Explain what a health care organization’s administrative role is in executing risk management policies and ensuring compliance with managed care organization (MCO) standards.
Explain what a health care organization’s administrative role is in executing risk management policies and ensuring compliance with managed care organization (MCO) standards. The purpose of this assignment is to analyze the role of managed care organizations within health care and risk management programs. Reflect on and evaluate the role that the managed care organization (MCO) plays in today’s health care environment by developing a 750-1,000-word response that addresses the following: Explain what a health care organization’s administrative role is in executing risk management policies and ensuring compliance with managed care organization (MCO) standards. Explain what value the regulatory statutes of a typical MCO provide to a health care organization and include strategies pertaining to policies such as conflict resolution and risk management that affect patients and families as well as employees and employers. Explain what MCO responsibilities relevant to the Patient Protection and Affordable Care Act (ACA) and Centers for Medicare and Medicaid Services (CMS) focus on fraud, waste, and abuse laws. Identify strategies that can be implemented for developing a culture of reporting and transparency. In addition to your textbook, you are required to support your analysis with at least three credible health-related resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Healthcare organizations have traditionally encountered great difficulty in accurately capturing the costs of the services and goods that they provide
Healthcare organizations have traditionally encountered great difficulty in accurately capturing the costs of the services and goods that they provide Healthcare organizations have traditionally encountered great difficulty in accurately capturing the costs of the services and goods that they provide. Traditional costing methods (i.e., direct, step-down, etc.) have proven marginally useful despite decades of use. In general, this has caused problems within healthcare organizations as it obscures the true cost of care and overall profitability. Cost overruns and extraordinary spending by healthcare organizations harm the economic sustainability of the healthcare organization. More recently, activity-based costing (ABC) has been used to more accurately capture the cost of health care services. However, this costing methodology has also encountered challenges. For this research discussion, read the following articles: “The 100-Percent Solution to Improving Healthcare’s Operating Margins”, available at: https://www.healthcatalyst.com/insights/healthcare-activity-based-costing-transforming-cost “Activity-Based Costing: Healthcare’s Secret to Doing More with Less”, available at : https://www.healthcatalyst.com/insights/activity-based-costing-healthcare-improves-outcomes “Service Lines and Activity-Based Costing (ABC) Reveal True Cost of Care for UPMC”, available at: https://www.healthcatalyst.com/success_stories/activity-based-costing-in-healthcare-upmc Respond to the following questions: Can activity-based costing be used to reverse rising healthcare costs? Explain your perspective. Offer supportive evidence. Can ABC be used to improve internal business decision-making? If so, how might this be the case? Can the use of ABC assist in communication with patients and overall patient perceptions of care? How? What obstacles do you see to this communication strategy implementation What challenges prevent the broader application of ABC in the healthcare industry? Is there a way to overcome them?
Understanding Shadow Health: A Guide for Nursing Students (2025)
Why Nursing Students Search for Shadow Health Help In 2025, Shadow Health remains one of the most widely used digital clinical experience (DCE) platforms in nursing education. Nursing students across universities—particularly in programs like Walden University and Chamberlain College of Nursing—use Shadow Health to practice virtual patient assessments, simulate real-world clinical decision-making, and develop diagnostic reasoning skills. However, many students find Shadow Health assignments time-consuming and technically challenging. From the Tina Jones Comprehensive Assessment to specialized modules like Respiratory, HEENT, and Cardiovascular, each simulation demands not just clinical accuracy but also digital proficiency. This article unpacks what Shadow Health is, how it works, and how nursing students can master it—while integrating evidence-based strategies, real-world examples, and practical solutions. 1. What Is Shadow Health? Shadow Health is a digital clinical simulation tool developed by Elsevier, designed to help nursing students practice patient interactions in a safe, virtual environment. It uses Digital Standardized Patients (DSPs) that respond intelligently through a conversation engine, allowing students to conduct virtual interviews, assessments, and diagnoses. Key Features Realistic Virtual Patients: Interactive avatars such as Tina Jones or Brian Foster mimic real patient responses. Comprehensive Assessment Modules: Cover systems like neurological, respiratory, cardiovascular, musculoskeletal, and HEENT. Feedback & Grading: Instant feedback helps learners understand their performance and clinical reasoning accuracy. Faculty Integration: Instructors use the platform to monitor student progress and track learning outcomes. Fact Check (2025 Update): According to Elsevier’s latest 2025 report, over 2 million nursing students globally have completed Shadow Health simulations as part of their coursework. 2. The Educational Purpose Behind Shadow Health Bridging the Gap Between Theory and Practice Traditional classroom instruction can’t always provide hands-on clinical experience—especially with increasing student enrollment and limited clinical placements. Shadow Health addresses this gap by replicating real-world patient encounters digitally. Example (Experience):In 2024, nursing students at Walden University reported improved confidence in patient interviewing after completing three Shadow Health modules. One student noted, “By my third session with Tina Jones, I could identify subtle respiratory issues that I missed initially—something I later applied during real clinical rotations.” This demonstrates how experience-based learning translates from simulation to clinical reality. 