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September 4, 2025
September 4, 2025

Household Energy Use

Author By Academic Wizard Categories Blog

Household Energy Use

Discussion-   It’s possible to save a great deal of electrical energy (and money and natural resources) with some simple changes in household electrical use. The trouble is that most of these changes mean either changing behavior or spending money. Do an Internet search and review a few ways to save electrical energy. Discuss at least one change that you think would be reasonable and worthwhile to do in your own home in the next year. Provide your rationale.

Home Energy Use

Household Energy Use

In this activity, you are going to perform an experiment to track the amount of power you and your family use, then look at some basic patterns in that usage. (NOTE: If you live in an apartment or home in which you do not have access to the electrical meter, consult with your instructor about alternative arrangements, like teaming with a classmate to gather this data.)

This experiment is going to span the course of a full week and require 12 meter readings. It really involves two separate experiments:

  • tracking daily energy use for a week to compare any usage variations from day to day
  • comparing a single high-usage time period of a few hours with a single low-usage time period of a few hours to help you identify the extremes in your household electrical use

You can easily do both experiments during the same time period. This approach would be the easiest and fastest way to proceed. Read the instructions for both Part A and Part B if you wish to do both experiments at the same time.

To begin, you’ll need to find your electric meter, which could be inside or outside of your home. Many electric meters these days are digital and pretty easy to read, but if you have an older “dial-type” meter, go to this electric meter reading guide to learn about how to read and understand it.

For each of the two experiments below, you will first record three simple pieces of data in a table:

1) day and date, 2) time, and 3) the kWh reading from the meter.

Then record the results of three simple calculations:

  • kWh used: Calculate kWh used since the last reading (subtraction).
  • Hours elapsed: Calculate the number of hours since the last reading (subtraction rounded to a whole number).
  • Average kW used: (kWh used)/(hours elapsed). If this number turns out to be 0.36, for example, it means that your average household power usage for the time period was about 360 watts, the equivalent of running six 60-watt bulbs for that whole time period.

Part A Household Energy Use

Daily Electrical Usage: Data Collection

Pick a convenient time of day to take readings from your electric meter. You’ll need readings roughly a day apart, but if they differ by only an hour or two, that should be fine. Pick a consistent time you’ll remember, though, such as after getting home for the day. You need to start by doing an initial meter reading, then follow up with a reading every day for the next 7 days. You’ll do 8 readings in all.

Record your readings in the tables below. In addition to the data fields described above, there is a lot of room for usage notes. Record anything that might have substantially affected the electrical usage since your previous reading. This might include the amount of time people were around and awake at home, use of specific devices such as an air conditioner, clothes dryer, TV, or lighting.

Type your response here:

Initial Reading

day & date

time

kWh reading

Day 1                Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed  ‘

avg. kW used

Day 2                        Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 3                          Data Usage notes (since last reading)

day & date

time    Household Energy Use

kWh reading

kWh used     ‘

hours elapsed

avg. kW used

Day 4                                Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 5 Data                 Usage notes (since last reading)

day&date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 6           Data                   Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 7 Data                                                                Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

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Part B

Usage Extremes: Data Collection

For this experiment, you’ll measure electrical usage during a time period when you expect to have very light electrical usage (for instance, while you’re asleep at night or during the day when no one is at home). Likewise you’ll measure electrical usage during a time period when you expect to have heavier than average electrical usage. This time period might be in the evening, when lights and other appliances are on. Both of these time periods should be at least 4 hours long, to increase the accuracy of your results.

Record your results in the tables below for each situation. For each time period, you’ll need to take an initial and a final reading.

Type your response here:

Low Usage – Initial Reading

day & date

time

kWh reading

Low Usage – Final Reading                             Energy Usage Notes

day & date

time

kWh reading
kWh used

hours elapsed

avg. kW used

High Usage – Initial Reading

day & date

time

kWh reading

High Usage – Final Reading                       Energy Usage Notes

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

10ptSpace used(includes formatting): 1981 / 30000

Part C

Let’s start the analysis by looking at your “extreme usage” cases. Compare the two cases in detail—low usage period versus high usage period. Discuss differences between the two as well as any surprises. Things you should cover in your discussion: How much difference was there in average power usage (avg. kW) between the low-usage and high-usage time periods? What might have been running during the low-usage period that used energy? Identify likely “stealth” energy users that you could not turn off during the low-usage period. What do you suppose contributed most to the usage during the high-usage period?

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Part D

Having looked at your “extreme usage” cases, analyze your day-to-day usage. Discuss in detail. Specifically, compare higher usage days to lower usage days. Were there significant variations? Do your conclusions regarding the “extreme” cases help to explain any daily variations? What were the surprises or new insights you had in reviewing this day-to-day usage record?

