat need to be immediately reported and a change in therapy is required (Lexicomp, n.d.). What would be the choice for second-line therapy?
A second-line therapy option for V.S. would be 1-2 drops of trimethoprim-polymyxin B four times daily for 5-7 days to the affected eye (Jacobs, 2022a). This drug is also recommended as it is typically inexpensive, non-toxic, readily available, and has low rates of hypersensitivity (Jacobs, 2022a).
What over-the-counter or alternative medications would be appropriate for V.S.?
One over-the-counter medication that could help V.S. with his case of bacterial conjunctivitis is an ocular lubricant, which will help with the symptom of dry eye (Jacobs, 2022b). A few examples of ocular lubricants include sterile eye drops and artificial tears. V.S. can also use warm or cool compresses to help with swelling and pain as needed (Jacobs, 2022b). What dietary and lifestyle changes should be recommended for V.S.?
A major lifestyle modification that should be reinforced to V.S. and his parents is hand hygiene. Hand hygiene should consist of 15-30 seconds of hand friction using soap and water and should be performed before and after eating, after using the bathroom, and after touching the eyes, sneezing, or coughing (Jacobs, 2022b). Hand hygiene should also be done after interaction or close contact with a sick individual if it is not possible to isolate form them. Hand sanitizers can also be used. The sharing of linen including towels, handkerchiefs, tissues, pillows, bedsheets, and cosmetics should not occur, especially among infected to uninfected family or friends (Jacobs, 2022b). V.S. should ensure hygiene practices in social settings like school and daycare, and inform his friends. Eating a diet rich in vitamin C, E, beta-carotene, zinc, and copper provides antioxidants and minerals that are beneficial for ocular health (Lawrenson & Downie, 2019). Describe one or two drug–drug or drug–food interactions for the selected agent.
No drug-drug or drug-food interactions were found for ophthalmic erythromycin. Please respond to Kenneth:
Diagnosis: Conjunctivitis List specific goals of treatment for V.S. I would diagnose V.S. with viral conjunctivitis based upon reported symptoms and review of past medical history leading up to this office visit. Viral conjunctivitis can often be present when viral upper respiratory infections are present. Symptoms include itching or feeling of grittiness in the eye and crusting around the eye upon first wake-up in the morning that then changes to a watery discharge (Jacobs, 2022). V.S. reported having a cold approximately seven days ago and with reported subjective symptoms at home as well symptoms noted on physical examination are indicative of viral conjunctivitis. Viral conjunctivitis is highly contagious and likely spreads to both eyes which can be misconstrued as bacterial. Symptoms peak days three to five with viral conjunctivitis to run its course in two to three weeks. Treatment goal is to monitor symptoms for deterioration and treat symptoms to provide therapeutic relief (Jacobs, 2022). What drug therapy would you prescribe? Why? I would prescribe naphazoline and pheniramine which is an OTC medication known by its brand name of Visine. This medication would be administered up to four times a day by instilling one to two drops into the eye to provide symptom relief of itching and irritation for viral conjunctivitis (Lexicomp, n.d.a). What are the parameters for monitoring the success of the therapy? This medication therapy is prescribed to provide symptom relief of itching or redness that may be present (Lexicomp, n.d.a). The goal of this therapy is to alleviate the feeling of sand in V.S. eye as reported, which is a common manifestation of viral conjunctivitis (Jacobs, 2022). Discuss the education you would give to the parents regarding drug therapy. For naphazoline and pheniramine there are no listed adverse reactions for this medication. Rather education is focused on administration. If contacts are worn, then it is recommended to remove these prior to installation and for safety it is instructed not to allow the tip of the dispenser to contact the eye or any surrounding structures (Lexicomp, n.d.a). List one or two adverse reactions for the selected agent that would cause you to change therapy. For patients taking naphazoline and pheniramine there are no noted adverse reactions to monitor for but there are some warnings while on this therapy which could be inconvenient or irritating to V.S. Some patients have reported sensitivity to lights which occur when the pupils become enlarged. Also, slight irritation or tingling that occurs for a short period following instillation. The tip of multi-dose bottles must be kept clean