Agencies for Quality

Explore one of the agencies for quality improvement listed in this module’s lecture. Write a one-page summary of what the agency does, who it affects, and how it is utilized. Below is the list of agencies. 

Agencies for Health Care Quality

There are many agencies that assist hospitals in becoming expert in using continuous quality improvement. Key organizations include:

  • The Institute of Medicine,
  • The Agency for Healthcare Research and Quality,
  • The National Quality Forum,
  • The Joint Commission,
  • The Magnet Recognition Program,
  • The Institute for Healthcare Improvement,
  • and, of course, the nursing student’s friend, Quality and Safety Education for Nurses (QSEN).

English 101

Assignment Guide: The Compare/Contrast Essay

Assignment Prompt

For this assignment, you will be writing a 
contrast essay–an 
exploratory piece of writing in which you attempt to show readers how two topics are similar, different, or a combination of the two: both similar and different. Whether you 
focus exclusively on comparing, exclusively on contrasting, or a mix of both, is totally up to you. However, regardless of which approach you decide to take, you will want to include a strong 
claim statement, at least three effective 
supporting points, and a streamlined 
point-by-point organizational strategy

Assignment-Specific Requirements:

Length: This assignment should be at least 750 words. 


Underline your 
thesis statement or the main 
claim of your essay.

Sources Needed: Two reliable and 
credible sources are required for this assignment. Be sure to use 
MLA guidelines for all in-text and 
Works Cited citations. 

While we encourage you to acquire sources from Gale’s Opposing Viewpoints, you may access credible, 
scholarly sources from other resources.  Tertiary sources, such as online encyclopedias, dictionaries and Wikipedia, are not 
scholarly sources, and should not be cited within your work; however, they may offer helpful foundational information as you develop your understanding of an issue. (For more information, please review Berkley University’s resource on scholarly and popular sources: 
“Evaluating Resources.”)

Page Formatting: See 
Appendix C – Formatting and Submitting Your Work


 Requirements: See 
Formatting your Essay: MLA 8th Edition

Rhetorical Mode

contrast essays are both creative and 
analytical in nature. They are typically more formal than a personal narrative in the sense that they are written from a 
third-person perspective, where a writer is not injecting their own opinion directly using “I” or “me” 

To prove points–
contrast essays rely on 
researched evidence, and not personal opinion or experience, per se. When you choose two topics, you will have numerous options for comparing and contrasting them–much more than you can actually use in a single paper. Therefore, you will need to decide what elements are worth comparing and contrasting, and why. This is the seek and discover part of the essay, but also the creative part. For example, another writer may choose the same two topics as you, but their essay may rest entirely on 
thesis and 
supporting points. When you limit your 
supporting points to those points you think you can prove most effectively, you are maximizing your creative and 
analytical writing abilities.  

Rhetorical Considerations


Remember that this is an 
exploratory paper: The piece of writing should show readers, through the inclusion of careful detail and specifics, and strong 
supporting points, how your two topics are similar, different, or a combination of the two: similar and different. 


contrast essay is written for someone else–either a single 
reader or a community of readers. When choosing the points you want to use to show readers that your topics are similar, different, or a combination of the two, you should keep this 
audience in mind, making sure that you are choosing the most effective points possible to show how your two topics are similar or different.     

In this instance, you are writing to show readers that your two topics are similar, different, or a combination of the two (similar and different). Keep this 
audience in mind by emphasizing the 
claims throughout the essay. 


This is a formal writing project, written in 
third-person, relying on strong 
organizational strategies, integrating 
researched evidence, and following 
MLA formatting guidelines. 

Six Features of a 
Compare and 
Contrast Essay







Contains a strong and succinct 
claim statement that outlines whether the two topics are similar, different, or a combination of the two, and at least three 
supporting points that can boost that 
claim. A sample 
thesis might look like this:

Although curriculum A and curriculum B are similar in their student success goals, they are very different when it comes to their structure, topics, and scoring. 



s: Utilizes 
transitional words and phrases that help the 
audience (or 
reader) move more easily from idea to idea, sentence to sentence, and paragraph to paragraph.  