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Part E

It is possible to save a great deal of electrical energy (and money and natural resources) with some simple changes. You’re probably familiar with what some of those changes are and are now more attuned to your own electrical usage. The trouble is, most of these changes either mean changing behavior or spending money. Search the Web for a few ways to save electrical energy. Record them below and categorize them, if possible, as “change behavior” or “spend money.” You might want to consider adding a “neither” category. There are a few things that don’t really require much change or money at all. Include your sources in your answer.

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Part F

Based on what you’ve learned from your household energy investigation, which of these methods seems reasonable to do in your own home this year? (Do you plan to do it?) Provide your rationale.

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What Is “Wasted” Electrical Energy?

Discuss the production, transmission, and usage of electricity in the context of conservation of energy. When electricity is “used” or we say that energy

What daily energy patterns appear in household use?, What are the differences between high and low usage periods?, What factors explain daily usage variations?, What practical methods save household electrical energy?, What is wasted electrical energy in production and use?

September 4, 2025
September 4, 2025

Nuclear Reactions & Applications

Author By Academic Wizard Categories Blog

Nuclear Reactions & Applications

Scientists such as Heinrich Hertz, Philipp Lenard, Max Planck, and Albert Einstein made scientific contributions that ultimately demonstrated that light is electromagnetic radiation, and that it has a “dual nature.” Some electromagnetic phenomena are best explained with a particle model, and some with a wave model. In a sense, “wave” and “particle” are just easy mental models for light. We employ them because we are used to seeing waves and particles—such as those in water waves and baseballs—in our daily lives. Electromagnetic radiation is a basic concept in physics, but it doesn’t fit completely into one of these neat little boxes.

Research and discuss at least one modern technology that employs electromagnetic radiation and that can be explained by the wave model, the particle model, or a combination of the two. Some possible technologies include solar panels, burglar alarms, cameras, and cell phones.

Nuclear Reactions & Applications

Research Fusion and Fission Reactions

Read about Nuclear power and then search the internet for more information about fission and fusion reactions. Use the search terms:

  • deuterium-tritium fusion reaction
  • uranium-235 fission reaction
  • plutonium-239 fission reaction

Part A

Why is the deuterium-tritium reaction the most promising nuclear fusion reaction for future energy production?

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Part B

Why is uranium-235 the most common isotope for nuclear fission in current use in nuclear power generation?

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Part C

Why is it advantageous to produce plutonium-239?

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Nuclear Reactions & Applications

Calculations

Complete the calculations for each nuclear reaction listed below.

Use these resources to better understand the activity at hand and to help in your tasks:

Conversions:

  • 1MeV = 1.6 x 10-13 J
  • Energy use per person per year in the United States = 3.5 x 1011 Joules
    (estimated, varies by source, August 2009)
  • Approximate population of USA: 310,000,000

Question 1

Deuterium-Tritium Fusion Reaction

Given: energy released = 17.59 MeV per deuterium/tritium reaction pair (mass = 5 amu)

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

  • Given MeV per reaction, calculate energy in joules per kilogram of reactants.
  • Consider 1 mole of tritium plus 1 mole of deuterium to be a mole of “reactions” (total molar mass = 5 grams).

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Part C Nuclear Reactions & Applications

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

  • Energy use per person per year in the United States = 3.5 × 1011 joules.
  • Base your calculations on a current population of 310,000,000.

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Question 2

Uranium-235 Fission

Given: energy released = about 200 MeV per individual reaction (mass = 235 amu)

Part A

Find the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

  • Given MeV per reaction, calculate energy in joules per kilogram of reactants.
  • Consider 1 mole of uranium-235 to be a mole of “reactions” (molar mass = 235 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years:

  • Provide the energy use per person per year in the United States = 3.5 × 1011 joules.
  • Base your calculations on a current population of 310,000,000.

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Question 3

Plutonium-239

Given: energy released = about 200 MeV per individual reaction (mass = 239 amu)

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

  • Given MeV per reaction, calculate energy in joules per kilogram of reactants.
  • Consider 1 mole of plutonium-239 to be a mole of “reactions” (molar mass = 239 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

  • Energy use per person per year in the United States = 3.5 × 1011 joules.
  • Base your calculations on a current population of 310,000,000.

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Analysis and Conclusions

Write a summary of your findings from the calculations section above. Discuss information from your research and the pros and cons of each energy alternative.

Part A

Summarize the results of your calculations from Task 2.

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Part B

Discuss the pros and cons of fission and fusion reactions based on your research.