in order to prevent the risk of a bacterial infection (Lexicomp, n.d.a). What would be the choice for second-line therapy? If V.S. does not receive adequate symptom relief from naphazoline and pheniramine or has irritation with this treatment then I would prescribe V.S. to begin taking olopatadine (Jacobs, 2022). Olopatadine is an H1 antagonist antihistamine which can be taken as eye drops as well to provide therapeutic relief for viral conjunctivitis (Lexicomp, n.d.b.). If V.S. was to become diagnosed with bacterial conjunctivitis that came from an opportunistic pathogen from a contaminated eye drop container for instance, then ophthalmic azithromycin would be started to treat what is now bacterial conjunctivitis which is marked by purulent discharge (Jacobs, 2022). This medication is appropriate for V.S. based on the noted sulfa allergy in treatment for bacterial conjunctivitis. Azithromycin would be administered by instilling one drop to the affected eye twice daily for two days then decreased to once daily for the following five days (Lexicomp, n.d.c). What over-the-counter or alternative medications would be appropriate for V.S.? I would educate V.S. on remedies that can assist in decreasing the severity of symptoms associated with viral conjunctivitis. These would include the use of either cool or warm compresses to decrease eye irritation. This can be done completely at the preference to what is more comfortable and symptom relieving for the patient (Jacobs, 2022). What dietary and lifestyle changes should be recommended for V.S.? I would first educate V.S. and his parents on how highly contagious both viral and bacterial conjunctivitis is. Due to this, items that come into contact with the eye should be cleaned and not shared between people within the household. Proper hand hygiene should be emphasized. I would also educate the household that viral conjunctivitis can remain highly contagious even after symptoms begin to improve and that if diagnosed with bacterial conjunctivitis the window for being contagious is closed when either drainage has resolved or treatment has been used for greater than 24 hours (Jacobs, 2022.). Describe one or two drug–drug or drug–food interactions for the selected agent. The OTC medication naphazoline and pheniramine that I first prescribed to treat viral conjunctivitis can interact with atomoxetine. This medication can be used to treat ADHD and can place an increased risk for increased heart rate or blood pressure with naphazoline and pheniramine. This interaction risk category is a C rating and should be monitored while on these therapies (Lexicomp, n.d.a).

Examples of policy include but are not limited to Medicare prescription drugs, obesity, availability of the flu vaccine, environmental toxins, or whatever health issue is in the news that you can make a case has a policy or could have a policy component.
Use the Internet, newspapers like The New York Times, news magazines, Health Policy News, Kaiser Health News, Nexis Uni in the library A-Z list of databases or The Commonwealth Fund to find one current health policy issue that you feel is a priority. Select something you feel strongly about, as you will defend your selection in a debate with your classmates.
Why it is so important currently in the United States?
What is the major policy issue? Not just whether it addresses access, cost, or quality, but describe the policy itself. For example, “The major policy issue was whether or not advocacy groups should be required to disclose all sources of financial support.”
How does this issue impact spending in public and private health insurance programs, job-based health insurance benefits, and health plan performance?
Who are the major stakeholders (interested parties)?
Why this is an important issue (in general for you specifically)?
Include a reaction to the issue. arguing for one side of the health policy issue debate.
Record a 2- to 4-minute presentation using the video arguing for one side of the health policy issue in your chosen Issue

TOPIC: ADHD
Overview:
The PARiHS (Promoting Action on Research Implementation in Health Services) framework provides a way to implement research into practice. It is one of many different EBP models in use today. The author of our textbook has chosen this model and more information about it can be found on pages 307-312.
The PARiHS EBP Model/Framework examines interactions between three key elements necessary for facilitation to occur (I=innovations or evidence, R=recipients or stakeholders, and C=context or setting). According to the PARiHS Model, successful implementation of research into practice is a result of facilitation. Facilitation requires the integration of the three elements identified above.
