Home>Homework Answsers>Nursing homework helpLeadershipmanagementSee attacheda month ago30.05.202525Report issuefiles (2)DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFScreenshot_20250529_194249_Chrome.jpgDaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFYOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.The Daring Leadership Assessment reviews strengths and opportunities for growthin the four courage-building skill sets. Possible scores for each skill set range from0-10. The assessment report serves as a guide to areas where:You have strengths (scores ≥ 8).You have both strengths and opportunities for growth (scores ≥ 5 and <8).You have solid opportunities for growth (scores < 5).For each of the four skill areas, we’ll share some quick learnings, and direct you torelevant sections in Dare to Lead for additional tools, skill development ideas, andpractice suggestions.Rumbling with Vulnerability: 8.8/10Rumbling with vulnerability is one of your strengths.  You have built a solidfoundation for your courage-building skills. Stay brave, stay curious, and keeplearning!Vulnerability is the emotion that we experience during times of uncertainty, risk, andemotional exposure. It’s having the courage to show up, fully engage, and be seenwhen you can’t control the outcome.The willingness and ability to rumble with vulnerability is the foundational skill ofcourage-building. Without this core skill, the other three skill sets are impossible toput into practice. Consider this carefully: Our ability to be daring leaders will neverbe greater than our capacity for vulnerability.Most of us didn’t grow up believing vulnerability was courageous, so our firstchallenge is overcoming the myths we’ve learned over the years. Myths like thinkingwe can opt out of vulnerability, or that we can engineer the uncertainty anddiscomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2from our free downloadable workbook will walk you through this.The second step is developing the skills and grounded confidence to stay invulnerability when it feels overwhelming. Many of us either avoid vulnerablesituations, armor up for them, or completely tap out when it gets too uncomfortableor awkward. Building grounded confidence means developing all of the skills andpractices explored in Part One, Sections One through Five in Dare to Lead. It’s halfthe book because it’s that important. It’s also half of the exercises in thedownloadable workbook.Living Into Your Values: 10.0/10Living into your values is one of your strengths. You’re practicing your values,not just professing them. That’s the core of integrity. Stay strong and keeppracticing–this is constant work.A value is a way of being or believing that we hold most important. Living into yourvalues requires a clear understanding of your core values, having a strong sense ofthe behaviors that are in alignment with those values, recognizing when yourbehavior is out of alignment, and course-correcting as needed.When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Ourclarity of values is the essential support during these difficult times. If we don’t haveour values to remind us why we’re being courageous, the cynics and the critics canbring us to our knees.Living into our values means that we do more than profess our values, we practicethem. We walk our talk—we are clear about what we believe and hold important,and we take care that our intentions, words, thoughts, and behaviors align withthose beliefs.More information about the importance of living into our values and aligning withorganizational values as well as teaching on how to build this skill set can be foundin Dare to Lead, Part Two.Braving Trust: 8.4/10Braving trust is one of your strengths.  This means that you’re hitting high scoreson all seven of the trust elements (BRAVING). This can change with differentdemands and relationships, so keep practicing!Trust is built in small gestures and over time.  It is an iterative process between twopeople or within a team that is based on behaviors in seven specific areas. Theseareas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,Vault, Integrity, Nonjudgment, and Generosity).Because talking about trust is tough, and because these conversations have thepotential to go sideways fast, we often avoid the rumble. And that’s even moredangerous. First, when we’re struggling with trust and don’t have the tools or skillsto talk about it directly with the person involved, it leads us to talk about peopleinstead of to them. Second, trust is the glue that holds teams and organizationstogether. We ignore trust issues at the expense of our own performance, and alsoat the expense of our team’s and organization’s success.The BRAVING Inventory download is a great place to start working on building trust.It includes more definitions of the seven trust elements. Specific skills practice forbraving trust can be found in Dare to Lead, Part Three.Learning to Rise: 9.6/10Learning to rise is one of your strengths. Keep challenging the narratives thatget in the way of learning from