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Part C

Write your conclusions as to which nuclear reaction is the best alternative energy source.

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September 4, 2025
September 4, 2025

Physics Lab Report Guide

Author By Academic Wizard Categories Blog

Physics Lab Report Guide

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website. Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the theory for the experiment. Online lab experiments will be performed by each student as specified in the lab instructions, and a single report will be submitted for each experiment activity. Students can work on the experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted (uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

Physics Lab Report Guide

• Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to the course syllabus for more details. Physics Lab Report Guide

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or *.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations used, algebra, and results rounded to the correct number of significant figures. Include in this section comparisons with expected or standard values (percent error or percent difference). All calculations must be typed using Microsoft Word.

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical theory, and lab analysis. The conclusions should include: ✓ Summary of final results (values). ✓ Comment on the agreement or disagreement of the results with the theory or expectations. ✓ Answers all analysis questions given in the lab instruction or by the lab instructor. ✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors. There are always errors in any measurement. Identify some of the significant sources. Physics Lab Report Guide

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions” that lists in detail the contributions of all group members to the lab. Remember that each student must write and submit their own lab report for each lab activity or experiment.

What preparation is required before each lab?, What is the policy for lab report submission and deadlines?, What is the late report policy?, What format and sections must be included in lab reports?, How should group contributions be documented in the report?

September 4, 2025
September 4, 2025

Practicum Experience Plan

Author By Academic Wizard Categories Blog

Practicum Experience Plan

Master of Science in Nursing     Practicum Experience Plan  Overview: Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience. As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry. Complete each section below. Part 1: Quarter/Term/Year and Contact Information Section A Quarter/Term/Year: Student Contact InformationName:Street Address:City, State, Zip:Home Phone:Work Phone:Cell Phone:Fax:E-mail: Preceptor Contact InformationName:Organization:Street Address:City, State, Zip:Work Phone:Cell Phone:Fax:Professional/Work E-mail:     Part 2: Individualized Practicum Learning

Practicum Experience Plan

Objectives Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1. As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need t Practicum Experience Plan o demonstrate how you are advancing your knowledge in the clinical specialty. ** YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course. Objective 1: <write your objective here> ( Note : this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities:Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: · (for example) Develop professional plans in advanced nursing practice for the practicum experience· (for example) Assess advanced practice nursing skills for strengths and opportunities  Objective 2: <write your objective here> ( Note : this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: · Objective 3: <write your objective here> ( Note : this objective should relate to a specific skill you would like to improve from your self-assessment)  Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: ·Part 3: Projected Timeline/Schedule Estimate how many hours you expect to work on your Practicum each week. * Note: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved. This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now. I intend to complete the 144 or 160 Practicum hours (as applicable) according to the following timeline/schedule. I also understand that I must see at least 80 patients during my practicum experience. I understand that I may not complete my practicum hours sooner than 8 weeks. I understand I may not be in the practicum setting longer than 8 hours per day unless pre-approved by my faculty.

Practicum Experience Plan

What contact information should be documented for student and preceptor?, What are three individualized practicum learning objectives?, What planned activities will support each objective?, How will achievement be assessed and verified?, What is the projected practicum timeline and schedule?

Classroom Transition
September 4, 2025
September 4, 2025

Nurse Burnout and Patient Safety

Author By Academic Wizard Categories Blog

Nurse Burnout and Patient Safety

  1. Identify a Clinical Phenomenon of Interest
    • Reflect on your individual and group clinical experiences.
    • Select a problem or issue that is meaningful, observable in practice, and worthy of study.
  2. Clarify the Topic
    • Research the selected phenomenon of interest using current literature.
    • Discuss the significance of this issue in nursing practice.
  3. Define Key Variables
    • Choose at least two independent and two dependent variables related to your topic.
    • Clearly label and describe each variable.
  4. Formulate the Research Question
    • Based on your topic and variables, develop a focused, researchable question(quantitative format).
    • Ensure the question is clear, measurable, and aligned with your group’s area of interest.
  5. Develop Hypotheses
    • Write both:
  6. Nurse Burnout and Patient Safety
      • Research hypothesis (H₁)– what you expect to find.
      • Null hypothesis (H₀)– the assumption that there is no relationship or difference.
    • These must be submitted as a pair. Nurse Burnout and Patient Safety

Clinical Phenomenon of Interest

The selected clinical phenomenon is nurse burnout and its relationship to patient safety outcomes. Burnout is a meaningful and observable issue in nursing practice, characterized by emotional exhaustion, depersonalization, and reduced professional accomplishment. It is highly prevalent among nurses due to heavy workloads, long shifts, and emotionally demanding care responsibilities. This issue is worthy of study because it directly impacts nurse well-being, staff retention, and the quality and safety of patient care.

