NURS FPX 8004 Assessment 1 Sample FREE DOWNLOAD
NURS FPX 8004 Assessment 1
Professional Practice Report
Student Name
Capella University
NURS-FPX8004
Professor Name
Date
Section I: Application of the MEAL Plan
(M) Pulmonary hypertension is a serious medical condition characterized by elevated pressure in the arteries that carry blood from the heart to the lungs, resulting in decreased blood flow and oxygen delivery. (E) Pulmonary hypertension may develop in association with diseases such as lung and heart disease, and the most common causes are connective tissue disorders, coronary artery disease, liver cirrhosis, and chronic lung disease. The condition is more common in women, non-Hispanic blacks, and older adults. Symptoms are usually similar to other diseases at first, leading to delayed diagnosis. (A) Since the initial signs of pulmonary hypertension are nonspecific, recognizing and diagnosing the disease early is still difficult. Prevention can be achieved by controlling risk factors such as high blood pressure, heart disease, smoking, and liver disease to decrease the number of cases. Though there is no cure, certain treatments such as medications, diuretics, and oxygen therapy can improve quality of life and control symptoms. (L) Although prevention can be achieved through disease management and lifestyle modification, constant research and surveillance are essential in enhancing diagnosis, treatment, and patient outcomes among individuals with pulmonary hypertension.
Scholarly Article Summary
Pediatric pulmonary hypertension (PH) has features in common with adult PH but offers specific causes and treatment issues, especially because of developmental lung diseases. Sullivan and Austin (2024) discuss that although children have all the types of PH described in adults, children’s cases usually originate from perinatal and early childhood pulmonary vascular illnesses. Prevalence, symptoms, and outcomes are different from adults and need pediatric-specific treatment. Improvements in PH-specific treatments, multidisciplinary care strategies, and organized transition programs to adult care have profoundly enhanced survival to adulthood. Optimal health and future for children with PH require early diagnosis and individualized planning of care since variability in disease course, treatment response, and psychosocial needs must be addressed. Understanding the distinct nature of pediatric PH is crucial for optimizing care strategies and long-term outcomes.
Section II: Practice Site and Problem
The selected practice setting is a non-governmental outpatient specialty clinic in the Midwest part of the United States. The setting specializes in diagnosing and treating cardiopulmonary illnesses in children and teenagers, such as pulmonary hypertension (PH). The clinic is within a bigger healthcare network but runs independently in a suburban setting with a blend of urban and rural populations. Services provided are diagnostic testing (e.g., echocardiograms and pulmonary function tests), medication management, oxygen therapy, and patient and family education (Executive Nurse, personal communication, March 15, 2025). Challenges inherent in the local environment include restricted access to specialty care for rural families and factors such as language differences and differences in health literacy levels, which pose sociocultural barriers. Internally, the clinic fosters an open, team-oriented environment with pediatric cardiologists, pulmonologists, nurse practitioners, and social workers all working together closely. Leadership is supportive of innovation but has to weigh against the limitations of scarce funding and resources. Compassionate, family-centered care is a cultural value, though high patient volume and staffing shortages at times affect the delivery of services.
Practice Problem Analysis and Significance
The significant gap identified in the practice environment is late diagnosis and discontinuous care of pulmonary hypertension (PH) among adolescents. The issue emerged through internal chart audits, quality assurance, and staff case conferences (Executive Nurse, personal communication, March 15, 2025). The majority of adolescents presented with severe symptoms, including prominent dyspnea, syncope, and right heart failure signs, as a result of late disease detection. Clinic statistics indicated that over 40% of PH-diagnosed adolescents had symptoms for over six months before diagnosis (Executive Nurse, personal communication, March 15, 2025). The percentage is significantly higher than national recommendations for initial diagnosis and treatment within three months of onset to optimize outcomes.