setbacks. And, share your rising skills withcolleagues and team members. It’s a contagious skill.The Learning to Rise process is about getting up from our falls, overcoming ourmistakes, and facing setbacks in a way that brings more learning and strength. Astough as it is, the payoff is huge: When we have the courage to walk into our hardexperiences of failure and disappointment, and own those stories, we get to writethe ending. And when we don’t own our stories of failure, setbacks, and hurt—theyown us.Our research shows that leaders who are trained in rising skills as part of acourage-building program are more likely to engage in courageous behaviorshttps://brenebrown.com/resources/the-braving-inventory/because they know how to get back up after taking risks and being brave.The Learning to Rise process involves learning from setbacks and disappointmentsand applying key learnings to future situations. Finding the key learnings dependson recognizing and getting curious about emotion and comparing the story in ourheads with the facts.Mistakes, failures, and setbacks provide key learnings for the future, we just have tobe brave enough to own the story.Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.Screenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new windowScreenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new windowDaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFYOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.The Daring Leadership Assessment reviews strengths and opportunities for growthin the four courage-building skill sets. Possible scores for each skill set range from0-10. The assessment report serves as a guide to areas where:You have strengths (scores ≥ 8).You have both strengths and opportunities for growth (scores ≥ 5 and <8).You have solid opportunities for growth (scores < 5).For each of the four skill areas, we’ll share some quick learnings, and direct you torelevant sections in Dare to Lead for additional tools, skill development ideas, andpractice suggestions.Rumbling with Vulnerability: 8.8/10Rumbling with vulnerability is one of your strengths.  You have built a solidfoundation for your courage-building skills. Stay brave, stay curious, and keeplearning!Vulnerability is the emotion that we experience during times of uncertainty, risk, andemotional exposure. It’s having the courage to show up, fully engage, and be seenwhen you can’t control the outcome.The willingness and ability to rumble with vulnerability is the foundational skill ofcourage-building. Without this core skill, the other three skill sets are impossible toput into practice. Consider this carefully: Our ability to be daring leaders will neverbe greater than our capacity for vulnerability.Most of us didn’t grow up believing vulnerability was courageous, so our firstchallenge is overcoming the myths we’ve learned over the years. Myths like thinkingwe can opt out of vulnerability, or that we can engineer the uncertainty anddiscomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2from our free downloadable workbook will walk you through this.The second step is developing the skills and grounded confidence to stay invulnerability when it feels overwhelming. Many of us either avoid vulnerablesituations, armor up for them, or completely tap out when it gets too uncomfortableor awkward. Building grounded confidence means developing all of the skills andpractices explored in Part One, Sections One through Five in Dare to Lead. It’s halfthe book because it’s that important. It’s also half of the exercises in thedownloadable workbook.Living Into Your Values: 10.0/10Living into your values is one of your strengths. You’re practicing your values,not just professing them. That’s the core of integrity. Stay strong and keeppracticing–this is constant work.A value is a way of being or believing that we hold most important. Living into yourvalues requires a clear understanding of your core values, having a strong sense ofthe behaviors that are in alignment with those values, recognizing when yourbehavior is out of alignment, and course-correcting as needed.When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Ourclarity of values is the essential support during these difficult times. If we don’t haveour values to remind us why we’re being courageous, the cynics and the critics canbring us to our knees.Living into our values means that we do more than profess our values, we practicethem. We walk our talk—we are clear about what we believe and hold important,and we take care that our intentions, words, thoughts, and behaviors align withthose beliefs.More information about the importance of living into our values and aligning withorganizational values as well as teaching on how to build this skill set can be foundin Dare to Lead, Part Two.Braving Trust: 8.4/10Braving trust is one of your strengths.  This means that you’re hitting high scoreson all seven of the trust elements (BRAVING). This can change with differentdemands and relationships, so keep practicing!Trust is built in small gestures and over time.  