Clarification of the Topic

Current literature highlights that nurse burnout is strongly associated with increased medical errors, reduced patient satisfaction, and poor organizational outcomes (Dall’Ora et al., 2020). In practice, burnout contributes to decreased quality of care, higher turnover, and increased costs for healthcare systems. Addressing burnout is significant for nursing because it aligns with professional goals of ensuring safe, effective, and compassionate patient care while supporting a sustainable nursing workforce.

Key Variables

  • Independent Variables (IVs):

    1. Nurse-to-patient staffing ratio

    2. Length of nurse shifts (hours worked per week)

  • Dependent Variables (DVs):

    1. Frequency of reported patient safety incidents (e.g., falls, medication errors)

    2. Patient satisfaction scores (measured by standardized surveys such as HCAHPS)

Research Question

In hospital settings, how do nurse-to-patient staffing ratios and length of nurse shifts affect patient safety incidents and patient satisfaction scores?

Hypotheses

  • Research Hypothesis (H₁):
    Higher nurse-to-patient staffing ratios and longer nurse shifts are significantly associated with increased patient safety incidents and lower patient satisfaction scores.

  • Null Hypothesis (H₀):
    Nurse-to-patient staffing ratios and length of nurse shifts have no significant effect on patient safety incidents or patient satisfaction scores.

Reference (example in APA 7th):
Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: A theoretical review. Human Resources for Health, 18(1), 41. https://doi.org/10.1186/s12960-020-00469-9

What clinical phenomenon is selected and why is it significant?, What does the current literature say about the issue?, What are the key independent and dependent variables?, What is the formulated quantitative research question?, What are the research and null hypotheses?

September 4, 2025
September 4, 2025

Health Policy Legislation Analysis

Author By Academic Wizard Categories Blog

Health Policy Legislation Analysis

Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)

Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.

Part 1: Legislation Grid

Health Policy Legislation Analysis

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:

Determine the legislative intent of the bill you have reviewed.

Identify the proponents/opponents of the bill.

Identify the target populations addressed by the bill.

Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement Health Policy Legislation Analysis

 

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

 

Advocate a position for the bill you selected and write testimony in support of your position.

Explain how the social determinants of income, age, education, or gender affect this legislation.

Describe how you would address the opponent to your position. Be specific and provide examples.

At least 2 outside resources and 2-3 course specific resources are used.

Course references:

Short, N. M. (2022). Milstead’s health policy and politics: A nurse’s guide (7th ed.). Jones & Bartlett Learning.

Chapter 5, “Policy Enactment: Legislation and Politics” (pp. 97–117)

Chapter 10, “Financing Health Care” (pp. 239–249)

Congress.govLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/

Taylor, D., Olshansky, E., Fugate-Woods, N., Johnson-Mallard, V., Safriet, B. J., & Hagan, T. (2017). Corrigendum to position statement: Political interference in sexual and reproductive health research and health professional education. Nursing Outlook, 65 (2), 346–350Links to an external site..

United States House of RepresentativesLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.house.gov/

United States SenateLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.senate.gov/

United States Senate. (n.d.). Senate organization chart for the 117th Congress Links to an external site.. https://www.senate.gov/reference/org_chart.htm

Health Policy Legislation Analysis

What is the legislative intent of the bill, Who are the proponents and opponents, What target populations are addressed, Where is the bill in the legislative process, How can testimony advocate for the bill

September 4, 2025
September 4, 2025

Healthcare Issue Analysis

Author By Academic Wizard Categories Blog

Healthcare Issue Analysis

· Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.

· Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.

· Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.

The Assignment (2-3 Pages):

Healthcare Issue Analysis

Analysis of a Pertinent Healthcare Issue

Develop a 2 to 3 page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:

· Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).

· Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.

· Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples.

 

Rubric

· Develop a 2-3 page paper, written to your organization’s leadership team, addressing the selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following: · Describe the national healthcare issue/stressor you selected and its impact on your organization. · Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).

Healthcare Issue Analysis

 

Provide a summary of the two articles you reviewed from outside resources, on the national healthcare issue/stressor. · Explain how the healthcare issue/stressor is being addressed in other organizations.

Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. · Explain how the strategies may impact your organization both positively and negatively. Be specific and provide examples.

Using proper in-text citations, the response fully integrates at least 2 outside resources and 2 or 3 course-specific resources.

