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How to Make APA Format Tables and Figures Using Microsoft Word

I. Tables versus Figures

Tables and figures are used to display critical information, which may be challenging to share in the text. Tables use words and numbers displayed where the arrangement of the data does not visually display a spatial arrangement. Figures, on the other hand, communicate numerical information using spatial relations for comparison. For specific information about tables and figures according to the Publication Manual of the American Psychological Association (APA, 2020). DNP-Project Discussion Questions

II. Examples of APA Tables

A. Descriptive Table

Table 1

Characteristics of Variables

Note: Add notes here = (Provide any reference, 2019).

Table 1

Number of Handoffs Per Groups

Note. SBAR handoff was defined as …. (Reference, 2020)

Table 1

Age, Gender Level of Education, and Experience

Table 1

Number of Hours Per Week Spent in Various Activities

Note. Schoolwork was defined as time spent doing classwork outside of regular class time. *statistically significant at p <.05

B. Chi-Square Example (Group IV x Group DV)

Table 1

Cross-tabulation of Groups and Misses and Non-Misses

Note. **= p < .01. Adjusted standardized residuals appear in parentheses below group frequencies.

Table 1

Cross-tabulation of Gender and Chronic Pain

Note. **= p < .01. Adjusted standardized residuals appear in parentheses below group frequencies.

C. t-Test Example (Dichotomous Group IV x Score DV)

Notice two separate t-test results have been reported, which can be compared by the reader.

Table 1

Chronic Pain Score and Exercise Time for Males and Females

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means.

Table 1

Enter a descriptive title.

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means.

D. One Way ANOVA with 3 Groups Example (Group IV x Score DV)

Within an analysis of variance (ANOVA), an analysis of the effects of comparisons is reported using the F and n2. Notice in the table below, four different analyses or comparisons are displayed. However, if a significant difference is noted, the analysis should go further and provide the comparisons which are made post hoc for any significant analyses. The F value is marked as significant or not with asterisks (***). The power of this table is the ability to examine four different analyses at the same time. DNP-Project Discussion Questions

Table 1

Analysis of Variance for Sleep Times and Experimental Groups

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means. Means with differing subscripts within rows are significantly different at the p < .05 based on Fisher’s LSD post hoc paired comparisons.

Any comparison found to be significant should be further evaluated using a post hoc analysis to determine the factor associated with the significance, e.g., aerobic exercise, weightlifting, or no exercise.

E. Factorial ANOVA Example 2 x 3 Between-Subjects Design

Two tables are used within a factorial ANOVA. First, the overall results for the main effects are provided for the two independent variables. Then the interaction effect for the two independent variables is provided. The simple effects are used to show any interactions which may be present. DNP-Project Discussion Questions

Table 1

Experimental Group x Sex Factorial Analysis of Variance for Sleep Scores

** = p < .01.

Table 5

Analysis of Sleep Scores for Experimental Groups by Gender

Note. ** = p < .01. Standard deviations appear in parentheses bellow means. Means with differing subscripts within rows are significantly different at the p < .05 based on Fisher’s LSD post hoc paired comparisons.

F. Correlations (Scores IV x Scores IV)

Table 1

Pearson’s Product Moment Correlations for Chronic Pain Score, Exercise Attitude Scores,

and Physical Activity

Note. † = p < .10, *= p < .05, **= p < .01, ***= p < .001. N = 96 for all analyses.

III. Examples of APA Figures

Figures are used to show spatial relationships so that comparisons between variables or factors can be visually demonstrated. Figures should be easy to read, relevant, and identify the features being compared using labels, titles, and colors to present the data. The figure should be kept on one page and supplement the text. The caption should provide enough detail that the figure can be understood without having to refer to the text. DNP-Project Discussion Questions

Figure 1 Graph of Scores Before and After

Note: Reprinted from S. GCU. Alternatively, adapted from or www.website.com and reprinted with permission.

Additional Examples:

Table 1

Chronic Pain Score and Exercise Time for Males and Females

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means.

Table 1

Table Title Should be Capitalized and Italicized, if Longer Than One-line, Single Space the Title so That it Runs Like This.