1. *Note–
transitions do not only occur in topic sentences but throughout the essay. When you are moving from one idea to the next, whether between two sentences or between two paragraphs, you will want to include 
language that can help bridge your ideas (and sentences/paragraphs). Some examples might be “in addition to,” “next.”  





 Signals: In addition to more typical 
transitional words and phrases, this essay should also include 
contrast specific signals, emphasizing for readers how and why your topics are alike or different. Here are some example: 

1. similar: in addition, by comparison, similarly

2. different: however, in 
contrast, differing from


Point-by-Point Organizational Strategy

The essay should follow the point-by-point approach to showcase the use of 
synthesize your own 
supporting points with 
researched evidence, and build a fully developed essay with an 
introduction, several body paragraphs, and a 
conclusion. For this kind of 
organization, you will create a 
topic sentence for each 
body paragraph that outlines a 
contrast point regarding both topics and use the 
body paragraph to show readers how your two topics are similar, different, or similar and different. 

Reliable and 

Credible Sources

The essay should integrate at least two reliable and 
credible sources (also known as “
scholarly sources”) to help prove the 
claims to readers and to boost or substantiate the 
supporting points that you have created for your two topics. 




As with any writing project, the final draft of this essay should be carefully reviewed for clarity and correctness. This includes checking 
word choice
sentence structure
transitions/coherence, and 
MLA formatting.

Choosing a Topic for Your 
Contrast Essay

Selecting the right topic is an important step in ensuring your success in writing a 




 essay. You’ll want to choose a topic that has the following features:

· Of interest to you

· Relevant

· Current

· Debatable 

· Well-researched

Narrow in scope

· Academic or “scholarly” in nature

Topics to avoid, as they are either too complex to 




 in a single essay, or not considered appropriate for an academic or scholarly argument, are as follows:

For/against . . .

· The death penalty

· Euthanasia or self-assisted death

· Abortion 

· The (il)legalization of drugs (e.g. marijuana) 

· Religion or religious readings (e.g. existence of a higher order/being, or life after death)

· Gun rights/rules

· Global warming 

Please do not select one of the above topics, as your essay may be returned without grading, and you will be asked to rewrite it. 

Need assignment ideas?  

Take a look at this valuable resource from the University of North Carolina at Chapel Hill's Writing Center: 
 Topic Ideas

Poster about Hypertension in Homeless population

Please see the attachment for the instructions 

mental health

Rasmussen University – Mental Health Care Plan

A. Patient identifiers:

Age: Gender: Ht: Wt. Code Status:


Development Stage (Erikson): Give the stage and rationale for your evaluation

Health Status

Date of admission:

Activity level: Diet:

Fall risk (indicate reason)

Client’s description of health status

Allergies: (include type of reaction)

Reason for admission:

Past medical history that relates to admission:

Socio-cultural Orientation

Cultural and Ethnic Background with current practices:


Family system: (Support system)


Occupation: (across the lifespan)

Patterns of living: (define past and current)

Barriers to independent living:

Healthcare systems elements (continued) ALLERGIES:

Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication.

DEFINE 1: What the medications Mechanism of Action AND 2: Why the patient is taking the medication?

Medication Classification Dosage Rationale Possible negative outcomes

Psychiatric Diagnosis and DSM 5 Diagnostic Criteria

History of Present Psychiatric Illness

(Presenting signs & symptoms/ Previous Psychiatric Admission / Outpatient Mental Health Services)


Pathophysiology – (to the cellular level)

Medical Diagnosis

Clinical Manifestations (all data subjective and objective: labs, radiology, all diagnostic studies) (What symptoms does your client present with?)


Treatment (Medical, medications, intervention and supportive)

Risk Factors (chemical, environmental, psychological, physiological and genetic)

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

General Appearance

Presenting Appearance (nutritional status, physical deformities, hearing impaired, glasses, injuries, cane)
Basic Grooming and Hygiene (clean, disheveled and whether it is appropriate attire for the weather)

Gait and Motor Coordination (awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest),
posture (slouched, erect),
any noticeable mannerisms or gestures

Level of Participation in the Program/Activity (Group attendance and milieu participation, exercise)

Manner and Approach

Interpersonal Characteristics and Approach to Evaluation (oppositional/resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness)

Behavioral Approach (distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor/considerable reinforcement and soothing).
Coping and stress tolerance.