What national healthcare issue was selected, How does it impact the organization, What two articles address this issue, How is the issue being addressed in other organizations, What strategies can address the impact positively and negatively

September 4, 2025
September 4, 2025

Week 2 Discussion

Author By Academic Wizard Categories Blog

Week 2 Discussion

Describe the three reasons it is important to gather detailed and extensive information from any patient before you counsel him/her or make medical suggestions. Use evidence-based research to support your position.

The first and probably most important reason to gather detailed and extensive information during the Psychiatric Interview (PI) is to formulate an accurate diagnosis. Establishing an accurate primary diagnosis will formulate the most effective treatment plan for the patient. The diagnosis is developed from the Diagnostic and Statistical Manual of Mental Illness (DSM-5- TR) criteria after obtaining subjective data gathered in the PI and mental status exam (MSE.) The goal of a psychiatric interview and assessment is to describe the patient’s complaints, appearance and existence in an actionable psychological format, namely, one that results in a diagnostic classification (Nordgaard et al, 2023.) The PI not only establishes the primary, secondary and tertiary diagnoses but it constructs the differential diagnoses as well. Differential diagnosis can be important when reassessing the treatment plan at the time of a patient’s follow-up. Also, without an accurate diagnosis we cannot provide an effective plan of care.

Week 2 Discussion

The second reason to gather detailed and extensive information from the patient prior to making medical decision or counseling him/her is to individualize the treatment plan to the specific needs of the patient. Obtaining an understanding of their social and family history will guide one to respect any cultural or religious considerations to the patient’s plan of care. Creating a specific treatment plan tailored to the patient’s individual experiences and lifestyle creates a foundation for the patient to be successful in reaching their collaborative goals. Also, individualizing the plan of care helps build a more therapeutic relationship with the patient.

The third reason for gathering detailed information prior to making medical decisions or counseling is that the information gained will provide insight to enhance patient shared decision- making. Incorporating the patient to collaborate on their goals of treatment will have them actively participating in their treatment plan. This active collaboration can improve patient adherence, therefore improving patient outcomes. Incorporating evidence-based practice by reviewing clinical guidelines with patients in shared decision-making can provide the patient with the rationale of their treatment plan. Reviewing clinical guidelines gives the patient a better understanding of the intricacies, the “why” of their treatment plan. Many patients are now doing their own research online and supporting them with evidence-based clinical guidelines instead of Dr Goggle in the shared decision-making practice can be empowering.

Define malingering. Discuss two ways to differentiate between malingering and a DSM-5 diagnosis. Use evidence-based research to support your position.

 

Malingering is falsification or profound exaggeration of illness (physical or mental) to gain external benefits (gain) such as avoiding work, seeking drugs, avoiding trial, seeking attention, avoiding military services, leave from school, paid leave from a job, among others. It is not a psychiatric illness according to the DSM-5-TR (Alozai et al 2023.) Per DSM-5-TR criteria, malingering does remain a V code and can be a clinical consideration in many disorders. A way to differentiate malingering is external or secondary gain is the necessary component for differentiating malingering from Factitious Disorder.

According to the DSM-5-TR Factitious Disorder (FD) is the falsification of physical or psychological signs or symptoms, or induction of injury or disease associated with identified deception (American Psychiatric Association 2022.) Another point to differentiate FD from malingering, is in FD the patient consciously creates physical or psychological symptoms to obtain the primary gain, assuming the sick role. Malingering is associated with anti-social personality disorder and histrionic personality disorder. In malingering, the patient is consciously lying to receive a benefit and once they achieve this benefit, they stop complaining. There is not any specific intervention or prescribed medication that can treat malingering. The DSM-5-TR suggests that malingering should be a consideration if any of these complaints are noted: medicolegal context, marked discrepancy between the patient’s complaint and objective findings, lack of compliance with treatment/follow-up care and presence of anti-social personality disorder. In summation, malingering can be a challenging facet of patient care and usually handled by interdisciplinary team collaboration for the best outcome.

Week 2 Discussion

2. Reply from William Joseph Sierra Module 2 Discussion: Patient Information

Important information in psychiatric assessment includes taking a comprehensive patient history and performing a complete mental status examination (MSE). Clinicians risk making a mistaken diagnosis, administering the wrong medication, or overlooking safety issues without these components. Lisa displayed paranoia, delusional thinking, auditory hallucinations, and safety hazards, as shown in the video Understanding the MSE – Lisa (Dream Schema Media, 2011). Determining her mental state and possible treatment needs required the counselor to conduct a mental status examination (MSE) and gather comprehensive background information.