The facilitation is the type of support needed to help people change their attitudes, habits, skills and ways of thinking and working. How to change brings us to the PDCA Model which is a Quality Improvement Model/Framework that supports this facilitation element as suggested by the author. This widely used QI framework consists of the Plan, Do, Check, Act (PDCA) cycle which has 4 stages:
Plan: Determine goals for a process and needed changes to achieve them
Do: Implement the changes
Check: Evaluate the results in terms of performance
Act: Standardize and stabilize the change or begin the cycle again, depending on the results.
This assignment is designed to help you identify the PDCA Evidence-Based Practice Model and barriers and will be graded according to the Guidelines and Rubric for Models and Barriers.
Instructions:
Use your week two topic and discuss barriers in practice to implementing a change related to your topic and what are four evidence-based practice interventions (supported by professional sources or research studies) nurses can implement to overcome these barriers. Two peer-reviewed journal sources are required to support your identified barrier and your identified four strategies for overcoming this barrier. You may additionally use your book.
Discuss how you would use the PDCA model in your workplace clinical practice or student clinical practice and why? Support this with your peer-reviewed sources and textbook information.
Use APA format- no more than two pages in content, excluding the title and reference pages.
Details:
Take your topic from week two and discuss the PDCA model and how to implement change related to your topic based on what you have learned by critiquing articles on your topic. You can use the articles you were approved on in weeks 4 and 6, and there is also an article in the week eight discussion board that gives you examples of barriers to practice.
Discuss in practice what barriers you might have to bring about change related to your topic. Discuss how the PDCA model is used and barriers are overcome.
Below is an example of barriers that are discussed in your article from the week eight discussion board.
Institutional and/or cultural barriers include lack of knowledge, motivation, time management, physician and patient factors, and limited access to up-to-date, user-friendly technology and computer systems.

After you view the case study, reflect upon what you have learned and how it is related to the learning materials. Compare the case study to your nursing practice and give a similar example from your experience in which you might have run into staffing issues.
. Your reflection content should be a minimum of 500 words, equal to five to six paragraphs.

SOAP Notes 3
SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.
Graduate SOAP NOTE TEMPLATE.docx
For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:
S =Subjective data: Patient’s Chief Complaint (CC).
O =Objective data: Including client behavior, physical assessment, vital signs, and meds.
A =Assessment: Diagnosis of the patient’s condition. Include differential diagnosis.
P =Plan: Treatment, diagnostic testing, and follow up
Submission Instructions:
Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
Grading Rubric Your assignment will be graded according to the grading rubric.

A 50-year-old woman presents to the office with complaints of excessive fatigue and shortness of breath after activity, which is abnormal for her. The woman has a history of congestive heart failure with decreased kidney function within the last year. The woman appears unusually tired and slightly pale. Additional history and examination rule out worsening heart failure, acute illness, and worsening kidney disease. The CBC results indicate hemoglobin is 9.5 g/dL, which is a new finding, and the hematocrit is 29%. Previous hemoglobin levels have been 11 to 13g/dL. The patient’s vital signs are temperature 98.7°F, heart rate 92 bpm, respirations 28 breaths per minute, and blood pressure 138/72. The practitioner suspects the low hemoglobin level is related to the decline in kidney function and begins to address treatment related to the condition. Answer the following:
Which test(s) should be performed to determine whether the anemia is related to chronic disease or iron deficiency, and what would those results show?
Should the practitioner consider a blood transfusion for this patient? Explain your answer.
Which medication(s) should be considered for this patient?
What considerations should the practitioner include in the care of the patient if erythropoietic agents are used for treatment?
What follow-up should the practitioner recommend for the patient?

PURPOSENOTE: This assignment must complete the provided Paper Template you started in Week 3: NR703 Assignment Paper TemplateLinks to an external site.
The purpose of this two-part paper is to develop a hypothetical DNP practicum project and explain how you will lead it.