Not only does the delay exacerbate the clinical condition, but the delay also reduces the potential for viable treatment options for impacted adolescents. National patterns confirm that delayed diagnosis of pediatric PH is a common problem, leading to higher morbidity, lower quality of life, and higher healthcare costs related to hospitalization and intensive therapies (DuBrock et al., 2023). Organizational entities like the American Thoracic Society and Pulmonary Hypertension Association support early screening guidelines, uniform diagnostic pathways, and timely, multidisciplinary treatment to meet the vulnerable population’s needs (American Thoracic Society, 2024). Hence, highlighting the importance of early detection of the disease.
Implications of Practice Problem
The current practices within the facility do not meet the specified standards because of obstacles such as provider knowledge gaps, restricted pediatric subspecialist access, and variability in follow-up care. The discrepancy impacts patients and families by worsening the disease burden, leading to increased use of invasive therapies such as intravenous prostacyclin delivery, hospital stays, emotional distress, and major financial burdens associated with continuous medical care (Care Coordinator, personal communication, March 15, 2025). At a wider level, delayed diagnosis puts extra pressure on the health system, provokes ethical issues around fair access to early and effective treatment, and tests healthcare professionals to achieve quality and safety targets.
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Instruction file for 8004 Assessment 1
Assessment 1
Professional Practice Report
| Instructions | Resources | Activity | Attempt 1 available | @ Attempt 2 | @ Attempt 3 |
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Write a 3–5 page report demonstrating the skill of summary and discussing your practice site and project problem.
Introduction
Congratulations on completing NHS8002 – Collaboration, Communication, and Case Analysis for Doctoral Learners! Now, welcome to your first course in the doctoral core series, NURS8004 – Advanced Doctoral Writing for Nurses. To celebrate this milestone, we have prepared a Welcome Video. The primary aim of this course is to elevate your writing skills to the doctoral level, with a secondary focus on identification of a practice problem, describing a population, developing an annotated bibliography, and the ability to synthesize literature.
Given that this marks the second course on your Doctor of Nursing Practice journey, there’s no expectation for you to have the specifics of your final project perfectly defined at this stage. While some learners may already have a practice site and problem in mind, others may still be contemplating the details of their DNP project, and that’s perfectly normal. Rekau At this point in the program, uncertainties about your final project details are acceptable. In this course, the practice site and problem are purely academic, allowing you to explore the details of a potential project or a real situation unrelated to your future project.
You will master the art of summarizing information conclusively. How does mastering summary enhance the clarity and coherence of your project, and how might this skill shape the way you communicate complex healthcare issues in your future practice?
Overview
Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.
If you choose to make revisions based on feedback from a previous attempt, you should highlight your revisions in yellow. For example, if you made revisions from attempt one and would like the instructor to review the content when grading attempt two, the content must be highlighted. Therefore, the instructor reviews only the content highlighted on attempts two and three. If the entire paper is highlighted, the paper will be returned ungraded and will count as an attempt. Track changes are not a substitution for highlighted text.
Doctor of Nursing Practice-prepared nurses provide grammatically accurate written summary material that conveys purpose. The Professional Practice Report and other assessments in this course will help you hone your written communication skills.
This report is composed of two vastly different sections. For the first section, you will use the MEAL Plan to organize your writing. In the second section, you will discuss a problem at the practice site. Visit MEAL Plan to learn more.
Instructions
Before you get started, please watch the following video:
Assessment 1 Video 💬️.
For this assessment, write a 3–5 page report demonstrating the skill of summarizing and discussing the practice site and project problem. Review the scoring guide to understand the assessments requirements, especially regarding headings and page length.
Section I: Application of the MEAL Plan
Summarize a passage with the appropriate structure as shown in the MEAL Plan.
Review the passage from Assessment 1 Passage [PDF] and summarize the passage using the MEAL Plan.
The length of this section should be one to two paragraphs.
Label the parts of the paragraph appropriately by placing the letters M, E, A, or L before the respective parts.
The summary should be in your own words and should not include quotations.
The summary should capture the key ideas presented in the original text, focusing less on the details.
Demonstrate the skill of summary using the MEAL Plan in a scholarly source.
Locate one scholarly source using the Capella library. Visit Nautius Doctoral (DNP) Program Library Guide for help finding articles in the Capella library.
