Identify the 4 peer-reviewed research articles you reviewed, citing each in APA format.

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Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.

Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.

In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Format your Assignment as an Annotated Bibliography. Be sure to address the following:

Identify the 4 peer-reviewed research articles you reviewed, citing each in APA format.
Include an introduction explaining the purpose of the paper.
Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
In your conclusion, synthesicles. NO OLDER THAN 5 YEARS
Use APA format and include a title page ize the findings from the 4 peer-reviewed research art.

REFERENCES: Please use

1. https://doaj.org/article/01d0b14596e4496d92ef16177ed2c5a1?
2. ttps://class.co.tent.laureate.net/6d9a2ec9f787fcfd21087636c6e61b45.pdf
3. https://www.healthit.gov/faq/what-electronic-health-record-ehr
4. McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 267–287)
Chapter 15, “Informatics Tools to Promote Patient Safety and Quality Outcomes” (pp. 293–317)
Chapter 16, “Patient Engagement and Connected Health” (pp. 323–338)
Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 341–355)
Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 359–388)

Discuss and analyse the way in which ONE symptom from the following list experienced by that patient may be ASSESSED using a person centred approach relevant to the context of the scenario.

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Discuss and analyse the way in which ONE symptom from the following list experienced by
that patient may be ASSESSED using a person centred approach relevant to the context of
the scenario. Context introducing patient chosen and rationale for symptom choice (150 words),
Impact of the social situation of your patient on their experiences of this symptom (250
words)
Literature review guiding choice of action (300 words)
Outline the assessment approach you might take with your patient for your chosen
symptom, informed by your literature review (200 words),
Conclusion (150 words)

Analyze relationship between the quality and integrity of data entered into a database and the resulting effect on the quality of patient care.

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Information and technology skills are essential for all nurses to have, but especially for nurse informaticists. This assignment requires you to consider how information and technology connect to patient care outcomes and a safe care environment.

Explain why information and technology skills are essential for safe patient care.

Identify the baccalaureate nurse’s role in championing the use of information and technology to improve safety and patient outcomes.

Provide examples of how nurses use technology to make health care-related decisions.

Analyze relationship between the quality and integrity of data entered into a database and the resulting effect on the quality of patient care.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

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CASE 2 INSTRUCTIONS

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

Examine Case 2: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
• Decision #1: Differential Diagnosis
o Which Decision did you select?
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
• Decision #2: Treatment Plan for Psychotherapy
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

• Decision #3: Treatment Plan for Psychopharmacology

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

• Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

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An understanding of the neurological and musculoskeletal systems is a critically important component of disease and disorder diagnosis and treatment. This importance is magnified by the impact that that these two systems can have on each other. A variety of factors and circumstances affecting the emergence and severity of issues in one system can also have a role in the performance of the other.

Effective analysis often requires an understanding that goes beyond these systems and their mutual impact. For example, patient characteristics such as, racial and ethnic variables can play a role.

Photo Credit: jijomathai –

An understanding of the symptoms of alterations in neurological and musculoskeletal systems is a critical step in diagnosis and treatment. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)
In your Case Study Analysis related to the scenario provided, explain the following:

Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

How do you think that complexity science and quantum leadership systems thinking provide aframework for an initiative to advance the competencies and skills of frontline managers and tochange the management culture to a leadership culture in an organization?