______________________________________________________________________________

Variable Variable

Category Group Group Group Group

Table Spanner

1 # # # #

2 # # # #

3 # # # #

___________________________________________________________________________

Table Spanner

1 # # # #

2 # # # #

3 # # # #

___________________________________________________________________________

Total # # # #

Table 1

Means and Standard Deviations in the Measure

_____________________________________________________________________________

Enter the Measure or Variable Score

Category n M SD

Note: Enter notes

*Enter specific notes

Table 1

Participant Characteristics

__________________________________________________________________________

Group One Other Group

Measure M SD M SD F (DF) p __

Table 1

Independent Sample t-test

____________________________________________________________________________________

____________________________________________________________________________________

Note: M = Mean, SD = Standard Deviation.

***P<0.001. N=#

Table 1

Chi-Square Results

Note. **= p < .01. Adjusted standardized residuals appear in parentheses low group frequencies.

Table 1

One-Way Analysis of Variance of the Results

____________________________________________________________________________________

References

American Psychological Association (2020). Publication manual of the American Psychological

Association. (7th ed.). Washington, DC; Author

Microsoft Word ®. (2019). Retrieved from https://products.office.com/

Before 38 36 43 35 37 37 39 36.027027027027025 35.054054054054056 39 42.05263157894737 36 37 36 37 36 36.027027027027025 36 36 37 37 After 25 24 23 22 27 30 27 33 29 37 30 22 23 29 33 34 30 29 31 35 32

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. DNP-Project Discussion Questio

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The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Assessment 1 Instructions: Collaboration and Leadership Reflection Video

· For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.

Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.

Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.

As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement

Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario.

References

Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.

Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.

Demonstration of Proficiency

· Competency 1: Explain strategies for managing human and financial resources to promote organizational health. 

1. Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.

. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. 

2. Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.

2. Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.

. Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals. 

3. Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.

. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. 

4. Communicate via video with clear sound and light.

4. The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

Professional Context

This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

Scenario

As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.

You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact  DisabilityServices@Capella.edu  to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Instructions

Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Change activity.

Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

. Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.

. Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.

. Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.

. Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.

. Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.

You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.

A simplified gap-analysis approach may be useful:

. What happened?

. What went well?

. What did not go well? 

12. What should have happened?

After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.

Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.

Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.

You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.

You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.

Refer to the Campus tutorial Using Kaltura [PDF] as needed to record and upload your reflection.

Additional Requirements

. References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.

. APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. 

14. You may wish to refer to the Campus APA Module for more information on applying APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Video Script: Collaboration and Leadership Reflection Video

Collaboration and Leadership Reflection Video Scoring Guide

 Reflective Practice

· Jacobs, S. (2016). Reflective learning, reflective practice. Nursing, 46(5), 62–64. 

1. This article provides a review of what self-reflection entails, why it is important for nurses, and some tools to help you reflect.

. Wilkinson, T. J. (2017). Kolb, integration and the messiness of workplace learning. Perspectives on Medical Education, 6(3), 144–145. 

2. This article examines how reflection and the use of a cyclical improvement model can help connect theory and learning to real-world application.

. Vila Health: Collaboration for Change. 

3. This activity will provide you with the context for the second part of this assessment.

· Balance

· Blake, N. (2017). The importance of a balanced life for nurses. AACN Advanced Critical Care, 28(1), 21–22. 

1. This article examines how work/life balance is critical to maximize nurses’ effectiveness.

Empowerment

. Udod, S. A., & Racine, L. (2017). Empirical and pragmatic adequacy of grounded theory: Advancing nurse empowerment theory for nurses’ practice. Journal of Clinical Nursing, 26​(23-24), 5224–5231. 

2. This article presents a study that examined the relevance of a grounded-theory approach to empower nurses to address real-life problems.

· Leadership Theory

· Lynch, B. M., McCance, T., McCormack, B., & Brown, D. (2017). The development of the Person-Centred Situational Leadership Framework: Revealing the being of person-centredness in nursing homes. Journal of Clinical Nursing, 27​(1-2), 427–440. 

1. This article presents an application of the Person‐Centred Situational Leadership Framework and its relevance to complex care environments.

· Finances

· Johnson, J. E. (2017). Financial terms 101. American Nurse Today, 12(4), 16–18. https://www.americannursetoday.com/financial-terms-101/ 

1. This resource provides definitions and brief explanations about key financial terms that you will need to know.

Human Resources

. Carlisle, B., Perera, A., Stutzman, S. E., Brown-Cleere, S., Parwaiz, A., & Olson, D. M. (2020). Efficacy of using available data to examine nurse staffing ratios and quality of care metrics. Journal of Neuroscience Nursing, 52(2), 78–83. 