In one concise paragraph, summarize the scholarly source using the MEAL Plan.
For this paragraph, do not label the parts of the paragraph with M. E. A. or L.
The summary should be in your own words and should not include quotations.
The summary should capture the key ideas presented in the original text, focusing less on the details.
Section II: Practice Site and Problem
Describe the qualities of the practice site.
Provide details, but not enough to identify the site. Provide a region rather than the city and do not provide the actual name of the practice site.
Consider the following when describing the practice site:
What kind of an organization is the practice site?
What is the setting? For example: hospital, outpatient clinic, medical floor, specialty clinic.
What types of services are provided at the practice site?
Where is it located?
What is the physical and sociocultural makeup of the local environment, such as external environmental factors, organizational dynamics, collaboration, resources, or leadership?
What is the organizational structure?
What is the culture of the organization?
Explain the background and significance of the problem or the gap in practice.
The length of this section should be two to three paragraphs.
In the description, be specific and provide details to convince the reader why a quality improvement project is needed.
Consider the following when describes the practice problem:
Conveys clear purpose in a tone and style well suited to the intended audience, supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards.
Proficient
Conveys purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Basic
Conveys purpose in an appropriate tone or style, clear effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.
Non Performance
Does not convey purpose in an appropriate tone and style.
Additional Requirements
Your assessment should also meet the following requirements:
Length: Your report should be 3–5 pages in length, excluding the title page, references page, and appendices. Be sure to also submit a PDF of the scholarly source you chose to summarize.
References: Include APA-formatted citations and references for a minimum of four scholarly references no more than five years old. Use Academic Writer for guidance
in citing sources and formatting your paper in proper APA style. See the Writing Center ( )
for more APA resources specific to your degree level.
APA Format: Use the APA Style Paper Tutorial (DOCX) ( ) to help you in writing and
formatting your report. An abstract and running header are not required but be sure to
include the following:A title page and references page.
Appropriate section headings.
Additional Information: An introduction and conclusion are not required. Use the
following section headings to format the body of your paper to ensure thorough
content coverage and flow.Section I: Application of the MEAL Plan.
Section II: Practice Site and Problem.
Naming Convention: Save the document you are submitting using the following format.
Last Name, First Name – Assessment 1 Attempt #.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and scoring guide criteria:
Competency 1: Utilize organizational and community stakeholders in a responsive and
responsible manner that supports a team approach to a possible intervention or
process change.Describe the practice site appropriately and include four appropriate details.
Competency 2: Engage in scholarship to advance health by synthesizing literature to
support a possible intervention or process change.Summarize an informational article provided using the MEAL plan, labeling the
information appropriately.Summarize the context of a learner-obtained scholarly resource using the MEAL
plan, without labels.Competency 3: Differentiate a Quality Improvement/Performance Improvement
project from a research study that addresses a specific problem.Describe the problem or practice gap, supported by local evidence from the
practice site.Competency 4: Address assessment purpose in effective written or multimedia
presentations, incorporating appropriate evidence and communicating in a form and
style consistent with applicable professional and academic standards.Use required headings and meet body of paper page requirements.
Convey purpose in a well-organized text, incorporating appropriate evidence and
tone in grammatically sound sentences.Apply APA style and formatting to scholarly writing.
Apply APA formatting to in-text citations and references with less than 10% error
in selected citations and references.
Scoring Guide for 8004 Assessment 1
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
Criterion 1
Use required headings and meet body of paper page requirements.
Distinguished
N/A.
Proficient
Uses required headings and meets body of paper page requirements.
Basic
N/A.
Non Performance
Does not use required headings, or body of paper exceeds the five-page maximum.
Criterion 2
Summarize an informational article provided using the MEAL plan, labeling the information appropriately.
Distinguished
Summarizes an informational article provided using the MEAL plan, labeling the information appropriately, demonstrating a high level of comprehension and critical thinking.
Proficient
Summarizes an informational article provided using the MEAL plan, labeling the information appropriately.