It is an iterative process between twopeople or within a team that is based on behaviors in seven specific areas. Theseareas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,Vault, Integrity, Nonjudgment, and Generosity).Because talking about trust is tough, and because these conversations have thepotential to go sideways fast, we often avoid the rumble. And that’s even moredangerous. First, when we’re struggling with trust and don’t have the tools or skillsto talk about it directly with the person involved, it leads us to talk about peopleinstead of to them. Second, trust is the glue that holds teams and organizationstogether. We ignore trust issues at the expense of our own performance, and alsoat the expense of our team’s and organization’s success.The BRAVING Inventory download is a great place to start working on building trust.It includes more definitions of the seven trust elements. Specific skills practice forbraving trust can be found in Dare to Lead, Part Three.Learning to Rise: 9.6/10Learning to rise is one of your strengths. Keep challenging the narratives thatget in the way of learning from setbacks. And, share your rising skills withcolleagues and team members. It’s a contagious skill.The Learning to Rise process is about getting up from our falls, overcoming ourmistakes, and facing setbacks in a way that brings more learning and strength. Astough as it is, the payoff is huge: When we have the courage to walk into our hardexperiences of failure and disappointment, and own those stories, we get to writethe ending. And when we don’t own our stories of failure, setbacks, and hurt—theyown us.Our research shows that leaders who are trained in rising skills as part of acourage-building program are more likely to engage in courageous behaviorshttps://brenebrown.com/resources/the-braving-inventory/because they know how to get back up after taking risks and being brave.The Learning to Rise process involves learning from setbacks and disappointmentsand applying key learnings to future situations. Finding the key learnings dependson recognizing and getting curious about emotion and comparing the story in ourheads with the facts.Mistakes, failures, and setbacks provide key learnings for the future, we just have tobe brave enough to own the story.Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.Screenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new windowDaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFYOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.The Daring Leadership Assessment reviews strengths and opportunities for growthin the four courage-building skill sets. Possible scores for each skill set range from0-10. The assessment report serves as a guide to areas where:You have strengths (scores ≥ 8).You have both strengths and opportunities for growth (scores ≥ 5 and <8).You have solid opportunities for growth (scores < 5).For each of the four skill areas, we’ll share some quick learnings, and direct you torelevant sections in Dare to Lead for additional tools, skill development ideas, andpractice suggestions.Rumbling with Vulnerability: 8.8/10Rumbling with vulnerability is one of your strengths.  You have built a solidfoundation for your courage-building skills. Stay brave, stay curious, and keeplearning!Vulnerability is the emotion that we experience during times of uncertainty, risk, andemotional exposure. It’s having the courage to show up, fully engage, and be seenwhen you can’t control the outcome.The willingness and ability to rumble with vulnerability is the foundational skill ofcourage-building. Without this core skill, the other three skill sets are impossible toput into practice. Consider this carefully: Our ability to be daring leaders will neverbe greater than our capacity for vulnerability.Most of us didn’t grow up believing vulnerability was courageous, so our firstchallenge is overcoming the myths we’ve learned over the years. Myths like thinkingwe can opt out of vulnerability, or that we can engineer the uncertainty anddiscomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2from our free downloadable workbook will walk you through this.The second step is developing the skills and grounded confidence to stay invulnerability when it feels overwhelming. Many of us either avoid vulnerablesituations, armor up for them, or completely tap out when it gets too uncomfortableor awkward. Building grounded confidence means developing all of the skills andpractices explored in Part One, Sections One through Five in Dare to Lead. It’s halfthe book because it’s that important. It’s also half of the exercises in thedownloadable workbook.Living Into Your Values: 10.0/10Living into your values is one of your strengths. You’re practicing your values,not just professing them. That’s the core of integrity. Stay strong and keeppracticing–this is constant work.A value is a way of being or believing that we hold most important. Living into yourvalues requires a clear understanding of your core values, having a strong sense ofthe behaviors that