Speech (normal rate and volume, pressured, slow, loud, quiet, impoverished)

Expressive Language (no problems expressing self, circumstantial and tangential responses, difficulties finding words, echolalia, mumbling)

Receptive Language (normal, able to comprehend questions,

Orientation, Alertness, and Thought Process

Recall and Memory (recalls recent and past events in their personal history).
Recalls three words (e.g., Cadillac, zebra, and purple)
Orientation (person, place, time, presidents, your name)

Alertness (sleepy, alert, dull and uninterested, highly distractible)
Coherence (responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)

Concentration and Attention (naming the days of the week or months of the year in reverse order, spelling the word “world”, their own last name, or the ABC's backwards)

Thought Processes (loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization).
Values and belief system

Hallucinations and Delusions (presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)

Judgment and Insight (based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)

Mood and Affect

Mood or how they feel most days (happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry).
Affect or how they felt at a given moment (comments can include range of emotions such as broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation.

Rapport (easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset)
Facial and Emotional Expressions (relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful/suspicious, tearful, pessimistic, optimistic)

Response to Failure on Test Items (unaware, frustrated, anxious, obsessed, unaffected)
Impulsivity (poor, effected by substance use)
Anxiety (note level of anxiety, any behaviors that indicated anxiety, ways they handled it)




Reason Obtained

Risk Assessment:

Suicidal and Homicidal Ideation

(ideation but no plan or intent, clear/unclear plan but no intent) Self-Injurious Behavior (cutting, burning) Hypersexual, Elopement, Non-adherence to treatment

Discharge Plans and Instruction: Placement, outpatient treatment, partial hospitalization, sober living, board and care, shelter, long term care facility, 12 step program

Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise, hygiene) Include barriers to learning and preferred learning styles


Problem Statement:

R/T: (What is the cause of the symptom?)

Manifested by: (specific symptoms)

Short term goal: Create a SMART goal that relates to hospital stay.

Long term goal: Create a SMART goal that is appropriate for discharge.

This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)

Was it met or not met there is no partially met.


NURSING nursing

Medication Errors

Nursing Nutrition class assignment

Please see the attached document with the instructions for this assigment

Must be completed as requested

6 pages required exclude cover and reference page

all documentation APA 7th edition formal, check grammar for proper use

no more than 10% plague allowed will be submitted by turnin in

Due date September 28, 2023 no later

Holistic Approach and Caring Science

Please see the 2 attachments for the instructions 

30C again


PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

· P – Patient/population/problem.

· I – Intervention.

· C – Comparison (of potential interventions, typically).

· O – Outcome(s).

· T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.


Boswell, C., & Cannon, S. (2015). 
Introduction to nursing research. Jones & Bartlett Learning.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.


For this assessment, please use a health care issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.


For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source's specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the ”
Create PICO(T) Questions” page in the Capella library's Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

· Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question

· Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).

· Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.

· Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

· Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 3 Example [PDF]
 Download Assessment 3 Example [PDF].

Additional Requirements

Your assessment should meet the following requirements:

Length of submission:
 Create a 3-5-page submission focused on defining a research question and interpreting evidence relevant to answering it.

Number of references:
 Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

APA formatting: Format references and citations according to the current 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.

Replies week 9MSN 5550

  Reply  with a reflection of their response.  

1.Gordon’s functional health patterns are a mechanism adopted by nurses to assess a patient’s overall health status so as to develop individualized care plans since it researches the individual’s patterns of living and functioning (Salvador, 2022). Its component patterns include (Morgan, 2021), Cognition and perception, identity and relationships, sexuality and reproduction, resilience and stress management, ethics and values, and the way one views and handles their own health all play a part.