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Case Study 1-1Transforming LeadersCameryn is the vice president for professional development at a large metropolitan hospital in theMidwest. She has been in her role for 6 years and has accepted new responsibilities over the years,widening her scope of work to include the direction of all of the clinical nurse specialists (CNSs), the newgraduate residency program, and the research- and evidence-based practice initiatives. She alsooversees the Magnet program, which strives for continual readiness for redesignation.Cameryn and some of the other leaders in the organization have become concerned about thecompetence level of some nurse managers and their assistant managers, clinical leads, and shiftsupervisors. The managers and others “get the job done,” but they do not seem to be focused oninspiring the workforce to achieve excellence in their work or preparing potential leaders for succession.In fact, some managers seem to be threatened by informal leaders who excel in the clinical setting; theyfail to encourage them to develop their skills and competencies to assume direct leadership roles in thefuture.For all in manager and supervisory roles, the hospital provides a quarterly leadership educational eventwith motivational speakers. The feedback regarding the leadership event is positive, and managers areexpected to share with their staff the new knowledge gained from the motivational speakers andpresentations. How this new knowledge is shared and disseminated is not assessed. Cameryn wonderswhether it is shared at all and questions how well the leadership messages are integrated into the dailybehaviors and activities of the managers.Cameryn has been reading about transformational leadership and how one of the characteristics of atransformational leader is to inspire others to achieve what they previously thought was impossible.Cameryn reflects on those in her own career who inspired her to return to school for further educationand ultimately to seek roles where she could influence nursing practice and patient care. In her heart,she wants to provide the same experience for all developing nurse leaders in the clinical setting and alsoin beginning-level management positions. She believes that management is far more than “getting the

1/13/2021CASE STUDY 1https://fiu.instructure.com/courses/92946/assignments/10861922/4job done and completing tasks” and needs to include behaviors that transform individuals into those whohave a thirst for new knowledge and quest to constantly change the status quo to achieve excellence intheir work.Cameryn is inspired to do something about the development of the nurse managers. She realizes thatthe first step would be to inspire her colleagues to embrace the same vision for nursing leadership at alllevels within the organization, especially with their focus on managing budgets and meetingorganizational priorities. Cameryn is convinced that with better prepared frontline managers, many of theorganizational priorities could be achieved more expediently. She wants the group to examine thecurrent roles expected of clinical leads, shift supervisors, nurse managers, and their assistants and thepersonal and experience requirements for the roles. She also wants to impress upon her colleagues thattheir own behaviors strongly influence those who are watching their interactions with others and dailybehaviors in their roles. She realizes that this is a sensitive subject, and she decides to develop astrategy to informally lead her colleagues on a journey for their own improvement and to influence themto improve the experience of their direct reports. She realizes that the interconnection between hercolleagues and their direct reports is critical for the changes that she envisions to transform every nursemanager and supervisor into true inspirational leaders.Cameryn decides to move beyond the occasional inspirational speaker and elects to empower themanagement team at all levels with as much information as possible about transformational leadership,workplace empowerment, healthy work environment, and nursing excellence. She works with theCollaborative Governance Council for Professional Development to initiate a leadership journal club forclinical leaders and all levels of management. The journal club is led by the members of the ProfessionalDevelopment Council who choose the journal articles to read and review. The council also establishesgroup meeting norms, leads the discussions about the articles, and creates a short summary of thearticles for all of the nursing staff to read in the Magnet Nursing Newsletter.Cameryn also decides that it is important to determine the actual learning needs of those in managementpositions, so she develops a self-assessment tool using the leadership domains outlined by theAmerican Organization of Nurse Executives and the Benner levels of competency as the response set.The new assessment tool provides information as to how each manager, assistant manager, clinicallead, and shift supervisor perceives his or her level of competence in each of the leadership domains.From that information, Cameryn plans to develop educational content and experiences that are targetedto areas where managers perceive themselves to be least competent. She also meets with those whoare more expert in the leadership domains and discusses their mentoring those who are lessexperienced and competent and presenting some of the formal content needed for development of thefrontline leadership team.Recognizing that professional development is a very complex and multileveled task, Cameryn also plansto develop educational content and experiences for the more expert group to teach them how to mentorothers and how to prepare and present educational content using teaching methods that are innovative,engaging, and inspiring to the learners. Cameryn realizes how interconnected each level of the plan is