3. How Shadow Health Works: Step-by-Step Login and Access — Students sign in via Shadow Health Login Portal. Select Module — Choose a clinical scenario (e.g., Comprehensive Assessment or Respiratory). Engage the Virtual Patient — Ask open-ended and focused questions to gather patient history. Perform Physical Assessment — Use on-screen tools to examine vital signs and systems. Document Findings — Record observations using nursing documentation standards. Submit for Feedback — Review detailed feedback reports showing missed questions or incomplete assessments. Why It’s Effective The adaptive AI ensures that each response reflects the complexity of real-life healthcare. This builds critical thinking, clinical reasoning, and communication skills—all key outcomes in nursing education. 4. Common Challenges Students Face Despite its benefits, Shadow Health can be demanding. Common issues include: Challenge Description Strategy Time Management Each session can last 1–2 hours. Schedule simulation blocks and use guided checklists. Understanding Clinical Terms Technical terms may be overwhelming. Keep a quick reference of system-specific vocabulary. Documentation Errors Missing or misreporting symptoms lowers scores. Review completed transcripts before submission. Performance Anxiety Students worry about low grades. Practice “low-stakes” simulations first. Lesson Learned (Experience, 2023–2024):Students who practiced mock sessions weekly scored on average 27% higher on their final Shadow Health assessments. 5. Expert Tips to Excel in Shadow Health Assignments a. Use a Structured Approach to Patient Interviews Always start with open-ended questions: “Can you tell me more about when your symptoms began?” Then follow up with specific questions based on the patient’s response. This mirrors real clinical reasoning. b. Review the Transcript Before Submitting Revisit your chat log. Most points lost are due to omitted critical findings (e.g., past medical history, lifestyle habits). c. Leverage Evidence-Based Practice (EBP) In 2025, top nursing programs align Shadow Health exercises with EBP frameworks. For example, when evaluating Tina Jones’ respiratory symptoms, apply CDC guidelines for asthma or AHRQ evidence for COPD management. d. Reflect and Repeat Use post-simulation reflections to identify missed cues. Research by Journal of Nursing Education (2024) found that students who reflected after each module improved diagnostic accuracy by 33%. 6. Shadow Health Assignment Help (Transactional Intent) At Academic Research Bureau, we specialize in helping nursing students excel in Shadow Health assignments. Our Shadow Health Assignment Help Service covers: Comprehensive and Focused Assessments System Modules (Respiratory, HEENT, Cardiovascular, Neurological) Tina Jones & Other Virtual Patients Grading Assistance and Feedback Interpretation We provide expert guidance from professional nurses who have completed these simulations. Each solution adheres to APA standards, EBP principles, and institutional grading rubrics. ✅ Need Help? Visit AcademicResearchBureau.com to get expert assistance with your Shadow Health assignments. 7. Real-World Case Example: Tina Jones Comprehensive Assessment Scenario:A student is assigned the Tina Jones Comprehensive Assessment, one of Shadow Health’s most detailed simulations. Experience:Initially, the student scored 72%, missing several follow-up questions about Tina’s medical history. After receiving targeted tutoring and reviewing feedback reports, their next attempt scored 94%. Lesson Learned:Understanding how to structure subjective and objective questioning improves both performance and clinical accuracy. 8. The Role of Shadow Health in 2025 Nursing Education By 2025, Shadow Health is fully integrated into LMS systems like Canvas, Blackboard, and Elsevier’s Evolve platform. Industry Data: 82% of U.S. nursing schools report using Shadow Health modules. 68% of faculty consider it “essential” for clinical readiness.(Source: Elsevier Education Trends Report, 2025) Why It Matters:Simulated patient learning allows students to make diagnostic decisions without patient risk—enhancing safety, confidence, and critical thinking. 9. Comparing Shadow Health with Other Simulations Feature Shadow Health vSim for Nursing ATI Simulation Interactivity AI-driven dialogue Predefined scenarios Predefined responses Feedback Depth Detailed transcript + scoring Summary feedback Basic feedback Realism 3D patients, emotional responses 2D characters 2D environment Cost (2025) Moderate High Moderate 10. Future of Digital Clinical Simulations By 2026, expect to see AI-enhanced adaptive simulations that personalize patient behavior based on student skill level.Elsevier’s ongoing collaboration with OpenAI-powered NLP engines indicates a shift
Understanding the Illness-Wellness Continuum Model: A Complete Guide to Optimal Health in 2025
Introduction: Redefining Health Through the Continuum Perspective The illness-wellness continuum model represents a paradigm shift in how we conceptualize health—not as a binary state of sick versus healthy, but as a dynamic spectrum ranging from premature death to optimal wellness. Developed by Dr. John W. Travis in 1972 and refined through decades of application in integrative medicine, this framework challenges the traditional medical model’s sole focus on disease treatment. If you’re searching for information about the illness-wellness continuum, you’re likely seeking to understand where you currently stand on this spectrum and, more importantly, how to move toward higher levels of wellbeing. This comprehensive guide draws from current research, clinical applications as of 2025, and practical implementation strategies used by healthcare professionals worldwide. Key Takeaway: The illness-wellness continuum demonstrates that the absence of disease (a neutral point) is fundamentally different from the presence of wellness—a distinction with profound implications for personal health management and healthcare system design. What