are in alignment with those values, recognizing when yourbehavior is out of alignment, and course-correcting as needed.When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Ourclarity of values is the essential support during these difficult times. If we don’t haveour values to remind us why we’re being courageous, the cynics and the critics canbring us to our knees.Living into our values means that we do more than profess our values, we practicethem. We walk our talk—we are clear about what we believe and hold important,and we take care that our intentions, words, thoughts, and behaviors align withthose beliefs.More information about the importance of living into our values and aligning withorganizational values as well as teaching on how to build this skill set can be foundin Dare to Lead, Part Two.Braving Trust: 8.4/10Braving trust is one of your strengths.  This means that you’re hitting high scoreson all seven of the trust elements (BRAVING). This can change with differentdemands and relationships, so keep practicing!Trust is built in small gestures and over time.  It is an iterative process between twopeople or within a team that is based on behaviors in seven specific areas. Theseareas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,Vault, Integrity, Nonjudgment, and Generosity).Because talking about trust is tough, and because these conversations have thepotential to go sideways fast, we often avoid the rumble. And that’s even moredangerous. First, when we’re struggling with trust and don’t have the tools or skillsto talk about it directly with the person involved, it leads us to talk about peopleinstead of to them. Second, trust is the glue that holds teams and organizationstogether. We ignore trust issues at the expense of our own performance, and alsoat the expense of our team’s and organization’s success.The BRAVING Inventory download is a great place to start working on building trust.It includes more definitions of the seven trust elements. Specific skills practice forbraving trust can be found in Dare to Lead, Part Three.Learning to Rise: 9.6/10Learning to rise is one of your strengths. Keep challenging the narratives thatget in the way of learning from setbacks. And, share your rising skills withcolleagues and team members. It’s a contagious skill.The Learning to Rise process is about getting up from our falls, overcoming ourmistakes, and facing setbacks in a way that brings more learning and strength. Astough as it is, the payoff is huge: When we have the courage to walk into our hardexperiences of failure and disappointment, and own those stories, we get to writethe ending. And when we don’t own our stories of failure, setbacks, and hurt—theyown us.Our research shows that leaders who are trained in rising skills as part of acourage-building program are more likely to engage in courageous behaviorshttps://brenebrown.com/resources/the-braving-inventory/because they know how to get back up after taking risks and being brave.The Learning to Rise process involves learning from setbacks and disappointmentsand applying key learnings to future situations. Finding the key learnings dependson recognizing and getting curious about emotion and comparing the story in ourheads with the facts.Mistakes, failures, and setbacks provide key learnings for the future, we just have tobe brave enough to own the story.Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.Screenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new window12Bids(52)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+ProWritingGuruProf. TOPGRADEfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumnicohwilliamIsabella HarvardMUSYOKIONES A+Show All Bidsother Questions(10)FOR PERFECT PROF ONLYMKTG 420 Salesmenship All Quizzes Week 2,4,6 Devry"Project Management" Please respond to the following:info technologyRead case for chapter 8 and write page and half.What is the auditor's responsibility if, in using the Codificationeconomics.phyllis young LOG 490 Case 3Psychology reaction paper. MIDTERM. Very important.essay

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Home>Homework Answsers>Nursing homework helpsummarize the case in your video:What was the case aboutWho did it involveWhat happened in the caseWhat caused the distressAn Interview with a Depressed and Suicidal Patienta month ago02.06.202510Report issueBids(48)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)ACC 291 Week 4 Wiley Work Latest 2016 Versionoperation management and Liner programming questions.Research Project-8- to 12-page paperFor A-Plus Writer Onlyi need help with homeworkMental Health DisciplinesWEEK 3 QUESTIONSelaborate on Empowering the Power of Social Mediasee attachmentResponses must demonstrate your ability to synthesize information appropriate to each business situation, and presented in a clear, concise, and organized manner. Supporting evidence must be drawn from reliable sources in the literature and referenced usi