1/13/2021CASE STUDY 1https://fiu.instructure.com/courses/92946/assignments/10861923/4CASE STUDY RUBRICand how necessary it is to create a fluid and adaptable project management plan to guide the variousstages of development to transform nurse managers into true leaders.She soon realizes that in her work with the collaborative governance councils to develop an educationalintervention for the frontline managers she has forgotten to engage the Human Resources department,which is also responsible for leadership development. There are many indications of their discontent withher new leadership development program. When Cameryn recognizes their concern, she meets withthem to discuss ways that Human Resources could be instrumental in the assessment and developmentof frontline managers.Needless to say, not all of her colleagues embrace her vision to transform the leaders in theorganization. Many barriers emerge that would dissuade most from continuing to achieve their vision,and Cameryn is disappointed at times and must continually refocus her energies to remain on coursedespite the barriers. When she recognizes that one of her colleagues or one of the nurse managers isnot “on board,” she spends personal time talking with that person and helping to translate the vision sothat it could become his or her reality as well. She is continually engaged in dialogue with others tosupport the change effort, and she formally recognizes the actions and efforts of those who are involvedin mentoring less experienced nurse leaders and those who are involved in the educational activities.The transformational process has taken several years, but reflecting on the progress, Cameryn and hercolleagues believe that significant changes have occurred in the organization and that nurse leaders atevery level have benefited from the efforts to enhance the competencies and skills of the frontlinemanagers. The benefits of the program are validated with significant improvements in employee opinionsurveys and in surveys to assess healthy work environment.

Questions

1. How do you think that complexity science and quantum leadership systems thinking provide aframework for an initiative to advance the competencies and skills of frontline managers and tochange the management culture to a leadership culture in an organization?

2. How effective do you think Cameryn was in transforming the leadership culture in her organization?What might she have done differently to facilitate the change process?

3. One of the roles of the quantum leader is to read the signposts that give direction and feedbackregarding the change process. What were some of the signposts that Cameryn encountered duringthe development of the frontline manager group, interactions with her colleagues, and the encounterwith the Human Resources department?

4. In your opinion, what effect will advancing the frontline managers, her own colleagues’ competence,and transformational leadership culture have on the organizational climate, nursing satisfaction, andeven patient outcomes?

Does the use of Chlorhexidine bath wipes decrease the rate of hospital-acquired bloodstream infections?

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Does the use of Chlorhexidine bath wipes decrease the rate of hospital-acquired bloodstream infections?

Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of holistic, safe, and quality care.

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The Addressing Bias assignment must be completed by Sunday, 11:59 p.

m. (MT) at the end of Week 3. This assignment is worth 12.5% of your overall grade. The details for this assignment are located and listed below. Please note that this assignment goes to Turnitin.

Week 3: Addressing BiasPreview the document

Click here for transcript (Links to an external site.)
Purpose
In today’s current healthcare settings, the increasing diversity, globalization, and expanding technologies produce complex ethical pressures that influence nursing practice and practice outcomes. To be effective in a master’s-prepared advanced nurse practice role it is important to understand personal values, beliefs, strengths, and limitations. The purpose of this assessment is to promote introspective reflection related to implicit and/or explicit personal biases. Students will develop a plan to reduce bias and promote personal and professional growth.

Course Outcomes
CO 1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (PO 1-5)

CO 2: Apply concepts of person-centered care to nursing practice situations. (PO 1, 2, 5)

Total Points Possible
This assessment is worth 125 points.

Due Date
Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 3.

Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Requirements
Criteria for Content

Complete a self-inventory on personal biases you hold. The biases might be implicit or explicit.

In a one to two-page summary, address the following.
Identify your selected specialty track (education, executive, family nurse practitioner, healthcare policy, or nursing informatics).
Discuss how biases can impact outcomes in selected nursing practice settings.
Identify personal biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religions that are different than your own.
Select one bias that you have.
Develop one strategy to reduce this bias.
Preparing the paper
Submission Requirements

Application: Use Microsoft Word 2013™ to create the written assessment.
Length: The paper (excluding the title page and reference page) is at minimum of two pages.
A minimum of two (2) scholarly literature references must be used. Make sure to use references that are current, no older than 5 years.
Submission: Submit your files: Last name_First initial_Assessment 2_Addressing Bias
Best Practices in Preparing the Project

The following are best practices in preparing this project.