For the assignments in NR-703, students must fabricate from experience a realistic clinical problem in a hypothetical practicum project clinical site, invent the probable gap in practice that would cause the problem, and conduct a simulated practice gap assessment in the imaginary clinical practicum project site. If possible, build this project on the work you created in NR-716, especially the evidence you collected on Johns Hopkins Table.
The purpose of Part 2 of this two-part assignment is to complete the hypothetical project by accomplishing the following on the template:
1. Use the corrective feedback from your course faculty on the Week 3 assignment to edit it and make needed revisions.
2. Create a leadership approach for the hypothetical DNP practicum project that explains the plan for applying the following specific transformational leadership skills:
(a) communication in project management
(b) leadership ethics
(d) leading social justice change within the project environment
(e) innovation through innovation
(f) integrating leadership and management models
(g) managing materials and human resources
This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.
This is the second part of a 2-part assignment. The first part was submitted in Week 3 on the same template. You have received corrective feedback from your course faculty on the Week 3 assignment that you will use to correct those sections (if needed) on the template before completing the Week 7 assignment.
NOTE: Both Week 3 and Week 7 assignments should be discussed in relation to a hypothetical or simulated DNP practicum project. **
**No actual DNP practicum project will be approved for implementation until the second practicum course, NR-705 Project & Practicum II
INSTRUCTIONSFor the assignments in NR-703, students must simulate from experience a realistic clinical problem in a hypothetical practicum project clinical site, invent the probable gap in practice that would cause the problem, and conduct a simulated practice gap assessment in the imaginary clinical practicum project site.
In Week 7, you will add your strategies for managing the hypothetical practicum project. You will also review the feedback from your instructor from the Week 3 assignments and make needed edits or corrections in those sections of the template. In this week’s assignment, you will also construct an introduction for the completed paper and a conclusion that summarizes the total manuscript.
Continue to use the provided NR703 Assignment Paper TemplateLinks to an external site. and complete the following sections of the template:
Introduction: Create an introduction for the complete paper. The introduction is the first paragraph that does the following:Introduce the paper’s topic and establishes its importance.
Present a clear purpose statement that mirrors the assignment purpose.
Create a brief overview (outline statement) for the combined paper outlining the three primary Level 1 headings: Organizational Needs Assessment, Leading the Practice-Change Project, and Leading and Managing Practice-change Teams.
Revise and correct the Week 3 content.Don’t forget to include revisions as necessary to Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool).
Revise the required sections (as they are on the template) under the level heading Organizational Needs Assessment:Problem
Practice Gap
Practice Question
Under the template’s level 1 heading, Leading the Practice-Change Project, revise the section “Interprofessional Collaboration in Leading Project Teams” as needed.
Under the template’s level 1 heading, Leading the Practice-Change Project, complete the following sections in the template:Communicating in Project Management. Explain how you will align verbal and nonverbal messages and use professional written communication in your project.
Leadership Ethics: Explain how you will balance an ethic of justice with an ethic of care in your leadership style and manage conflicts that may arise within your team.
Lead Social Justice Change within the Project Environment: Explain how you will lead social justice change within the project environment.
Complete the level 1 heading section, “Leading and Managing Practice-change Teams,” by completing each level 2 section:Leading Through Innovation, explaining how you will foster innovation and creativity and apply the framework of adaptive leadership.
Integrating Leadership and Management Models, explaining how you will create your approach to using both management and leadership skills to guide change and sustain the practice change.;
Managing Materials and Human Resources, explaining how you will create your approach to strategic planning for materials and human resources for your project.
ConclusionRecap the completed paper’s purpose statement and organization (Level 1 headings) (don’t include “Conclusion”).
Draw major conclusions from the body of your paper.
Summarize the paper’s relevance to the practice change project.
References (minimum of 5 scholarly, peer-reviewed sources, three of which are from the Johns Hopkins table)Add references to the reference page and make changes as needed.
Ensure each reference has a matching citation.