In contrast between two toddlers of different ages (Morgan, 2021), the conclusions were a toddler of twelve months was picky with the food that he consumed as he could not consume solid foods, still had occasional accidents, could not sit very well, and took several naps in a day, was able to understand and use simple words and phrases, was beginning to develop a sense of self, was shy around strangers, had no perception of his sexuality or gender identity, had difficulty coping with stress and change and had no sense of value and oblivious of any beliefs. While that of two years ate a wider variety of foods, was potty trained, was able to sit for long, stand run, and play with others, took one nap per day, was able to understand and use complex concepts, such as time and space, had a better understanding of self and is developed a unique personality and interests. Was independent, aware of his sex and gender, coping with stress and exchange to some extent, and developed some values and beliefs.

It is without a doubt that such patterns change or evolve with time as the toddler develops and therefore there will always be the need for a nurse to ensure appropriate help is given.

2. Compare and contrast the growth and developmental patterns of two toddlers of different ages using Gordon’s functional health patterns. Describe and apply the components of Gordon’s functional health patterns as it applies to toddlers.

Toddlers of different ages have different growth and functional health patterns according to Gordon’s functional health patterns. On health perception- and health management, a one-year-old child is starting to develop their perception of health, but does not have a well-developed perception of health and ways of improving it (Dannyelle et al., 2023). The child depends on their parents for nutrition, health check-ups, and other health maintenance. On the other hand, a three-year-old toddler has a better understanding of health and control of their bodies; for instance, they can express themselves when sick and make simple health decisions such as wearing warm clothes when feeling cold. On nutrition-metabolic, both one year and three years child have increased appetites and require a balanced diet to support their growth and development (Dannyelle et al., 2023). A year-old toddler is still transitioning to solid foods and relies on breastmilk for proper nutrition. On the other hand, a three-year-old toddler has a more diverse diet that includes a variety of food groups. The child starts making food choices land, preferring some foods to others. 

On elimination, both toddlers are learning to control their bladder and bowel movements; a year-old is still toilet training, while a 3-year-old kid is well trained and can communicate when they want to relieve themselves. On the activity and exercise development functions, a year-old child is learning to crawl, stand, and take their first steps while a child on normal developmental patterns has mastered such skills of standing and even walking and playing with others; they also run, jump, and climb (Dannyelle et al., 2023). The toddler also enjoys participating in organized physical activities like dancing or playing. 

On cognitive-perceptual functions, toddlers have different cognitive and perception abilities; in normal cases, a year-old child has started to understand simple words and can follow simple instructions. The child has, however not fully developed cognitive functions to enable them to fully follow instructions or behave as grown-up children (Vriesman et al., 2020). At 3, the toddler has developed a more advanced vocabulary and can understand and follow more complex instructions. The child is always able to identify shapes, colors, and objects. For test and sleep health functional health patterns, a year-old child requires a lot of sleep for proper growth and development; they may require 12-14 hours of sleep, including naps. On the other hand, a three years old child has gradually reduced their sleeping duration, and they may require about 10 hours of sleep each day and no longer take daytime naps (Vriesman et al., 2020). Concerning Self-perception, a one-year-old child has started to develop a sense of self. They may recognize themselves in the mirror and have a basic understanding of their identity. Three years old, on the other hand, have a more developed sense of self and can express their likes, dislikes, and feelings.

Concerning roles and relationships, both children are learning how to interact with others and establish relationships. A year-old child may be dependent on his parents; they may also show separation anxiety. At three years old, a child is more independent and can interact with peers and build friendships. On coping-Stress Tolerance, both toddlers have not developed good stress coping strategies; they may become fussy or cry when overwhelmed with pressure and stress (Vriesman et al., 2020). However, three a old may show some tolerance to stress and humiliation by parents and strangers. They are generally better at managing their emotions and can express them verbally. On value-belief, both toddlers are in the process of developing their values and beliefs. At one year old, a year’s child is beginning to understand basic moral concepts like sharing and manners. On the other hand, a three-year-old toddler has a better understanding of right and wrong and may have established some personal beliefs.

week 1- women's health

Week 1 Discussion

please see attachment for instructions.