2. This article looks at measurable outcomes in relation to the nurse-to-patient ratio.

. Olley, R., Edwards, I., Avery, M., & Cooper, H. (2019). Systematic review of the evidence Related to mandated nurse staffing ratios in acute care hospitals. Australian Health Review, 43, 288‒293. 

3. This article evaluates and summarizes current research on nurse staffing methods and relates those to outcomes.

· Capella Writing Center

· Introduction to the Writing Center. 

1. The writing center has numerous resources to help you better understand and improve your writing.

APA Style and Format

. Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Capella University Library

. BSN Program Library Research Guide. 

3. The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.

Other Campus Resources

. Using Kaltura [PDF]. 

4. This assessment asks you to record a reflective video using Kaltura or another tool of your choice. This Campus tutorial will guide you through the use of Kaltura.

Elise Wang

Director of Operations

I guess I’m glad someone’s asking about the EHR implementation. God, that was a nightmare. I think that ended up chewing up an entire year of my life, with different phases of rampup, and then implementation, and then, I don’t know, fallout. There were long stretches where I’d just wake up in the morning and have to force myself to get out of bed because I didn’t want to go in and deal with the day’s mess.

I know Stephen’s upset with a bunch of the process stuff, how we ended up using Healthix instead of a system more suited for our facility, and so on. And he’s got a big point! But to be honest, I think the trouble was a lot more localized. We were always going to pick *some* system, and every system has its quirks. Collaboration and Leadership Reflection

I think the whole thing was a massive, massive failure of change management. A place like this only works when there’s teamwork and collaboration. And that stuff doesn’t just happen, you have to make it work. And I was trying to lay the groundwork- I know the staff here, I know who responds to what, and I was trying to get things rolling with the kind of slow, collaborative process that we value here. But we had this abrupt, crash timeline with the corporate implementation coach coming, I think his name was Josh, and he just keeps bulldozing ahead and ignoring what people said to him, and that’s just a recipe for disaster. He irritated our IT guys when they had some concerns, and then they stopped cooperating. You know, absolute do-the-bare-minimum-required-and-nothing-further type thing, just short of a strike. And if I could kind of understand that on the human level, WOW was that unhelpful and disruptive. And pretty childish. It took Stephen calling them into his office and chewing them out for them to participate even grudgingly.

But I don’t know. I could have told him that if our IT people felt shut out of a thing they’d eventually be responsible for, they’d react badly. I *did* tell him that. But he didn’t listen.

We had kind of the same sort of situation with the nurses, too. But less childish in their case. They felt like the training process was leaving them unprepared and left behind, and they had to start making choices about using Healthix the right way or just taking care of patients. And they chose patients, of course, but that wasn’t good in the long run. I’m sure you’ll hear more about that from them when you start talking to them.

Chad Cook

IT Manager

Hey, there. I’m happy to talk to anybody and everybody about that stinking EHR. I came so close to quitting so many times with that that thing. Collaboration and Leadership Reflection

I gotta tell you, running IT in this place isn’t a picnic in the best of times. I like my coworkers and respect the other managers, but since this is a skilled nursing facility everyone acts like IT is an afterthought. And I kind of get that- for a long time, it was! But c’mon, we’re a couple of decades into the 21st century now, and technology is core to everything! It’s like trying to have a car without brakes or something.

So we’re underfunded and understaffed and overstretched to begin with. That means it takes most of our capacity to keep things running, not leaving us a ton of bandwidth for planning and for special projects. Which sucks, and is no way to run a railroad, but when I try to tell Stephen that he just sighs and says the budget is what it is. So you shrug and move on and wait for the whole thing to blow up.

My gut tightened up when Stephen decreed that we were doing a new EHR, then. I could see the need, for sure. But I could also see that we didn’t have the staff to really do it right, and probably weren’t going to take the time to even try. It was just rush rush rush, boom, here’s this new system that’s getting rammed down our throats by corporate, sprinting the whole way. And then this joker from corporate swoops in to tell us what to do and how to do it, never taking a moment to listen to me or my guys if we had something to say. By the sixth round of that, yeah, we got pretty irritated, and yeah, I might have taken my guys aside and told them it’d be fine by me if they did what was specifically asked of them and not a thing more. I mean, Corporate Josh is going to ignore our knowledge from making this place work? Fine, we’ll keep that knowledge to ourselves.