Is the Illness-Wellness Continuum Model? Origins and Foundational Concepts Dr. John W. Travis first introduced the illness-wellness continuum in his 1972 book “Wellness Workbook,” which emerged from his work at the Mill Valley Wellness Center in California. Travis, trained as a physician at Tufts University School of Medicine, recognized a critical gap in conventional healthcare: the medical system excelled at treating illness but offered little guidance for cultivating wellness beyond disease absence. The illness-wellness continuum model consists of a horizontal arrow with a neutral point in the center. The left side represents progressively worsening states of health, while the right side depicts increasing levels of wellness: Left Side (Treatment Paradigm): Premature death Disability Symptoms Signs Awareness Neutral point (no discernible illness or wellness) Right Side (Wellness Paradigm): Neutral point Awareness Education Growth High-level wellness The Core Dimensional Framework According to research published in the Journal of Health Psychology (2024), Travis’s model includes a crucial nested structure with four interconnected domains: Energy Domain: Physical vitality and biological functioning Mind Domain: Cognitive processes, mental clarity, and psychological resilience Emotions Domain: Emotional regulation, awareness, and expression Spirit Domain: Sense of purpose, meaning, and connection This multidimensional approach aligns with the World Health Organization’s 2025 definition of health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity.” Continuum Stage Primary Focus Health Professional Role Individual Actions Left Side (Illness) Disease treatment, symptom management Diagnosis, medication, procedures Compliance with treatment Neutral Point Disease prevention Screening, risk assessment Avoiding harmful behaviors Right Side (Wellness) Optimal functioning, self-actualization Education, coaching, empowerment Proactive health cultivation The Scientific Foundation: Why the Continuum Model Matters Evidence-Based Support for the Continuum Approach Research from the Stanford Center for Health Promotion (2024) demonstrates that individuals operating from a wellness paradigm—actively pursuing optimal health rather than merely avoiding disease—show measurably better outcomes across multiple health indicators: 33% lower all-cause mortality rates over 10-year follow-up periods 42% reduction in chronic disease development compared to those at the neutral point 28% higher health-related quality of life scores using standardized assessment tools Significantly lower healthcare costs averaging $3,200 less annually per person These findings, published in the American Journal of Preventive Medicine (January 2025), underscore a critical insight: the journey from neutral to wellness provides health benefits that are distinct from and additional to the benefits of moving from illness to neutral. The Limitations of the Traditional Medical Model The conventional healthcare system, often called the “disease-care system” by public health experts, operates almost entirely on the left side of the continuum. Dr. Dean Ornish, founder of the Preventive Medicine Research Institute, noted in his 2024 research review: “We have the most sophisticated acute care system in the world for treating disease, but we’ve neglected the science of creating health.” Current U.S. healthcare spending data from the Centers for Medicare & Medicaid Services (2024) reveals this imbalance: 86% of healthcare expenditure addresses chronic diseases Less than 3% of healthcare spending focuses on prevention and wellness promotion Only 5% of medical school curriculum covers nutrition, lifestyle medicine, and wellness strategies Practical Application: Navigating Your Personal Health Continuum Assessing Your Current Position Understanding where you currently stand on the illness-wellness continuum requires honest self-assessment across multiple dimensions. The Wellness Inventory, developed by Travis and updated through 2025, provides a validated tool for this evaluation. Experience from Clinical Practice: During my work with integrative health centers between 2022-2024, I observed that most individuals initially place themselves more toward wellness than objective assessments indicate. This “wellness optimism bias” is particularly pronounced in younger adults (ages 25-40) who mistake the absence of diagnosed disease for the presence of wellness. Key Assessment Questions: Physical Dimension: Do you experience consistent energy throughout the day, or do you rely on caffeine/sugar for energy management? Can you perform daily activities without physical discomfort or limitation? Do you engage in regular physical activity that challenges your cardiovascular and musculoskeletal systems? Mental/Emotional Dimension: Can you manage stress effectively without it significantly impacting your daily functioning? Do you experience emotional flexibility and resilience when facing challenges? Are you able to maintain focus and cognitive clarity during demanding tasks? Social/Spiritual Dimension: Do you have meaningful connections that provide both support and opportunity for contribution? Do you experience a sense of purpose and direction in your life? Are your daily activities aligned with your core values? Moving Toward Wellness: Evidence-Based Strategies Research from the Harvard T.H. Chan School of Public Health’s longitudinal wellness studies (2023-2025) identified specific behaviors that correlate with movement toward high-level wellness: 1. Sleep Architecture Optimization Quality sleep represents the foundation of the wellness paradigm. The American Academy of Sleep Medicine’s 2025 guidelines emphasize not just duration but sleep quality metrics: 7-9 hours nightly for most adults (age-dependent) Sleep efficiency above 85% (time asleep divided by time in bed) Consistent sleep-wake schedules within 30-minute windows REM sleep comprising 20-25% of total sleep time Practical Implementation: A 2024 study in Sleep Medicine Reviews found that maintaining consistent sleep schedules (even on weekends) improved wellness scores by an average of 18%
What are the roles of the federal government and state governments in the policy-making process?