Format references and citations using the Chamberlain Guidelines for Writing Professional PapersLinks to an external site. or the current APA manual.
Support your final paper by using evidence from at least five (5) scholarly, peer-reviewed sources retrieved from the Chamberlain library databases, three of which are from the Johns Hopkins Table 2.Scholarly references should be dated within 5 years of this assignment.
Do not use the internet, textbooks, government sources, or organizational websites for the five scholarly sources in this assignment. However, you may use other gray materials and additional sources if you need them.
Ensure each supporting Johns Hopkins Table research evidence article is also listed in the reference list.
Ensure Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool) from the Week 2 assignment are revised and displayed on the Week 7 Assignment Template
Review the rubric for the grading criteria.
APA GUIDELINESUse the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the Canvas Resources menu under the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.
Use the NR-703 Assignment Paper TemplateLinks to an external site. to complete this assignment.
Turn on Grammarly to check the correctness of the grammar and punctuation as you write. Note: if you have not done so, please download the free version at www.Grammarly.comLinks to an external site. before constructing the assignment.
The title page is in Chamberlain DNP Program format andthe length of the paper adheres to the paragraph/sentence recommendations in the template.
the title remains “Simulated DNP Evidence-based Project and Professional Leadership Capacity,” as displayed on the template title and 1st pages.
Use of standard English grammar and sentence structure (APA style & Grammarly):No spelling errors or typographical errors.
Word meanings are accurate (American dictionary meanings).
Sentences are complete, and paragraphs are organized according to the section criteria and the CARE Plan
WRITING REQUIREMENTS (APA FORMAT)The provided template is used: Assignment Paper TemplateLinks to an external site.
Length: Adhere to the paragraph requirements of the template.
1-inch margins
Double-spaced pages
12-point Times New Roman
Headings & subheadings as they are on the template
In-text citations
Title page
Reference page
Standard English usage and mechanics
CARE Plan paragraph development structure
PROGRAM COMPETENCIESThis assignment enables the student to meet the following program competencies:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
COURSE OUTCOMESThis assignment enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
DUE DATEBy 11:59 p.m. MT on Sunday
Late Assignment Policy applies
Rubric
W7_Assignment Grading Rubric
W7_Assignment Grading Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeIntroductionRequirements:
1. Introduce the paper’s topic and establish its importance.
2. Present a clear purpose statement.
3. Create a brief overview for the combined paper using the three primary level 1 headings.
20 ptsIncludes all requirements and provides an in-depth introduction.
18 ptsIncludes 2 requirements and/or provides a sufficient introduction.
16 ptsIncludes 1 requirement and/or provides a partial introduction.
0 ptsProvides an undeveloped introduction.
20 pts
This criterion is linked to a Learning OutcomeOrganizational Needs AssessmentRevise the Week 3 Assignment’s sections:
1. Problem
2. Practice Gap
3. Practice Question
10 ptsThe section Organizational Needs Assessment has been revised if needed and is discussed in-depth.
9 ptsThe section Organizational Needs Assessment has been revised if needed and is discussed sufficiently
8 ptsThe section Organizational Needs Assessment has been revised if needed and is discussed partially
0 ptsThe section Organizational Needs Assessment has NOT been revised if needed, or the discussion is undeveloped
10 pts
This criterion is linked to a Learning OutcomeLeading the Practice-Change Project: Interprofessional Collaboration in Leading Project TeamsRequirements:
Revise as necessary the first part of this section from the Week 3 assignment:
“Interprofessional Collaboration in Leading Project Teams.”
10 ptsThe section Interprofessional Collaboration in Leading Project Teams has been revised if needed and is discussed in-depth.