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Home>Homework Answsers>Nursing homework helpStudents much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer the  case studies on the same document and upload 1 document to Moodle.The answers must be in your own words with reference to the journal or book where you found the evidence to your answer. Do not copy-paste or use a past students work as all files submitted in this course are registered and saved in turn it in program.Turn it in Score must be less than 30 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 30. Copy-paste from websites or textbooks will not be accepted or tolerated.All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case StudyCasestudRightOphtalmicZoster.docxa month ago31.05.202520Report issueBids(49)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMfirstclass tutorProf Double RDr. Adeline Zoesherry proffIsabella HarvardMUSYOKIONES A+Dr CloverPROF_ALISTERShow All Bidsother Questions(10)TAKE OVER STATISTICS COURSEhelloComputer ScienceFOR EXCEPTIONAL PROFFBusiness Communication helpWriting HWCis170A_iLabWK6_Ayala!!!!!!!!! ONLY FOR EXCEPTIONAL PROFF!!!!!! ONLY!!!!!The Art of Thinking”A” WORK BUT PLAGIARISM FREE

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Home>Homework Answsers>Nursing homework helpDNPNPPlease get back to me Thank you!a month ago31.05.202515Report issuefiles (2)EthicsApprasial1Section1Researchdirectons.docxEthicsResearch_Appraisal_assignment.docxEthicsApprasial1Section1Researchdirectons.docxApprasial 1 Section 1 Research directonsThe purpose of this assignment is for students to demonstrate an understanding of the research process through the critical appraisal of published research. The interactive appraisal form presented in this assignment is based on Chapter 18 and other chapters of Gray et al. (2017).InstructionsRead the article detailed belowTangnitipong, S., Vuttanon, N., Pothiban, L., & Chintanawat, R. (2022). Effectiveness of a home-based coping enhancement program for stroke survivors: A randomized controlled trial.Pacific Rim International Journal of Nursing Research , 26(4), 585–599.LinkView of Effectiveness of a Home-Based Coping Enhancement Program for Stroke Survivors: A Randomized Controlled TrialThe following document is a quantitative research appraisal formRubricResearch Appraisal 1—Section 1Research Appraisal 1—Section 1CriteriaRatingsPtsIntroduction2 ptsFull Marks0 ptsNo Marks/ 2 ptsState the Problem5 ptsFull Marks0 ptsNo Marks/ 5 ptsExamine the Literature8 ptsFull Marks0 ptsNo Marks/ 8 ptsExamine the Study Framework or Theory4 ptsFull Marks0 ptsNo Marks/ 4 ptsResearch Objectives, Questions, or Hypotheses6 ptsFull Marks0 ptsNo Marks/ 6 ptsAPA2 ptsFull Marks0 ptsNo Marks/ 2 ptsTotal Points: 0EthicsResearch_Appraisal_assignment.docxNUR 5314 Scientific InquiryName:Assignment Article Reference:Research Appraisal 1 FormThe purpose of this assignment is for students to demonstrate how to interpret and appraise a quantitative research study. This appraisal form is based on Chapter 18 of Gray & Grove (2021).Directions: Use this form to complete Research Appraisal 1 (RA 1). In general, paraphrase information from the provided assignment article. If you quote directly from the article, use the appropriate APA citation format.Scoring: Points are allotted as indicated in each section of the form with a section for APA at the bottom. Total points for RA 1 = 100.SECTION 1 (25 points total)Introduction (2 points)a. Describe the qualifications of the authors to conduct the study, such as research expertise (PhD?), clinical experience, and education preparation (credentials). (2 point)State the Problem (5 points)a. What is the problem that formed the basis of this study? (2 point)b. What evidence was used to support that the issue is a problem? (2 point)c. State the purpose of the study. (1 points)Examine the Literature (8 points)a. Were relevant previous studies and theories described? If so, why are they relevant? (2 point)b. Were the references current? Give the number and percentage of sources in the last 10 years and in the last 5 years. (2 point)c. Was a summary provided of the current knowledge (what is known and not known) about the research problem? (1 point)d. Does the purpose of the study clearly address the gap in nursing knowledge? If so, how? (3 point)Examine the Study Framework or Theory (4 points)a. Was there a framework or theory explicitly stated? If yes, identify the framework or theory. (2 points)b. Did the framework identify, define, and describe the relationship among the concepts of interest? Provide an example of this. (1 point)c. Is the framework or theory presented with clarity? If a model or conceptual map is present, is it adequate for explaining the phenomenon of concern? (1 point)Research Objectives, Questions, or Hypotheses (6 points)a. List any research objectives, questions, or hypotheses that were identified in the study. (2 points)b. Were the objectives, questions, or hypotheses logically linked to the purpose of the study? Explain your answer. (2 point)c. Were the objectives, questions, or hypotheses logically linked to the concepts