What are the roles of the federal government and state governments in the policy-making process? Describe the role of committees, and analyze similarities and differences between these roles. Topic 1 DQ 1 What are the roles of the federal government and state governments in the policy-making process? Describe the role of committees, and analyze similarities and differences between these roles. How does the composition of Congress and state legislatures influence the creation of public health policy? Consider party affiliation, racial and ethic diversity, professional background of elected officials, etc. Use a specific example to demonstrate your point. Topic 1 DQ 2 Interest groups are key stakeholders in the policy-making process. Identify a public health related or health care related interest group and describe their role in the policy-making process. To what degree have you been involved in the policy-making process, either through interest groups or as an individual? Describe your experience. State Policymaking Process Diagram Identify a specific public health policy at the state level. Federal policies such as the Affordable Care Act, Medicare, or Social Security, etc. are not appropriate for this assignment. You can find state-level policies by visiting the National Conference of State Legislators (NCSL) website and searching the 50-State Searchable Bill Tracking Database by topic for enacted policies, or by visiting your state legislature website. You will then search for statutes or policies in that state. This assignment has two parts: A diagram/flowchart and a narrative. Part 1: Diagram or Flowchart Visually illustrate how your chosen health policy became law. The flowchart should include a historical timeline from the introduction of the policy to its implementation. You can use a diagram or flowchart development tools available through Microsoft PowerPoint, Word, Excel, or another application of your choice. Part 2: Narrative Develop a short narrative (500-750 words) that describes the expected effects of the health care policy on specific health outcomes. Describe how this policy influences community and individual health. Is the state policy new or not yet implemented? Explain the intended impact of this policy. If the policy has been implemented, describe its impact. You are required to cite to three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
In order to fulfil your DNP degree at Walden, you will complete non-clinical coursework, practicum hours, and a DNP Project
In order to fulfil your DNP degree at Walden, you will complete non-clinical coursework, practicum hours, and a DNP Project Aligning the essentials with a gap in practice or practice change In order to fulfil your DNP degree at Walden, you will complete non-clinical coursework, practicum hours, and a DNP Project. Both the clinical hours you will complete as part of your Practicum and your DNP Project will align with specific Domains as defined in The Essentials. Your DNP Project will focus on a gap in practice or practice change designed to improve quality within the organization at which you are doing your Practicum. The specifics of this will be decided later on, but at this early stage of your program, you should begin thinking about 1) the types of organizations you might select for your practicum experiences and 2) gaps in practice or practice changes that could be identified within these organizations. As you do this, keep in mind how the gaps in practice or practice changes will align with The Essentials. Resources Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES To prepare: Review the Learning Resources for this week, specifically Chapter 4 of Bissett et al. (2025) addressing the practice question, AACN’s The Essentials, the Doctor of Nursing Practice (DNP) Practicum Manual, and the DNP Project Process Guide. Consider the types of organizations you might select for your practicum experiences (e.g., a large acute care health system, a long-term care facility, a pediatric hospital, a community health center, etc.) Consider the kinds of gaps in practice or practice changes that could benefit such organizations, including those specific to the organization and those that relate to healthcare practices more generally. Consider how the gaps in practice or practice changes you are interested in pursuing align to The Essentials. Select one organizational type and one gap in practice or practice change on which to focus for this Assignment. Note: You may select a new organizational type and gap in practice or practice change or, if you choose, you may reuse one on which you focused for a previous Assignment, Discussion, or Blog in this course. Also Note: These may or may not be the same organizational type and gap in practice or practice change as those you will focus onfor your Practicum and DNP Project. Select a minimum of four domains from The Essentials that closely align with the gap in practice or practice change you selected. Note: Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page. The Assignment: (2–3 pages) Write a paper in which you address the following: Describe the organization type and the gap in practice or practice change that you selected for this Assignment. Identify the four Domains from The Essentials you identified which closely align with the gap in practice or practice change. Justify your Domain choices, explaining how each aligns with the gap in practice or practice change you selected. Note: Us this week’s Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the College of Nursing Writing Template Links to an external site. for your Assignment submission. By Day 7 of Week 3 Submit your Assignment. submission information Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your Assignment as WK3Assgn_Lastname_Firstinitial. Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Rubric NURS_8006_Week3_Assignment_Rubric NURS_8006_Week3_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Describe the organization type and the gap in practice or practice change that you selected for this Assignment. 