But you know what? Corporate Josh got to fly back to Baltimore and I had to sit here with my team and help the medical staff fight their way through the worst user interface I’ve ever seen. Had to be calm and patient when they got mad at the clunkiness and took it out on us because we were the only ones handy, even though we didn’t have any say in picking the stupid thing. Or then be the guy having Stephen yell at me that patient care is sliding because the care staff are having so much trouble with Healthix that they’re falling behind and crucial stuff isn’t getting entered and people’s medication schedules got blown. That was fun! I still get to be the guy who has to sweat through patch installations every two weeks and then go around apologizing for the bugs that pop up every. Single. Time. Collaboration and Leadership Reflection

I guess we’ve gotten through the worst of it, and nobody died because of it, but wow was that bad. And it would have been a whole lot easier if I could have at least felt like I was defending my own decision instead of something forced on me.

Care Staff

Shonda McCrae

RN

Ohhhhhhh, Healthix. I hate Healthix.

I got into this line of work because I wanted to help people, not because I wanted to fight with computers. I can barely work my phone! I mean, I don’t think I’m a dumb person by any means, but we’ve all got our strengths and being good with computers isn’t one of mine.

But OK, I know it’s a tool of the trade these days. I understand that. I liked the paper chart system, but I knew that we were way, way behind the times with it, and I was excited when Administrator Silva said we were getting with the times. Collaboration and Leadership Reflection

But it just hit us like a tidal wave! No time to talk about what we needed, no time to figure out what was best for us! Just this burst of workers showing up to install computers in all the rooms—and boy did that cause a mess, playing some kind of shell game with our patients from room to room—and then a couple hours of really half-assed training and then here we go, on our own. That “coach” they brought in, Josh Whatshisname, I tried to tell him that it takes me a while to learn how to do things on computers. He just kept pushing me away and telling me that the IT folks here would always be able to help me. As if. Those guys sit around and watch YouTube videos all day and won’t get off their butts unless Administrator Silva is on the phone personally telling them to go help out.

I remember the first week we were using Healthix, I kept having all kinds of trouble just logging in to the system to enter vital signs. You know, something that just takes a second with a paper chart. And should just take a second with a computerized system! But you try to log in and just get this error message saying “invalid security domain” or something like that. You re-enter your stuff, over and over, just getting more and more panicked and falling behind on your rounds! Then you get one of the IT guys to leave their YouTube to come and help you and they just shrug and have you try again for the tenth time, and then they tell you that it’s a known problem that Healthix has “trouble with authentication” sometimes. A known problem! Well that’s sure helpful!

I ended up just writing vitals down on paper again and then trying to catch up and reenter it all later in the shift when there was quiet time and I could try logging in again. But that didn’t work so well, because sometimes there’s not a quiet time, and sometimes you lose the sheets of paper, and it’s just a mess. And that’s not counting the times you couldn’t see some important note about a patient that’d been left in Healthix because you couldn’t log in! We’re lucky we got through that. Collaboration and Leadership Reflection

Lisa Cotrone

RN

I am so tired of talking about Healthix. I go home and complain about it to my husband every night. He’s sick of hearing about it. I’m sick of talking about it. But I hate it so much I can’t stop.

I’m a real practical person. If there’s something I need to get done, I want to get it done by the straightest route possible. I don’t want to have to monkey around with logins and go to this screen and then that screen and go through this pull-down list and try to remember what all the new abbreivations mean that are just a little bit different from the old abbreviations.

I’m not dumb. I can see why people want to use a system like Healthix. But holy cats did we do a bad job of setting it up here. After you log in, you have to click through three pages to get to the page we nurses need the most often to enter vitals and check for status notes. Why can’t we just make it so that that page is the first thing that comes up? I don’t know if that’s possible or not, because every time I suggest it, the IT guys just get huffy.

I just don’t like being told that all of this is the way it is, this or the highway. Take the time to explain it to me and I’ll be a lot more on board. Especially if you sit and listen to what I have to say. You might not even agree, just make me feel like I’m part of the process, not some little kid just being told what’s what. Collaboration and Leadership Reflection

Also: you better not tell her I said this, but I got really sick of Shonda’s cutesy oh-I-can’t-help-myself routine as we were trying to make it work. Sure, we were all frustrated, and sure that system was a stubborn mess. But suck it up and figure it out! Don’t just get all woe-is-me. I got so tired of getting yanked off of my own rounds so that I could come to her rescue. Especially when she knew that I wouldn’t be able to help her! It was tough not to feel like she just needed an audience for her little show.

I guess it’s better now, but there are still a lot of little pockets of hurt feelings here and there. Of course, there always are.