9 ptsThe section Interprofessional Collaboration in Leading Project Teams has been revised if needed and is discussed sufficiently
8 ptsThe section Interprofessional Collaboration in Leading Project Teams has been revised if needed and is discussed partially
0 ptsThe section Interprofessional Collaboration in Leading Project Teams has NOT been revised if needed or is discussed undeveloped
10 pts
This criterion is linked to a Learning OutcomeLeading the Practice-Change Project.Complete the following sections in the template:
a. Communicating in Project Management. Explain how you will align verbal and nonverbal messages and use professional written communication in your project.
b. Leadership Ethics: Explain how you will balance an ethic of justice with an ethic of care in your leadership style and manage conflicts that may arise within your team.
c. Lead Social Justice Change within the Project Environment: Explain how you will lead social justice change within the project environment.
50 ptsIncludes all requirements and provides an in-depth analysis of Leading the Practice-Change Project.
45 ptsIncludes 2 requirements and/or provides a sufficient analysis of Leading the Practice-Change Project.
40 ptsIncludes at least 1 requirement and/or provides a partial analysis of Leading the Practice-Change Project.
0 ptsProvides an undeveloped analysis of Leading the Practice-Change Project.
50 pts
This criterion is linked to a Learning OutcomeLeading and Managing Practice-change TeamsRequirements:
Complete each level 2 section of the template:
a. Leading Through Innovation, explaining how you will foster innovation and creativity and apply the framework of adaptive leadership.
b. Integrating Leadership and Management Models, explaining how you will create your approach to using both management and leadership skills to guide change and sustain the practice change.
c. Managing Materials and Human Resources, explaining how you will create your approach to strategic planning for materials and human resources for your project.
50 ptsIncludes all requirements and provides an in-depth analysis of Leading and Managing Practice-change Teams
45 ptsIncludes 2 requirements and/or provides a sufficient analysis of Leading and Managing Practice-change Teams
40 ptsIncludes at least 1 requirement and/or provides a partial analysis of Leading and Managing Practice-change Teams
0 ptsProvides an undeveloped analysis of Leading and Managing Practice-change Teams
50 pts
This criterion is linked to a Learning OutcomeConclusionRequirements:
1. Recap the paper’s purpose statement and brief overview criteria from the introduction.
2. Draw major conclusions from the body of your paper.
3. Summarize the paper’s relevance to the practice change project.
10 ptsIncludes all requirements and provides an in-depth summary in the conclusion.
9 ptsIncludes at least 2 requirements and/or provides a sufficient summary in the conclusion.
8 ptsIncludes at least 1 requirement and/or provides a partial summary in the conclusion.
0 ptsProvides an undeveloped summary in the conclusion.
10 pts
This criterion is linked to a Learning OutcomeReferencesRequirements:
1. Complete the reference page on the template
2. Ensure each reference has a matching citation References & citations are formatted as required in the APA manual/Chamberlain Guidelines for Writing Professional Papers.
3. Include at least five (5) scholarly references at a minimum (at least three of those are listed in the Johns Hopkins Table). Other references should be added to the reference list as needed to support your assertions.
10 ptsIncludes all requirements of the reference section, at least five (5) scholarly references with matching citations, and the reference page is formatted without errors.
9 ptsIncludes at least 2 requirements for the reference section, and/or the reference page is formatted with 1-2 error types (patterns).
8 ptsIncludes 1 requirement for the references and/or the reference page is formatted with 3-5 error types (patterns).
0 ptsIncludes no requirements for the reference section, and/or the reference page is formatted with 6 or more error types (patterns).
10 pts
This criterion is linked to a Learning OutcomeAPA Style and Organization for Scholarly PapersRequirements:
1. Complete Table 1 & Table 2 in the template after the reference list.
a. Table 1, the Organizational Needs Assessment: Practice Gap Identification is in the template in its proper position.
b. Table 2, the Johns Hopkins Individual Evidence Summary Tool, should include a minimum of three [3] project sources which are research or systematic review references.
c. Tables 1 and 2 are referred to in your paper, and Table 1 is cited before Table 2 so that they are mentioned in the correct order.
2. The title page is in Chamberlain DNP Program format &
a. The length of the paper adheres to the paragraph/sentence recommendations in the template.
b. the title remains “Simulated DNP Evidence-based Project and Professional Leadership Capacity,” as displayed on the template title and 1st pages.