Three Reasons Detailed Information Is Essential

For clinicians to properly diagnose and differentiate between psychiatric disorders, substance-induced conditions, and medical illnesses that may mimic psychiatric symptoms, comprehensive patient information is crucial in psychiatric care. In Lisa’s case, her use of cannabis and speed complicated her presentation of paranoia and hallucinations. A careful history revealed medication nonadherence and recent drug use, which were critical to understanding her symptom exacerbation. Research by American Psychiatric Association emphasizes that diagnostic accuracy in psychiatry depends heavily on thorough historical and contextual assessment, particularly when substance use or medical comorbidities may influence symptoms (American Psychiatric Association, 2022).

To assess the risk of suicide, harm to others, and self-protective behaviors, comprehensive information is also required. To protect herself, Lisa acknowledged sleeping in the shed with a knife. This was a deliberate sign of danger that needed immediate attention. Clinicians can detect impending dangers with a structured mental status examination, which offers vital insight into judgment, insight, and thought content (American Psychiatric Association, 2022). Clinicians risk missing risky behaviors if they do not inquire about these details.

Furthermore, the development of treatment plans that address symptoms and contextual stressors is guided by a thorough history including social, medical, and psychiatric data. The need for both pharmacological and psychosocial interventions was brought to light by Lisa’s tense relationship with her parents, cohabitation with her boyfriend, and noncompliance with antipsychotic medication. Research by Manolova et al., (2021) demonstrates that for patients with severe mental illness, tailored treatment planning based on thorough evaluation enhances adherence and long-term results (Manolova et al., 2021).

Malingering and Differentiation from DSM-5 Diagnoses

According to the DSM-5, Malingering is the deliberate fabrication or exaggeration of symptoms for outside benefit, such as monetary compensation, evading legal responsibility, or

 

obtaining medication; it is not a mental illness (American Psychiatric Association, 2022). Patients who engage in malingering often display symptom patterns that are inconsistent with recognized psychiatric syndromes. For example, they may overreport bizarre hallucinations or behaviors that are inconsistent with clinical observation. However, Lisa’s symptoms, such as restlessness and reacting to unseen stimuli, were in line with paranoid delusions and auditory hallucinations.

Malingering symptoms also often change depending on external factors, like being observed by an assessor, unlike actual psychiatric symptoms, which typically show persistence or follow recognizable clinical trajectories. For example, in Lisa’s case documented history of substance abuse, medication noncompliance, and paranoia, malingering was unlikely. Tools like structured interviews and psychological testing, like MMPI-2 validity scales, can be used to differentiate malingering from actual mental illness (Manolova et al., 2021). Finally, this process ensures a precise diagnosis, identifies safety risks, and guides personalized treatment planning. Understanding malingering differences from DSM-5 helps prevent mislabelling and ensure patients receive appropriate, evidence-based care.

Week 2 Discussion
References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), 5. https://doi.org/10.1176/appi.books.9780890425787

Dream Schema Media. (2011). Understanding the MSE – Lisa (w/- commentary). Www.youtube.com. https://youtu.be/83i2MWMqph8

Manolova, H., Hristova, M., & Staykova, S. (2021). The Importance of Early Psychological Assessment for Differential Diagnosis and Detection of Comorbidity in Children With Autism Spectrum Disorder. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.671744

Why is it important to gather patient information, How does detailed information support accurate diagnosis, How does patient history individualize care, What is malingering, How can malingering be differentiated from DSM-5 disorders

September 4, 2025
September 4, 2025

Nursing Philosophy Blog

Author By Academic Wizard Categories Blog

Nursing Philosophy Blog

explanation of your philosophy of nursing practice. Include your nursing experience and expertise.  Kindly explain the underlying tenets that support your philosophy of nursing practice and your goals for expanding your experience and practice as a DNP (e.g., embracing diversity, global health issues, and collaboration). Include how these dynamics are linked to the DNP’s role as a social change agent.  Include a recommendation for at least one way to advocate for positive social change as a Walden DNP. Be specific and provide examples, with all citations in APA 7 style.  This work must be well supported with professional references from the course and peer-reviewed journals. Outside articles are to be published no earlier than 2019. Your main post needs to be submitted by Wednesday Nursing Philosophy Blog

Nursing Philosophy Blog

philosophy of nursing practice, nursing experience and expertise, underlying tenets of practice, goals for expanding as DNP, advocacy for social change

Nursing Philosophy Blog

Philosophy of Nursing Practice

My philosophy of nursing practice is grounded in the belief that nursing is both a science and an art, centered on holistic care, compassion, and evidence-based practice. Nursing extends beyond addressing illness—it involves empowering patients, families, and communities to achieve optimal health and well-being. I view each patient as a unique individual with cultural, social, and emotional dimensions that must be respected in the provision of care.