Nora Church

RN

Wow do I hate Healthix, and I especially hate the way we brought it in here. I was really excited when it was announced that we were installing it. It sounded great, and the list of stuff it was supposed to help us with sounded so awesome. But then once it got installed, the reality didn’t match the sales job at all! We got told this story about how our lives were going to be so easy, just entering information and having easy access to whatever we needed to see. Collaboration and Leadership Reflection

But then we just get thrown to the wolves, barely any training. A lot of our patients have been in the system for a while, and their info is all garbled and messed up in there. And that’s if you can get to it! Once it lets you log in—which might take a while, depending on what kind of mood the system’s in—you open the system and see 20 tabs you have to pick through, and maybe three of them are actually useful to you. And then as you’re poking through, every now and then the whole thing freezes up and just gives you a spinning circle for half a minute. When you’re in with a patient, you always want to be paying attention to them! But since we’ve installed Healthix, you’re always distracted by fighting with the computer.

Am I mad that management and IT here just left us hanging to figure it out on our own? You bet I am, but I’m not surprised. I’m used to that. Here’s the thing that really burns my butt: some of the nurses on staff who won’t help anyone else out. I hate to name names, but take Lisa Cotrone. She got her head above water faster than anyone else with this thing. It was still clunky for her, but she could get by. But you ask her for help and she gets all snippy at you really fast. “I figured it out, why can’t you?” is her whole approach to the world. That’s not helpful, and it doesn’t really leave me full of warm feelings for the long term.

I bet you heard this a lot, but I’m one more person who spent a couple of weeks carrying a little notebook with me on rounds, writing stuff down to enter later. I know a couple of patients missed meds because of that. It was a disgrace, and we’re lucky it wasn’t a full-on disaster to get us in the newspapers. Collaboration and Leadership Reflection

Conclusion

What are some of the ways in which staff collaboration failed in the implementation of the EHR?

Your response:

This question has not been answered yet.

What could have been done differently on the management side to facilitate better collaboration?

Your response:

This question has not been answered yet.

How about on the care staff side?

Your response:

This question has not been answered yet

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Collaboration and Leadership Reflection

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Community Health Assessment

Your Full Name (no credentials)

Capella University

NURS-FPX6218 Leading the Future of Health Care

Assessing Community Health Care Needs

Month, Year

Community Health Assessment

Note: Delete this note and all instructions from the worksheet before submitting it.

Executive Summary

General Condition and Public Health Needs

Based on your windshield survey, summarize the general condition and needs of your selected community from a public health perspective.

Environmental Analysis

Based on your environmental analysis, summarize the environmental factors affecting population health in your selected community, including the social determinants affecting community health.

Conclusions

Be sure to support your conclusions with relevant and credible evidence.

References

List your APA-formatted references here.

Appendix

Table 1: Windshield Survey and Environmental Analysis

Table directions:

Add table rows, as needed, for additional categories.

Enter the information (questions, observations and impressions, SWOT category, and references) for each category in columns 2–5.

Notes:

Cite applicable sources for each category of information, either the Internet or the Vila Health: Environmental Analysis and Windshield Survey simulation.

EPIDEMILOGY: PAPER TWO- ANALYSIS AND APPLICATION 1

3

EXISTING AT-RISK POPULATION

Epidemiology: Existing At-Risk Population

DNP-825-0502: Population Management

Existing At-Risk Population

Part one of population management identified that eating disorders is among key areas that benefit health practitioners through research (Rosenvinge, & Pettersen, 2015). Eating disorders are rampant cases in many people. Everyone is susceptible to having eating disorders. However, there is a group of people that are more susceptible to eating disorders than others. Adolescents are the most significant at-risk group for eating disorders. Various factors are been established to understand what make this group a more at-risk population than any other group. The factors that make this group more susceptible can be categorized into four main groups. There are social factors that are backed by the social interaction within the at-risk population’s environment, and there are biological factors that emanate from hereditary characteristics. Interpersonal and psychological factors are other dimensions. DNP- Leadership for Advanced Nursing Practice

Among the adolescent population, the group is susceptible to buckle and conform to social pressures they face. Girls face massive pressure from cultures that glorify “slimness” having a big body for girls attracts enormous stigma. As a result, girls find themselves at the cross paths of continuing their standard eating regimes that are perceived to cause lots of weight or either to practice fasting habits (DerMarderosian, Chapman, Tortolani, & Willis, 2018). In most cases, most girls choose the latter. From the boys’ perspective, society comes up with the notion that boys should have a “perfect body” (Pallotti, Tubaro, Casilli, & Valente, 2018). As a result, a group of adolescent boys are forced to conform to these ideas by having induced fasting periods in a bid to promote the “perfect body” culture (Limbers, Cohen, & Gray, 2018).