20 ptsIncludes both components and has no errors in APA style or standards.
18 ptsIncludes both components but has errors in APA style or standards.
16 ptsIncludes 1 requirement of APA style and standards
0 ptsIncludes no requirement of APA style and standards that conform to APA style.
20 pts
This criterion is linked to a Learning OutcomeClarity of WritingRequirements:
1. Use of standard English grammar and sentence structure (APA style & Grammarly):
a. No spelling errors or typographical errors.
b. Word meanings are accurate (American dictionary meanings).
c. Sentences are complete, and paragraphs are organized according to the section criteria and the CARE Plan
20 ptsIncludes all requirements of clarity of writing.
18 ptsIncludes 2 requirements of clarity of writing.
16 ptsIncludes 1 requirement of clarity of writing.
0 ptsIncludes no clarity of writing requirements that conform to standard English (APA) style.
20 pts
Total Points: 200
I will send the attachments after assigning the task

What is the difference between mobilizing and organizing for social change? Explain why organizing is crucial for social movement success. Make sure to draw on examples in your answer and to cite sources you use.
Define intersectionality and explain why its framework is useful for movements centerd on social justice. Make sure to draw on examples in your answer and to cite the sources you use.

Jodi M Vaughn
YesterdayJun 7 at 12:20am
WEEK 2 MAIN POST
The agonist-to-antagonist spectrum of action of psychopharmacology agents refers to the ability of drugs to modulate neurotransmitter function. An agonist activates a receptor, producing a response, while an antagonist blocks the receptor, preventing any activation. The spectrum of action ranges from full agonists, partial agonists, neutral antagonists, inverse agonists, and antagonists. Partial agonists produce a lower response at the receptor than full agonists. Inverse agonists have the opposite of an agonist effect, inducing less activity than the observed basal activity. The selection of a partial agonist or an inverse agonist may contribute to the efficacy of a psychopharmacologic treatment, given a drug’s dose-response curve (Stahl et al., 2021a). Several factors, such as an individual’s drug metabolism and genetics, can modulate any medication’s efficacy, explaining the variability in response.
In contrast to the G-coupled protein, ion channels directly regulate the concentration of ions in the cell. Upon neurotransmitter binding to the receptor, the ion channel opens in the first instance, allowing an influx of ions. The flow of ions activates the signal in the postsynaptic neuron, generating an electrical signal (Stahl et al., 2021b).
Epigenetics studies the modification of gene expression without altering the DNA sequence (Maggert, 2011). These modifications can influence gene expression, transcription, and protein synthesis, affecting various psychiatric and neurological diseases. The individual’s environment and experiences can alter brain development, gene expression, and metabolism-associated psychiatric disorders through epigenetic mechanisms. The epigenetic profile of individuals can be used to predict which drugs may be most beneficial for their given condition. Epigenetics has profound implications for pharmacology, recognizing individual patient biology, mapping distinct groups, and improving efficient, targeted therapeutic interventions.
The PMHNP should consider the pharmacologic action of medications when prescribing medication. For example, in a patient who needs an anxiolytic, a benzodiazepine such as diazepam can enhance the binding of GABA on GABA A receptors, increasing chloride current in ion channels that dampen neuronal excitability. The downside of benzodiazepines is their high risk of dependence and tolerance. As a result, the prescribing PMHNP should have a candid conversation with the patient about the risks and benefits before prescribing the medication. The PMHNP should also screen for factors such as substance abuse, which can increase dependency, and monitor the patient during drug therapy, titrating the medication down gradually to prevent withdrawal symptoms (Champion & Kameg, 2021).