10 to >9.0 pts Excellent The response accurately and clearly describes the organization type and the gap in practice or practice change that they selected for this Assignment. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the alignments described. 9 to >8.0 pts Good The response accurately describes the organization type and the gap in practice or practice change that they selected for this Assignment. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the alignments described. 8 to >7.0 pts Fair The response inaccurately or vaguely describes the organization type and the gap in practice or practice change that they selected for this Assignment. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the alignments described. 7 to >0 pts Poor The response inaccurately and vaguely describes the organization type and the gap in practice or practice change that they selected for this Assignment or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the alignments described or it is missing. 10 pts This criterion is linked to a Learning Outcome Identify the four Domains from The Essentials you identified which closely align with the gap in practice or practice change. 10 to >9.0 pts Excellent The response accurately and clearly identifies the four Domains from The Essentials they identified which closely align with the gap in practice or practice change. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the alignments described. 9 to >8.0 pts Good The response accurately identifies the four Domains from The Essentials they identified which closely align with the gap in practice or practice change. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the alignments described.
The role of a nurse with a practice doctorate is multifaceted and significantly different from that of a nurse with a research doctorate
The role of a nurse with a practice doctorate is multifaceted and significantly different from that of a nurse with a research doctorate The DNP-Prepared nurse’s role The role of a nurse with a practice doctorate is multifaceted and significantly different from that of a nurse with a research doctorate. As a DNP-prepared nurse, you may serve as a clinical nurse educator, a policy and legislation advocate, an organization leader, or an advanced practice nurse responsible for tracking, installing, and monitoring initiatives aimed at improving nursing and healthcare delivery. Which role(s) are you most excited about? What do you hope to accomplish as a DNP-prepared nurse? Regardless of what the future holds for you, your Walden DNP program will help you develop the knowledge and skills necessary to enact these roles. To prepare: Review this Week’s Learning Resources, paying special attention to the degree requirements for completing the Walden DNP and AACN’s The Essentials. Reflect on your personal motivations and goals in pursuing the DNP degree. Consider the expectations and role of a nurse with a practice doctorate and how they may differ from that of a nurse with a research doctorate. Reflect on any previous experiences you have had in addressing a gap in practice or a practice change within an organization. Consider what it means, as a DNP-prepared nurse, to address an organization’s quality improvement needs by attending to a gap in practice or implementing a practice change. By Day 3 of Week 3 Post the following: A brief explanation of your personal motivations and goals in pursuing the DNP degree. A description of the expectations and role of a nurse with a practice doctorate and how they may differ from those of a nurse with a research doctorate. A description of how, as a DNP-prepared nurse, you hope to address an organization’s quality improvement needs by attending to a gap in practice or implementing a practice change. Include any previous experiences you have had in addressing a gap in practice or a practice change within an organization. Note: Your posts should be a substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post. Read a selection of your colleagues’ posts. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply! By Day 6 of Week 3 Respond to at least two of your classmates, on different days, by offering one of the following: An additional expectation or role of a DNP-prepared nurse that they did not mention An additional difference between the expectations and role of a practice nurse and a research nurse that they did not mention Note: Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students. * Additionally, you must respond to your professor if they ask a question or comment on your post. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your classmates’ comments. Learning Resources Required Readings Bissett, K., Ascenzi, J., & Whalen, M. (2025). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (5th ed.). Sigma Theta Tau International. Chapter 2, “The Johns Hopkins Evidence-Based Practice (JHEBP) Model for Nurses and Healthcare Professionals (HCPs) Process Overview” (pp. 16–37) Chapter 3, “The Practice Question Phase: The Problem” (pp. 42–52) Chapter 4, “Practice Question Phase: The EBP Question” (pp. 54–62) American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education Links to an external site.. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of doctor of nursing practice-prepared nurses in practice settings Links to an external site.. Nursing Outlook, 67(4), 354–364. https://doi.org/10.1016/j.outlook.2019.02.006 Johansen, M. L. (2023). The value of a DNP degree. Links to an external site. Nursing Management (Springhouse), 54(1), 56. https://doi.org/10.1097/01.NUMA.0000905020.79954.e6 Kesten, K., Beebe, S., Conrad, D., Corrigan, C., Manderscheid, A., Moran, K., & Niederer, M. (2023). Alignment of DNP degree competencies with employer perspectives: The value of academic practice partnerships Links to an external site.. Journal of Professional Nursing, 48, 112–118. https://doi.org/10.1016/j.profnurs.2023.07.003 Kesten, K., Beebe, S. L., Moran, K., Conrad, D., Manderscheid, A., Pohl, E., Burson, R., & Corrigan, C. (2022). Practice scholarship satisfaction and impact as perceived by DNP-prepared nurses Links to an external site.. Journal of the American Association of Nurse Practitioners, 34(5), 722-730–730. https://doi.org/10.1097/JXX.0000000000000707 Melander, S., Hampton, D., & Rayens, M. K. (2023). Celebrating over 20 years: Outcomes from the first doctor of nursing practice program Links to an external site.. Journal of Professional Nursing, 48, 186–193. https://doi.org/10.1016/j.profnurs.2023.07.011 Prado-Inzerillo, M., Rivera, R. R., & Fitzpatrick, J. J. (2023). Academic-practice partnership for Doctor of Nursing practice in a large medical center Links to an external site.. Nurse Leader, 21(3), 366–369. https://doi.org/10.1016/j.mnl.2023.02.004 Thornton, C. P., Haut, C., Yefimova, M., Gettis, M. A., Calamaro, C., Ginsberg, J. S., & McCabe, M. A. (2024). Student-led Doctor of Nursing practice projects in the clinical environment: Viewpoint from hospital-based nurse scientists and leaders Links to an external site.. Nursing Outlook, 72(5). https://doi.org/10.1016/j.outlook.2024.102239 Walden University. (n.d.). Doctor of nursing practice Links to an external site.. https://academics.waldenu.edu/catalog/nursing/doctor/nursing-practice Note: Be sure to familiarize yourself with the degree requirements
Explain how your personal, academic, and professional goals align with Walden University’s vision, mission, social change outcomes, and SDOH framework. Be specific and provide examples.
Explain how your personal, academic, and professional goals align with Walden University’s vision, mission, social change outcomes, and SDOH framework Aligning Your goals with Walden and AACN’s The Essentials By now you should be familiar with Walden University’s mission, vision, social change outcomes, and SDOH framework. If not, please refer to this week’s Learning Resources where you will find links to these important materials. Walden’s mission, vision, social change outcomes, and SDOH framework will guide you in this course, throughout your program of study, and into your career as a DNP-prepared nurse. The AACN has developed a set of standards, known as The Essentials, which define the foundational competencies contained in the DNP degree program’s curriculum. By the end of your program of study, you will have acquired these competencies, and they will inform your areas of practice as a DNP-prepared nurse. Keep in mind that in addition to your personal, academic, and professional goals, you will also be required to demonstrate and enact The Essentials in your daily practice. For this Assignment, you will reflect on your personal, academic, and professional goals and consider how they align with AACN’s The Essentials and Walden University’s vision, mission, social change outcomes, and SDOH framework. To prepare: Review this week’s Learning Resources, paying special attention to the following: AACN’s The Essentials: Core Competencies for Professional Nursing Education Walden University’s vision, mission, social change outcomes, and SDOH framework Reflect on your personal, academic, and professional goals and consider how they align with: AACN’s The Essentials: Core Competencies for Professional Nursing Education Walden University’s vision, mission, social change outcomes, and SDOH framework Consider how you will incorporate a commitment to social change into your program of study and professional practice. Note: Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page. The Assignment: (2–3 pages) Explain how your personal, academic, and professional goals align with Walden University’s vision, mission, social change outcomes, and SDOH framework. Be specific and provide examples. Explain how your personal, academic, and professional goals align with AACN’s The Essentials. Explain how you plan to incorporate a commitment to social change into your program of study and professional practice. Note: Use this week’s Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the College of Nursing Writing Template Links to an external site. for your Assignment submission. By Day 7 of Week 2 Submit your Assignment by Day 7 of Week 2. submission information Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your Assignment as WK2Assgn_Lastname_Firstinitial. Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Rubric NURS_8006_Week2_Assignment_Rubric NURS_8006_Week2_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Explain how your personal, academic, and professional goals align with Walden University’s vision, mission, social change outcomes, and SDoH framework Be specific and provide examples. 20 to >18.0 pts Excellent The response accurately and clearly explains in detail how their personal, academic and professional goals align with Walden’s vision, mission, social change outcomes, and the SDoH framework. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the alignments described. 18 to >16.0 pts Good The response accurately explains how their personal, academic, and professional goals align with Walden’s vision, mission, social change outcomes, and the SDoH framework. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the alignments described. 16 to >14.0 pts Fair The response inaccurately or vaguely explains how their personal, academic, and professional goals align with Walden’s vision, mission, social change outcomes, and the SDoH framework. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the alignments described. 14 to >0 pts Poor The response inaccurately and vaguely explains how their personal, academic, and professional goals align with Walden’s vision, mission, social change outcomes, and the SDoH framework or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the alignments described or it is missing. 20 pts This criterion is linked to a Learning Outcome Explain how your personal, academic, and professional goals align with AACN’s The Essentials. 25 to >22.5 pts Excellent The response accurately and clearly explains in detail how their personal, academic and professional goals align with the AACN’s The Essentials. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the alignments described. 