In another significant factor that leads to eating disorders, biological factors play a vital role in eating disorders. Research indicates that eating disorders are passed on through hereditary characteristics (Thornton, 2018). Adolescents with a parent who have had a history of eating disorders are likely to face the same problem (Boutelle, Braden, Knatz-Peck, Anderson, & Rhee, 2018). Recent research indicates that there is a massive contribution of genetic factors in eating disorders (Culbert, Slane, & Klump, 2018). Besides, research has shown that there is an enormous influence of biochemicals on eating disorders (Wenk, 2019). There are proofs that some chemicals, when induced, alter the brain’s ability to control hunger, appetite, and digestion (Wenk, 2019).

Interpersonal and psychological factors make adolescents more susceptible to eating disorders. At the age of twelve, many adolescent experiences many physical changes. Sometimes, these changes may take longer to occur (Avila, Park, & Golden, 2019). As a result, some adolescents may develop self-esteem. Besides, there are some adolescents who naturally have no self-esteem. This group of adolescents with natural problems of self-esteem are not considered in this regard. The problem of low self-esteem causes a ripple effect of many things, including contributing to eating disorders (Smink, 208). Adolescents are a group known for forging personal relationships by making new friends. In the middle of personal relationships, the adolescent may face a challenge such as broken relationships or difficulties in forming relationships. This phenomenon may lead to adolescents facing problems with the stress that, in turn, contribute to eating disorders. Research indicates that stress is a major course of eating disorders (Klatzkin, 2018). These suggestions from research, therefore, indicate that adolescents are the most at-risk population for eating disorders (Micali, Daniel, Ploubidis, & De Stavola, 2018).

Analysis of Population Data

There are three main types of eating disorders that face adolescents. Binge eating disorders are a problem that results from binge eating episodes. Bulimia Nervosa is characterized by eating excessive food. A persistently reduced intake of food characterizes anorexia nervosa. Binge eating disorder are also studied. Statistics indicate that there is a 1.2% prevalence among the American youth. In females, the prevalence was at 1.6%, while that of males being 0.8% (Ziobrowski, Brewerton, & Duncan, 2018). These statistics indicating that there was at least twice prevalence in females than in males. All the adolescents found to have cases of binge eating disorders were found to have impairments. 62.5 % of that population was found to have mild impairments while the rest percentage indicates significant impairments (Keski-Rahkonen, & Mustelin, 2016). This data is provided by the National comorbidity Survey Replication (NCS-R) of 2017. DNP- Leadership for Advanced Nursing Practice

Bulimia nervosa contributes to cases of eating disorders. The overall prevalence of this disorder is 0.3% among adolescents (Hessler, et al. 2019). Further statistics indicate that there is at least five times more prevalent in females than in males (Nagl et al., 2016). Results from the Sheehan disability scale suggest that 78% of adolescents facing bulimia nervosa problems indicated mild impairments (Hessler, et al. 2019). The rest 22% was reported to have severe impairments (Hessler, et al. 2019). More statistics suggest that there is a 1% chance in individuals’ lifetime to suffer bulimia nervosa. For anorexia nervosa statistics by NCS-R suggest that more than half of the adolescents suffering from the condition had previously suffered from other forms of eating disorders (Udo, & Grilo, 2018). Overall statistics reported that adolescents stated a 2.7% prevalence of eating disorders in their lifetimes. Overall statistics also suggest that there is twice more prevalence of eating disorders in females than in the male. In addition, there are indications that the incidence of eating disorders increased modestly with the increase in the age of adolescents. The statistics considered people between that age of 13-18 as the adolescent group.

Obstacles Facing Prevention and Promotion of Health Activities Concerning Eating Disorders

Preventing eating disorders faces significant challenges, especially for adolescents. The major challenge facing prevention is stigma. Adolescents face social stigma as they go to school or when they engage themselves in other activities (Leme, Philippi, Thompson, Nicklas, & Baranowski, 2019). There is a common problem, especially with weight. Girls considered being “plus-size” face several issues. Among them is the rejection they face in the social space. This rejection makes it a challenge convincing a girl that it is a health practice to develop good eating habits. On another hand, the cultural expectations of perfect bodies make the task of preventing cases of eating disorders. DNP- Leadership for Advanced Nursing Practice

The promotion of heath for eating disorder patients is also faced with several obstacles. First, patients live in denial that they are facing problems that require medical attention (Hernandez, & Hewitt, (Eds.). 2014). As a result, patients fail to attend clinics and other avenues where they can get help. Besides, some patients refuse to take advice or medications that is prescribed to them. There is also a significant challenge associated with the collaboration of stakeholders to promote health. Parents being the primary stakeholder in the treatment of their adolescent kids, fail to coordinate with medical practitioners in various ways. This failure results in adverse effects of treatment outcomes for eating disorder patients. It is, therefore, critical to note that the treatment of eating disorder patients faces several obstacles.