Nursing Experience and Expertise

My nursing career has allowed me to work across diverse settings, from bedside care to leadership roles. These experiences have shaped my approach to patient care, emphasizing critical thinking, cultural sensitivity, and advocacy. Each role I have held reinforced the importance of integrating clinical expertise with interpersonal skills to improve patient outcomes and foster trust.

Underlying Tenets Supporting My Philosophy

The tenets that guide my nursing philosophy include:

  1. Holistic Care – treating the whole person, not just the illness.

  2. Advocacy – ensuring patients’ voices are heard in decision-making.

  3. Lifelong Learning – engaging in continuous education to stay aligned with best practices.

  4. Equity and Diversity – recognizing and addressing health disparities.

  5. Collaboration – partnering with interprofessional teams to improve outcomes.

Goals for Expanding Experience as a DNP

As a Doctor of Nursing Practice (DNP) student, my goals include expanding expertise in population health, health policy, and evidence translation. I aim to embrace diversity by developing culturally competent interventions, engage in addressing global health challenges, and enhance collaboration across healthcare disciplines. These goals align with the DNP’s responsibility to drive innovation, reduce disparities, and influence systems-level change.

DNP as a Social Change Agent

The DNP role is uniquely positioned to lead social change by integrating clinical expertise with policy advocacy. By addressing structural inequities, DNPs promote health equity and influence practice standards at organizational, community, and global levels. For example, DNPs can spearhead initiatives that improve access to care in underserved populations, thus bridging the gap between clinical evidence and health outcomes.

Advocacy for Social Change

One effective way to advocate for positive social change as a Walden DNP is by engaging in policy advocacy for healthcare equity. For instance, DNPs can participate in legislative forums to advocate for expanded access to preventive care in marginalized communities. By combining scholarly evidence with professional expertise, DNPs can influence lawmakers to adopt policies that promote inclusivity and reduce disparities in health care delivery.

September 3, 2025
September 3, 2025

Intervention Communication Plan

Author By Academic Wizard Categories Blog

Intervention Communication Plan

You’ve designed your intervention plan; now it is time to plan your implementation.

Implementing interventions or projects is a key function of Master’s-prepared public health practitioners. Additionally, communicating the plan to the relevant stakeholders and community members is a critical component of the success of any intervention or project.

Assignment Instructions

For this assignment, imagine presenting the implementation plan of your intervention to internal stakeholders.

Use Kaltura to record yourself giving your presentation. If you need help, you may wish to review Using KalturaLinks to an external site..

Intervention Communication Plan

The presentation that you create for this assignment should serve three main purposes:

  • To educate the leadership group regarding the population health issue, current gaps and barriers, while persuasively communicating the need for the intervention and the effectiveness of the implementation and communication strategies
  • To present communication strategies that will help build buy-in with internal stakeholders and strategies to raise awareness and understanding of the intervention in the target population.
  • To communicate how external stakeholders will benefit and provide appropriate communication strategies to engage external stakeholders.

The presentation itself should be in the form of a PowerPoint presentation, 15 to 20 slides in length, not including references. In general, about half your presentation should focus on providing the audience with an overview of the most relevant information regarding socioeconomic determinants, gaps in care and resources, as well as your intervention plan and its potential implementation.

The other half should focus on the communication strategies for the two audiences of your intervention—internal stakeholders and the target population. When thinking about communication strategies, think of the ways to leverage technology and social media. This could include approaches such as a blog, a Facebook page, an X [Twitter] hashtag, or a YouTube channel. Think about what ways each audience prefers to communicate and has access to when researching and proposing your communication strategies.

In your presentation, show a one-page info sheet (flyer) designed to communicate or recruit participants to take part in the intervention or program you are proposing. Remember, this one-pager should use appropriate literacy strategies for your audience and include the necessary information for participants to engage with internal stakeholders. Keep in mind this flyer could be used as a stand-alone info sheet or potentially in a social media campaign. You will also need to submit the one-page flyer as a PDF when uploading your presentation.

One potential approach to outlining your PowerPoint is as follows. However, you should construct your assignment submission in a way that makes sense to you and could be potentially useful in your personal or professional pursuits.