Review directions thoroughly.
Follow submission requirements.
Make sure all elements on the grading rubric are included.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
Title page, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
Ideas and information that come from scholarly literature must be cited and referenced correctly.
A minimum of two (2) scholarly literature references must be used.
Abide by CCN academic integrity policy.
Rubric
Week 3: Addressing Bias Guidelines with Scoring Rubric
Week 3: Addressing Bias Guidelines with Scoring Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction
12 pts
Presentation of information is comprehensive and concise and includes all of the following elements. • General statements on biases • General statements on how biases influence interactions and affect outcomes nursing practice and profession • Identification of sections of the paper • Support from scholarly literature
11 pts
Presentation of information is superficial and includes all of the following elements. • General statements on biases • General statements on how biases influence interactions and affect outcomes nursing practice and profession • Identification of sections of the paper • Support from scholarly literature
10 pts
Presentation of information is minimally demonstrated and includes all of the following elements. • General statements on biases • General statements on how biases influence interactions and affect outcomes nursing practice and profession • Identification of sections of the paper • Support from scholarly literature
5 pts
Presentation of information in one of the following elements fails to meet expectations or is missing the following. • General statements on biases • General statements on how biases influence interactions and affect outcomes nursing practice and profession • Identification of sections of the paper • Support from scholarly literature
0 pts
Presentation of information in two or more of the following elements fail to meet expectations or are missing the following. • General statements on biases • General statements on how biases influence interactions and affect outcomes nursing practice and profession • Identification of sections of the paper • Support from scholarly literature
12 pts
This criterion is linked to a Learning OutcomeDiscussion of Bias (first person can be used)
38 pts
Presentation of information is comprehensive and concise and includes all of the following elements. • Identifies selected specialty track • Discusses how biases can influence and affect outcomes in selected specialty area of professional practice • Provides citations from scholarly nursing literature
33 pts
Presentation of information is superficial in places and includes all of the following elements. • Identifies selected specialty track • Discusses how biases can influence and affect outcomes in selected specialty area of professional practice • Provides citations from scholarly nursing literature
30 pts
Presentation of information is minimally demonstrated and includes all of the following elements. • Identifies selected specialty track • Discusses how biases can influence and affect outcomes in selected specialty area of professional practice • Provides citations from scholarly nursing literature
14 pts
Presentation of information in one of the following elements fails to meet expectations or is missing the following. • Identifies selected specialty track • Discusses how biases can influence and affect outcomes in selected specialty area of professional practice • Provides citations from scholarly nursing literature
0 pts
Presentation of information in two or more following elements fail to meet expectations or are missing the following. • Identifies selected specialty track • Discusses how biases can influence and affect outcomes in selected specialty area of professional practice • Provides citations from scholarly nursing literature
38 pts
This criterion is linked to a Learning OutcomeIdentification of Personal Bias (first person can be used)
6 pts
Presentation of information is comprehensive and concise and includes all of the following elements. • Identifies one personal bias • Identifies if the bias is implicit or explicit in nature
4 pts
Presentation of information is minimally demonstrated and includes all of the following elements. • Identifies one personal bias • Identifies if the bias is implicit or explicit in nature
2 pts
Presentation of information in one of the following elements fails to meet expectations or is missing the following. • Identifies one personal bias • Identifies if the bias is implicit or explicit in nature
0 pts
Presentation of information in both following elements fail to meet expectations or are missing the following. • Personal bias is not identified. • Nature of bias is not identified.
6 pts
This criterion is linked to a Learning OutcomeStrategy to Reduce Bias (first person can be used)
19 pts
Presentation of information is comprehensive and concise • Develops one strategy to reduce bias
15 pts
Presentation is minimally demonstrated • Develops one strategy to reduce bias
0 pts
Presentation of information is missing • Strategy to reduce bias is not developed.
19 pts
This criterion is linked to a Learning OutcomeSelf-Reflection (first person can be used)
32 pts
Presentation of information is comprehensive and concise and includes all of the following elements. • Summary regarding what was learned from completing this assessment • Statements on how this assessment will change future professional practice
28 pts
Presentation of information is good but superficial in places and includes all of the following elements. • Summary regarding what was learned from completing this assessment • Statements on how this assessment will change future professional practice
26 pts
Presentation of information is minimally demonstrated in all of the following elements. • Summary regarding what was learned from completing this assessment • Statements on how this assessment will change future professional practice
12 pts
Presentation of information in one of the following elements fails to meet expectations or is missing the following. • Summary regarding what was learned from completing this assessment • Statements on how this assessment will change future professional practice
0 pts
Presentation of information in the following elements fail to meet expectations or are missing the following. • Summary regarding what was learned from completing this assessment • Statements on how this assessment will change future professional practice
32 pts
This criterion is linked to a Learning OutcomeAPA Format
12 pts
APA guidelines, as per the current edition of the manual, are demonstrated for the • title page; • body of paper (including citations and headings); and • reference page. One deduction for each type of APA format error. 0 to 1 APA error is present
11 pts
APA guidelines, as per the current edition of the manual, are demonstrated for the • title page; • running head; • body of paper (including citations and headings); and • reference page. One deduction for each type of APA format error. 2–3 APA errors are present
10 pts
APA guidelines, as per the current edition of the manual, are demonstrated for the • title page; • running head; • body of paper (including citations and headings); and • reference page. One deduction for each type of APA format error. 4–5 APA errors are present
5 pts
APA guidelines, as per the current edition of the manual, are demonstrated for the • title page; • running head; • body of paper (including citations and headings); and • reference page. One deduction for each type of APA format error. 6–7 APA errors are present
0 pts
APA guidelines, as per the current edition of the manual, are demonstrated for the • title page; • running head; • body of paper (including citations and headings); and • reference page. One deduction for each type of APA format error. 8 or greater APA errors are present
12 pts
This criterion is linked to a Learning OutcomeWriting Mechanics
6 pts
1–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual
5 pts
3–4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual
4 pts
5–6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual
2 pts
7–8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual
0 pts
9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual
6 pts
This criterion is linked to a Learning OutcomeReferences and Page Length Note: Students are to use at least two (2) scholarly references current within 5 years. The paper (excluding the title page and reference page) should be at least one but no more than two pages.
0 pts
2 Point Deduction Does not use at least two (2) current scholarly references and/or exceeds required page length.
0 pts
No deductions full points
0 pts
This criterion is linked to a Learning OutcomeLate Deductions
0 pts
0 pts lost – submission met deadline
0 pts
student does not meet the deadline for submission 10% per day up to 30% total (3-days)
0 pts
Total Points: 125