Stakeholders That Need to Collaborate in Issues of Eating Disorders

Several stakeholders need to come on board for collaboration to prevent and promote health in issues about eating disorders. The National Eating Disorder Association is a crucial entity. The association should collaborate with health facilities in the promotion of health. Activities such as raising awareness on eating disorders will only be harnessed through a collaboration between the two entities (Graham et al., 2019). This collaboration will go a long way in the sensitization of different people how the eating disorder is a real problem that requires medical intervention.

The second set of stakeholders that need to collaborate of formed by a triangle of four stakeholders. The first stakeholder is the doctor. A doctor is necessary for providing advice as well as performing formal treatments on patients. Teachers also have an essential role to play. Teachers are required to give formal advice on eating habits as well as encourage better eating habits. The teacher is supposed to coordinate with the adolescent students and the parent for prevention and promotion of health. The adolescents are central to the collaborative partnership, and they are required to collaborate will all the stakeholders in the partnership. Finally, the parent plays a significant role in the promotion of excellent eating habits as well as ensuring adolescents get advice and medical attention when necessary. This collaboration would be efficient in the prevention and promotion of health in the eating disorder space. DNP- Leadership for Advanced Nursing Practice

References

Avila, J. T., Park, K. T., & Golden, N. H. (2019). Eating disorders in adolescents with chronic gastrointestinal and endocrine diseases. The Lancet. Child & Adolescent Health, 3(3), 181. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/30638841

Boutelle, K. N., Braden, A., Knatz-Peck, S., Anderson, L. K., & Rhee, K. E. (2018). An open trial targeting emotional eating among adolescents with overweight or obesity. Eating disorders, 26(1), 79-91. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10640266.2018.1418252.

Culbert, K. M., Slane, J. D., & Klump, K. L. (2018). Genetics of eating disorders. In Annual Review of Eating Disorders (pp. 35-50). CRC Press. Retrieved from https://www.taylorfrancis.com/books/e/9781315380063/chapters/10.4324/9781315380063-9.

DerMarderosian, D., MD, Chapman, H. A., MD, Tortolani, C., PhD, & Willis, Matthew D., MD, MPH. (2017). Medical considerations in children and adolescents with eating disorders. Child and Adolescent Psychiatric Clinics of North America, 27(1), 1-14. doi:10.1016/j.chc.2017.08.002

Graham, A. K., Wildes, J. E., Reddy, M., Munson, S. A., Barr Taylor, C., & Mohr, D. C. (2019). User‐centered design for technology‐enabled services for eating disorders. International Journal of Eating Disorders, 52(10), 1095-1107. doi:10.1002/eat.23130

Hernandez, L. M., & Hewitt, M. (Eds.). (2014). Implications of health literacy for public health: Workshop summary. National Academies Press. Retrieved from https://books.google.com/books?hl=en&lr=&id=vYmcBAAAQBAJ&oi=fnd&pg=PT16&dq=Hewitt,+M.,+%26+Hernandez,+L.+M.+(2014).+Implications+of+health+literacy+for+public+health.&ots=qMmopUVa-9&sig=Vqm7fP4dRYbEc9RmDjGjS2c5U2c#v=onepage&q=Hewitt%2C%20M.%2C%20%26%20Hernandez%2C%20L.%20M.%20(2014).%20Implications%20of%20health%20literacy%20for%20public%20health.&f=false

Hessler, J. B., Heuser, J., Schlegl, S., Bauman, T., Greetfeld, M., & Voderholzer, U. (2019). Impact of comorbid borderline personality disorder on inpatient treatment for bulimia nervosa: analysis of routine data. Borderline personality disorder and emotion dysregulation, 6(1), 1. Retrieved from https://bpded.biomedcentral.com/articles/10.1186/s40479-018-0098-4.