Basic
Attempts to summarize an informational article, but there are minimal details noted or the information is not labeled.
Non Performance
Does not attempt to summarize an informational article.
Criterion 3
Summarize the context of a learner-obtained scholarly resource using the MEAL plan, without labels.
Distinguished
Summarizes the context of a learner-obtained scholarly resource using the MEAL plan, without labels, demonstrating a high level of comprehension and critical thinking in a well-composed paragraph.
Proficient
Summarizes the context of a learner-obtained scholarly resource using the MEAL plan, without labels.
Basic
Summarizes the context using the MEAL plan, but there are errors or gaps in the summary that need to be corrected or filled. May have included labels.
Non Performance
Description 4
Describe the practice site appropriately and include four appropriate details.
Distinguished
Accurately and concisely describes the practice site and includes four or more appropriate details.
Proficient
Describes the practice site appropriately and includes four appropriate details.
Basic
Describes only one to three qualities of the practice site, or provides the name of the practice site, or includes specific information through which the practice site could be identified.
Non Performance
Does not attempt to describe the qualities of the practice site.
Description 5
Describe the problem or practice gap, supported by local evidence from the practice site.
Distinguished
Accurately and concisely describes the problem or practice gap, supported by local evidence from the practice site.
Proficient
Describes the problem or practice gap, supported by local evidence from the practice site.
Basic
Describes the problem in the gap of practice but does not include local evidence from the practice site as support.
Non Performance
Does not attempt to explain the problem or the gap in practice.
Description 6
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Distinguished
Conveys clear purpose in a tone and style well suited to the intended audience, supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards.
Proficient
Conveys purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Basic
Conveys purpose in an appropriate tone or style, clear effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.
Non Performance
Does not convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.
Criterion 7
Apply APA style and formatting to scholarly writing.
Distinguished
Applies APA style and formatting to scholarly writing, exhibiting a strict and nearly flawless adherence to APA formatting to scholarly writing, demonstrating a high level of attention to detail, accuracy, and professionalism.
Proficient
Applies APA style and formatting to scholarly writing, including correct formatting of APA level headings.
Basic
Attempts to apply APA style and formatting to scholarly writing, but there are errors or inconsistencies.
Non Performance
Does not apply APA style and formatting, or the errors are severe and affect the readability and credibility of scholarly writing.
Criterion 8
Apply APA formatting to in-text citations and references with less than 10% error in selected citations and references.
Distinguished
Applies APA formatting to in-text citations and references, exhibiting
a strict and nearly flawless adherence to APA formatting.
Proficient
Applies APA formatting to in-text citations and references with less than 10% error in selected citations and references.
Basic
Applies some APA formatting to references, but there are numerous errors or inconsistencies that need to be corrected.
Non Performance
Does not apply APA formatting, or the errors are severe and affect the readability and credibility of scholarly writing.
References for NURS FPX 8004 Assessment 1
American Thoracic Society. (2024). Pulmonary hypertension. Thoracic.org. https://www.thoracic.org/professionals/career-development/residents-medical-students/ats-reading-list/adult/pulmonary-hypertension.php
DuBrock, H. M., Germack, H. D., Loiselle, M. G., Linder, J., Satija, A., Manceur, A. M., Cloutier, M., Lefebvre, P., Panjabi, S., & Frantz, R. P. (2023). Economic burden of delayed diagnosis in patients with pulmonary arterial hypertension (PAH). PharmacoEconomics – Open. https://doi.org/10.1007/s41669-023-00453-8
Sullivan, R. T., & Austin, E. D. (2024). Pulmonary hypertension in children. Clinics in Chest Medicine, 45(3), 685–693. https://doi.org/10.1016/j.ccm.2024.04.001
Best Professors To Choose From For 8004 Class
- Anna Mary Bowers, DNP, MSN.
- Donna Ryan, DNP, MSN.
- Michael Ruth, DNP, MSN.
- Rachael Rossow, DNP, MSN.
- Jill Schramm, DNP, MSN, MS, BSN.
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