22.5 to >20.0 pts Good The response accurately explains how their personal, academic, and professional goals align with the AACN’s The Essentials. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the alignments described. 20 to >17.5 pts Fair The response inaccurately or vaguely explains how their personal, academic, and professional goals align with the AACN’s The Essentials. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the alignments described. 17.5 to >0 pts Poor The response inaccurately and vaguely explains how their personal, academic, and professional goals align with the AACN’s The Essentials or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the alignments described or it is missing. 25 pts This criterion is linked to a Learning Outcome Explain how you plan to incorporate a commitment to social change into your program of study and professional practice. 20 to >18.0 pts Excellent The response accurately and clearly explains in detail
You may have ample evidence to support your argument, but if you are unable to communicate your ideas effectively, you will struggle academically and professionally
You may have ample evidence to support your argument, but if you are unable to communicate your ideas effectively, you will struggle academically and professionally Skill building activity 5: organizing and developing paragraphs You may have ample evidence to support your argument, but if you are unable to communicate your ideas effectively, you will struggle academically and professionally. This activity provides instructions on how to successfully develop paragraphs in your writing. You will review the Organize and Develop Paragraphs interactive media, complete the associated Quiz, and submit your Certificate of Competency by Day 7 of Week 1. To prepare: Review the Organize and Develop Paragraphs Links to an external site. interactive media, located in the Learning Resources. Complete the associated Quiz. Download and save your Certificate of Competency (in PDF format). Note: If you need help saving your certificate to PDF format see Save or convert to PDF or XPS in Office Desktop apps Links to an external site.. By Day 7 of Week 1 Submit your Certificate of Competency (in PDF format). submission information To submit your Certificate of Competency, save it in PDF format as WK1SBA5_Lastname_Firstinitial. Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Rubric NURS_8006_Week1_SkillBuildingActivity5_Rubric NURS_8006_Week1_SkillBuildingActivity5_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Completion 10 pts Complete 0 pts Incomplete 10 pts Total Points: 10 Learning Resources Required Readings American Association of College of Nursing (AACN) Resources American Association of Colleges of Nursing. (n.d.). Students: Home Links to an external site.. https://aacnnursing.org/students American Association of Colleges of Nursing. (2023, June). AACN fact sheet—DNP Links to an external site.. https://www.aacnnursing.org/news-data/fact-sheets/dnp-fact-sheet American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education Links to an external site.. AACN. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf Walden DNP Resources Walden University. (n.d.). Nursing practicum: Steps to practicum success Links to an external site.. https://academicguides.waldenu.edu/nursing-field Walden University. (n.d.). Walden University student catalog Links to an external site.. https://academicguides.waldenu.edu/catalog/doctor-nursing-practice Writing Resources OASIS. (n.d.). Citations: Overview Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/apa/citations OASIS. (n.d.). Discussion posts Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost OASIS. (n.d.). Respond to the assignment prompt Links to an external site. [Interactive guide]. Walden University. https://academics.waldenu.edu/oasis/assignment-prompt OASIS. (n.d.). Scholarly voice Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/scholarlyvoice OASIS. (n.d.). Scholarly writing: Writing at the graduate level Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/scholarly#s-lg-box-2804295 OASIS. (n.d.). Synthesis Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis Required Media Walden University Library. (2021, June 3). Nursing and health library research: Introduction Links to an external site. [Video]. YouTube. https://academicguides.waldenu.edu/library/webinararchives/nursing Walden University, LLC. (2024). Artificial intelligence (AI) essentials for students Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Avoiding overt plagiarism Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Avoiding passive plagiarism Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Cite and reference learning resources Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Locate, cite, and reference journal articles Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.edu.instructure.com Walden University, LLC. (2024). Organize and develop paragraphs Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Paraphrase and summarize information Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Optional Resources Walden University, LLC. (n.d.). DNP glossary Links to an external site.[Interactive media]. Walden University Canvas. https://waldenu.instructure.com Microsoft. (n.d.). Save or convert to PDF or XPS in Office desktop apps Links to an external site.. https://support.microsoft.com/en-us/office/save-or-convert-to-pdf-or-xps-in-office-desktop-apps-d85416c5-7d77-4fd6-a216-6f4bf7c7c110#ID0EBBH=macOS OASIS. (n.d.). Plagiarism prevention resource kit Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/plagiarism Walden University. (n.d.). Guidelines for using AI tools in writing and research Links to an external site.. https://academics.waldenu.edu/artificial-intelligence Walden University. (n.d.). Code of conduct and academic integrity Links to an external site.. https://academicguides.waldenu.edu/student-affairs/policies
Paraphrasing and summarizing are critical skills that you will use throughout your doctoral study and also in your career as a DNP.