Keski-Rahkonen, A., & Mustelin, L. (2016). Epidemiology of eating disorders in Europe: prevalence, incidence, comorbidity, course, consequences, and risk factors. Current opinion in psychiatry, 29(6), 340-345. Retrieved from https://journals.lww.com/co-psychiatry/Abstract/2016/11000/Epidemiology_of_eating_disorders_in_Europe_.5.aspx

Klatzkin, R. R., Gaffney, S., Cyrus, K., Bigus, E., & Brownley, K. A. (2018). Stress-induced eating in women with binge-eating disorder and obesity. Biological psychology, 131, 96-106. Retrieved from https://www.sciencedirect.com/science/article/pii/S0301051116303374.

Leme, A. C. B., Philippi, S. T., Thompson, D., Nicklas, T., & Baranowski, T. (2019). “Healthy habits, healthy girls-brazil”: An obesity prevention program with added focus on eating disorders. Eating and Weight Disorders: EWD, 24(1), 107-119. doi:10.1007/s40519-018-0510-5

Limbers, C. A., Cohen, L. A., & Gray, B. A. (2018). eating disorders in adolescent and young adult males: prevalence, diagnosis, and treatment strategies. Adolescent health, medicine and therapeutics, 9, 111. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6091251/.

Micali, N., Daniel, R. M., Ploubidis, G. B., & De Stavola, B. L. (2018). Maternal Prepregnancy Weight Status and Adolescent Eating Disorder Behaviors: A Longitudinal Study of Risk Pathways. Epidemiology, 29(4), 579-589. Retrieved from https://journals.lww.com/epidem/Abstract/2018/07000/Maternal_Prepregnancy_Weight_Status_and_Adolescent.20.aspx

Nagl, M., Jacobi, C., Paul, M., Beesdo-Baum, K., Höfler, M., Lieb, R., & Wittchen, H. U. (2016). Prevalence, incidence, and natural course of anorexia and bulimia nervosa among adolescents and young adults. European child & adolescent psychiatry, 25(8), 903-918. Retrieved from https://link.springer.com/article/10.1007/s00787-015-0808-z.

Pallotti, F., Tubaro, P., Casilli, A. A., & Valente, T. W. (2018). “You see yourself like in a mirror”: the effects of internet-mediated personal networks on body image and eating disorders. Health communication, 33(9), 1166-1176. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10410236.2017.1339371.

Rosenvinge, J. H., & Pettersen, G. (2015). Epidemiology of eating disorders part III: Social epidemiology and case definitions revisited. Advances in Eating Disorders, 3(3), 320-336. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/21662630.2015.1022197

Smink, F. R., van Hoeken, D., Dijkstra, J. K., Deen, M., Oldehinkel, A. J., & Hoek, H. W. (2018). Self‐esteem and peer‐perceived social status in early adolescence and prediction of eating pathology in young adulthood. International Journal of Eating Disorders, 51(8), 852-862. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1002/eat.22875.

Thornton, L. M., Munn-Chernoff, M. A., Baker, J. H., Juréus, A., Parker, R., Henders, A. K., … & Kirk, K. M. (2018). The anorexia nervosa genetics initiative (ANGI): Overview and methods. Contemporary clinical trials, 74, 61-69. Retrieved from https://www.sciencedirect.com/science/article/pii/S1551714418302751

Udo, T., & Grilo, C. M. (2018). Prevalence and correlates of DSM-5–defined eating disorders in a nationally representative sample of US adults. Biological psychiatry, 84(5), 345-354. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0006322318314409.

Wenk, G. L. (2019). Your brain on food: How chemicals control your thoughts and feelings. Oxford University Press. Retrieved from https://books.google.com/books?hl=en&lr=&id=QPiFDwAAQBAJ&oi=fnd&pg=PP1&dq=chemicals+that+lead+to+brains+ability+to+control+hunger&ots=S4CUW87DHr&sig=kM48cp-y1Goqoou1h11lUOJAj_I#v=onepage&q=chemicals%20that%20lead%20to%20brains%20ability%20to%20control%20hunger&f=false

Ziobrowski, H., Brewerton, T. D., & Duncan, A. E. (2018). Associations between ADHD and eating disorders in relation to comorbid psychiatric disorders in a nationally representative sample. Psychiatry Research, 260, 53-59. doi:10.1016/j.psychres.2017.11.026

I, (Bola Odusola-Stephen), verify that I have completed (10) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – DNP- Leadership for Advanced Nursing Practice

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. DNP- Leadership for Advanced Nursing Practice

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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