Create a quality improvement process for an individual organization and incorporate all current regulations regarding quality control.

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Solutions to a Healthcare Concern to Enhance Positive Health Outcomes:
1) Identify ONE projected quality improvement issue based on research “Decreasing Incidences of Hypertension in African American Adults in the Primary Care Setting through Education and Nutrition.”
2) Create a quality improvement process for an individual organization and incorporate all current regulations regarding quality control.

Grading tool
1) Quality (e.g. use of varied sources, evaluated and validated sources, accurate information). Addressed all required information/explanation. Broad spectrum of information
2) The paper demonstrates that the author fully understands and has applied concepts learned in the course.
3) Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas
4) The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by statement of a position or hypothesis.
5) In‐depth discussion & elaboration in all sections of the paper.
6) Ties together information from all sources. Paper flows from one issue to the next without the need for headings. Author’s writing demonstrates an understanding of the relationship among material obtained from all sources.
7) More than required current sources, of which at least 70% of these sources are peer‐reviewed journal articles or scholarly book.
8) Sources include both general background sources and specialized sources. Special‐interest sources and popular literature are acknowledged as such if they are cited.
9) All web sites utilized are authoritative. Cites all data obtained from other sources. Most current APA citation 7th edition style is used in both text and bibliography.

What does the Institute Of Medicine (IOM) say about the need of Nurse Practitioners?

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Select and describe an Advanced Nurse Practitioner role.
Why are you becoming a Nurse Practitioner?
Find one research article, expert opinion about the Nurse Practitioner role and summarize the article.
What does the Institute Of Medicine (IOM) say about the need of Nurse Practitioners?
Identify and describe the effects that you will have as an advanced practice nurse in terms of healthcare industry and patient outcomes.