Possible presentation outline:  Intervention Communication Plan

  • Title Page.
  • Problem and Plan Overview.
    • Current state of a health need or problem within the target population.
      • Why should this be addressed? Providing information regarding how addressing this issue will improve health outcomes for the population is an important persuasive strategy.
    • Socioeconomic and behavioral determinants impacting the problem and population.
    • Current resources (or lack thereof) and gaps/barriers related to improving health.
    • Discussion of the intervention and implementation plans.
      • Who will be implementing the intervention?
      • Where will the intervention take place?
      • What will the intervention activities include?
      • What theory is grounding the intervention?
  • Communication Strategies.
    • Proposal of communication strategies for creating buy-in and engagement for internal audience who will be part of the implementation. Providing scholarly and professional support for your proposed strategies is an important persuasive strategy.
    • Proposal of communication strategies for building awareness and understanding of the intervention within the target population. Providing scholarly and professional support for your proposed strategies is an important persuasive strategy.
  • Intervention Outcomes.
    • Outline how the initial implementation will be measured. How will you define a successful implementation?
    • Identify program outcomes. These should demonstrate the success of the program.
  • Conclusions.
  • Reference List.

Please note, there should be two files submitted:

  • A PPT or PPTX file of your presentation. You cannot upload slides from google slides or any other cloud-based service.
    • The link to your recorded Kaltura presentation. (This can be placed on the last slide of the presentation or in the dialogue box when submitting).
  • A PDF of the one-page flyer for the external stakeholders (participants).

Note: You need to submit your PowerPoint and PDF one-pager at the same time. So, make sure you have completed both before submitting your assignment.

Make sure to address the following scoring guide criteria in your presentation:

  • Summarize a public health need of a chosen population and the relevant socioeconomic and behavioral determinants.
  • Summarize the current gaps and barriers regarding improving health and resources for the chosen population.
  • Summarize an evidence-based intervention plan to improve the outcomes related to a population health need of a chosen population.
  • Propose communication strategies to build buy-in and engagement of internal audiences who will implement the population health intervention.
  • Propose communication strategies that apply awareness of cultural values and practices to the design or implementation of the program via cultural adaptation/ tailoring of the intervention, community involvement in planning, etc.
  • Utilize literacy strategies to create an informational advertisement to engage the target population.
  • Communicate clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Submission Requirements 

  • Total length of PowerPoint: 15–20 slides, not including references.
    • Record yourself giving your presentation with Kaltura. Include the link on the last slide of the presentation or in the dialogue box when submitting.
  • Flyer: One-page info sheet (flyer) designed to communicate or recruit participants.
  • Written communication: Written communication is free of errors that detract from the overall message.
  • Number of references: Minimum of ten scholarly or professional references from appropriate sources.
  • APA formatting: Citations and references should follow APA formatting guidelines. See Evidence and APALinks to an external site..

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

  • Competency 1: Explain the social and behavioral factors that impact the health of individuals and populations.
    • Summarize a population health need of a chosen population.
  • Competency 2: Utilize theories and models from the social and behavioral disciplines.
    • Utilize literacy strategies to create an informational advertisement to engage the target population.
  • Competency 3: Assess population needs, assets, and capacities that affect communities’ health.
    • Summarize the current gaps and barriers regarding improving health and resources for the chosen population.
  • Competency 4: Design an evidence-based, population-based intervention.
    • Summarize an evidence-based intervention plan to improve the outcomes related to a population health need of a chosen population.
  • Competency 5: Select communication strategies for different audiences and sectors.
    • Propose communication strategies to build buy-in and engagement of internal stakeholders who will implement the population health intervention.
    • Propose communication strategies that align with the targeted population’s needs, demographics, and interests and will serve to build awareness and understanding of the intervention program.
  • Competency 6: Communicate audience-appropriate public health content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.
    • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

  • Competency 1: Explain the social and behavioral factors that impact the health of individuals and populations.
    • Summarize a population health need of a chosen population.
  • Competency 2: Utilize theories and models from the social and behavioral disciplines.
    • Utilize literacy strategies to create an informational advertisement to engage the target population.
  • Competency 3: Assess population needs, assets, and capacities that affect communities’ health.
    • Summarize the current gaps and barriers regarding improving health and resources for the chosen population. Intervention Communication Plan
  • Competency 4: Design an evidence-based, population-based intervention.
    • Summarize an evidence-based intervention plan to improve the outcomes related to a population health need of a chosen population.
  • Competency 5: Select communication strategies for different audiences and sectors.
    • Propose communication strategies to build buy-in and engagement of internal and external stakeholders who will implement the population health intervention.
    • Propose communication strategies that align with the targeted population’s needs, demographics, and interests and will serve to build awareness and understanding of the intervention program.
  • Competency 6: Communicate audience-appropriate public health content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.
    • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
  • What is the population health need?, What socioeconomic and behavioral determinants impact it?, What gaps and barriers exist?, What intervention and implementation plan is proposed?, What communication strategies will build buy-in?
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