References
Champion, C., & Kameg, B. (2021, March). Best practices in benzodiazepine prescribing and management in primary care. The Nurse Practitioner. https://journals.lww.com/tnpj/Fulltext/2021/03000/…
Maggert, K. A. (2011, November 29). Genetics: Polymorphisms, epigenetics, and something in between. Genetics Research International. https://www.hindawi.com/journals/gri/2012/867951/?…
Stahl, S. M., Grady, M. M., & Muntner, N. (2021a). Chapter 2: Transporters, Receptors, and Enzymes. In Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed., pp. 29–50). Cambridge University Press.
Stahl, S. M., Grady, M. M., & Muntner, N. (2021b). Chapter 3: Ion Channels. In Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed., pp. 51–76). Cambridge University Press.

Presentation Rubric
Presentation Topic __________________________________________________
Evaluator__________________________________________________________
Criteria Great OK Needs Work Poor
INTRODUCTION
Strong introduction with appropriate context that raises the overall topic and sets the stage for the remaining presentation in an engaging way
(15 points) Strong
introduction of
topic’s key
question(s), terms.
Clearly delineates
subtopics to be
reviewed. Specific
thesis statement.
6 General
theses statement.
Conveys topic and
key question(s).
Clearly delineates
subtopics to be
reviewed.
5 Lacks adequate
theses statement.
Conveys topic, but
not key
question(s).
3 Does not
adequately convey
topic. Does not
describe subtopics
to be reviewed.
1
BODY
Well planned strong content with good detail
Clear and concise overview
Effective organization
Transitions are effective and smooth.
(20 points) Strong
organization and
integration of
material within
subtopics. Strong
transitions linking
subtopics, and
main topic.
8 Clear, varied
transitions linking
subtopics, and main
topic.
All material clearly
related to subtopic,
main topic.
6 Many transitions
are unclear or
nonexistent.
Most material
clearly related to
subtopic, main
topic. Material
may not be
organized within
subtopics.
4 Little evidence
material is
logically organized
into topic,
subtopics or
related to topic.
2
Communication, grammar, and mechanics
Grammar, Spelling, Punctuation –
presentation has few errors of these
kinds
Style – writer uses a clear, concise
style with a variety of lengths and
types of sentences.
(10 points)
Scholarly
style. Writing is
flowing and easy
to follow.
4 Scholarly
style. Writing has
minimal awkward of
unclear passages.
3 Word
choice
occasionally
informal in tone.
Writing has a few
awkward or
unclear passages.
2 Word choice is
informal in tone.
Writing is choppy,
with many
awkward or
unclear passages.
1
CONCLUSION
Effective conclusion that does more than simply sum up paper
(20 points) Strong review of
key conclusions.
Strong integration
with thesis
statement.
Insightful
discussion of
impact of the
researched
material on topic.
8 Strong review of key
conclusions. Strong
integration with thesis
statement. Discusses
impact of researched
material on topic.
6 Review of key
conclusions.
Some integration
with thesis
statement.
Discusses impact
of researched
material on topic.
4 Does not
summarize
evidence with
respect to thesis
statement.
Does not discuss
the impact of
researched
material on topic
2
Citations & References
Works cited page/ parenthetical citations in APA style
(15 points)
All references and
citations are
correctly written
and present.
6 One reference or
citations missing or
incorrectly written.
5
Two references or
citations missing
or incorrectly
written.
3 Reference and
citation errors
detract
significantly from presentation (Not required number)
1
POWERPOINT DESIGN & DELIVERY
Presentation meets the requirements of the assignment
Presentation is visually appealing
(10 points) Powerpoint is visually appealing and at least 10 slides long
4 Powerpoint is visually appealing but not required length
(7-9 slides)
3 Powerpoint is adequate but not required length
(4-6 slides)
2 Powerpoint is not visually appealing, not 10 slides long
1
Use of data, charts, drawings, tables, lists
Visuals – writer includes graph or chart or illustration that adds content and clarity to the presentation
(10 points) Writer uses more than 2 graphs, charts or illustrations
4 Writer uses 2 graphs, charts or illustrations
3 Writer uses 1 graph, chart or illustration
2 Writer uses no graphs, charts or illustrations
1
TOTAL POINTS