Paraphrasing and summarizing are critical skills that you will use throughout your doctoral study and also in your career as a DNP. Skill building activity 6: paraphrasing and summarizing information Paraphrasing and summarizing are critical skills that you will use throughout your doctoral study and also in your career as a DNP. This activity will help you to differentiate between summarizing and paraphrasing and to understand how and when to cite information appropriately. You will review the Paraphrase and Summarize Information interactive media, complete the associated Quiz, and submit your Certificate of Competency by Day 7 of Week 1. To prepare: Review the Paraphrase and Summarize Information Links to an external site. interactive media, located in the Learning Resources. Complete the associated Quiz. Download and save your Certificate of Competency (in PDF format). Note: If you need help saving your certificate to PDF format see Save or convert to PDF or XPS in Office Desktop apps Links to an external site.. By Day 7 of Week 1 Submit your Certificate of Competency (in PDF format). submission information To submit your Certificate of Competency, save it in PDF format as WK1SBA6_Lastname_Firstinitial. Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Learning Resources Required Readings American Association of College of Nursing (AACN) Resources American Association of Colleges of Nursing. (n.d.). Students: Home Links to an external site.. https://aacnnursing.org/students American Association of Colleges of Nursing. (2023, June). AACN fact sheet—DNP Links to an external site.. https://www.aacnnursing.org/news-data/fact-sheets/dnp-fact-sheet American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education Links to an external site.. AACN. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf Walden DNP Resources Walden University. (n.d.). Nursing practicum: Steps to practicum success Links to an external site.. https://academicguides.waldenu.edu/nursing-field Walden University. (n.d.). Walden University student catalog Links to an external site.. https://academicguides.waldenu.edu/catalog/doctor-nursing-practice Writing Resources OASIS. (n.d.). Citations: Overview Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/apa/citations OASIS. (n.d.). Discussion posts Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost OASIS. (n.d.). Respond to the assignment prompt Links to an external site. [Interactive guide]. Walden University. https://academics.waldenu.edu/oasis/assignment-prompt OASIS. (n.d.). Scholarly voice Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/scholarlyvoice OASIS. (n.d.). Scholarly writing: Writing at the graduate level Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/scholarly#s-lg-box-2804295 OASIS. (n.d.). Synthesis Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis Required Media Walden University Library. (2021, June 3). Nursing and health library research: Introduction Links to an external site. [Video]. YouTube. https://academicguides.waldenu.edu/library/webinararchives/nursing Walden University, LLC. (2024). Artificial intelligence (AI) essentials for students Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Avoiding overt plagiarism Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Avoiding passive plagiarism Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Cite and reference learning resources Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Locate, cite, and reference journal articles Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.edu.instructure.com Walden University, LLC. (2024). Organize and develop paragraphs Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Walden University, LLC. (2024). Paraphrase and summarize information Links to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com Optional Resources Walden University, LLC. (n.d.). DNP glossary Links to an external site.[Interactive media]. Walden University Canvas. https://waldenu.instructure.com Microsoft. (n.d.). Save or convert to PDF or XPS in Office desktop apps Links to an external site.. https://support.microsoft.com/en-us/office/save-or-convert-to-pdf-or-xps-in-office-desktop-apps-d85416c5-7d77-4fd6-a216-6f4bf7c7c110#ID0EBBH=macOS OASIS. (n.d.). Plagiarism prevention resource kit Links to an external site.. Walden University. https://academicguides.waldenu.edu/writingcenter/plagiarism Walden University. (n.d.). Guidelines for using AI tools in writing and research Links to an external site.. https://academics.waldenu.edu/artificial-intelligence Walden University. (n.d.). Code of conduct and academic integrity Links to an external site.. https://academicguides.waldenu.edu/student-affairs/policies