and relationships in the theoretical framework? Explain your answer. (2 point)SECTION 2 (16 points total)Study Variables (9 points)a. Identify the study variables or concepts that were identified in the objectives, questions, or hypotheses. If there are no stated objectives, questions, or hypothesis; identify and define the variables in the study purpose. Classify these variables as either independent, dependent, or research variables. (6 points)b. Identify demographic variables used to describe the sample. (3 points)Research Design (7 points)a. Identify the specific research design of the study. (1 point)b. Did the study include a treatment or intervention? If so, state the protocol. (1 point)c. If the study had more than one group, how were the participants assigned to groups? (1 points)d. Was the study design used in the study the most appropriate design to obtain the needed data for the purpose of the study? Explain your answer. (2 points)e. Based on the research design, what is the level of evidence for this study? (2 points)SECTION 3 (25 points total)Population, Sampling, and Setting (13 points)a. Identify the inclusion and exclusion eligibility criteria that designated the target population. Were the inclusion and exclusion criteria appropriate for the type of study conducted? Why or why not? (4 points)b. Identify the specific type of probability or nonprobability sampling method used to obtain the sample. (1 point)c. Was the sampling method adequate for producing a sample that was representative of the target population? Explain your answer. (2 points)d. What were the potential biases in the sampling method? (2 point)e. Identify the sample size. Discuss the power analysis if this process was used to determine sample size. (1 points)f. Discuss the institutional review board approval. Describe the informed consent process used in the study. (1 points)g. Identify the study setting and indicate whether it is appropriate for the study purpose. (2 points)Measurement (12 points)a. Identify each study variable that was measured and link it to the measurement method. (6 points)b. Did the measurement methods selected for the study adequately measure the study variables? (2 point)c. Describe the reliability and validity of each scale. (2 points)d. Did the measurement methods used in the study have adequate validity and reliability? Explain your answer. (2 points)SECTION 4 (26 points total)Data Collection, Management, and Analysis (8 points)a. List the statistical tests conducted to describe the sample. (2 points)b. Explain which statistical tests were used to address the purpose statement or research questions/objectives/ hypotheses. (4 points)c. Were the statistical tests appropriate given the purpose of the study? Explain your answer. (2 points)Interpretation of Study Results (8 points)a. Interpret the statistical results to demonstrate your understanding of the results. (4 points)b. Did the author discuss how the results were consistent with previous literature? Give an example if they did so. (2 points)c. How did the researchers generalize the findings? (2 points)Discussion and Limitation (10 points)a. Did the conclusions fit the results from the data analyses? Were the conclusions based on statistically significant and clinical important results? (4 points)b. What study limitations did the researcher identify? (1 point)c. Did the study have weaknesses not identified by the researcher? Name one. (2 points)d. What were the implications of the findings for nursing or healthcare? (2 points)e. Were suggestions for further study identified? If so, what are the suggestions. (1 point)APA (8 points)4EthicsResearch_Appraisal_assignment.docxNUR 5314 Scientific InquiryName:Assignment Article Reference:Research Appraisal 1 FormThe purpose of this assignment is for students to demonstrate how to interpret and appraise a quantitative research study. This appraisal form is based on Chapter 18 of Gray & Grove (2021).Directions: Use this form to complete Research Appraisal 1 (RA 1). In general, paraphrase information from the provided assignment article. If you quote directly from the article, use the appropriate APA citation format.Scoring: Points are allotted as indicated in each section of the form with a section for APA at the bottom. Total points for RA 1 = 100.SECTION 1 (25 points total)Introduction (2 points)a. Describe the qualifications of the authors to conduct the study, such as research expertise (PhD?), clinical experience, and education preparation (credentials). (2 point)State the Problem (5 points)a. What is the problem that formed the basis of this study? (2 point)b. What evidence was used to support that the issue is a problem? (2 point)c. State the purpose of the study. (1 points)Examine the Literature (8 points)a. Were relevant previous studies and theories described? If so, why are they relevant? (2 point)b. Were the references current? Give the number and percentage of sources in the last 10 years and in the last 5 years. (2 point)c. Was a summary provided of the current knowledge (what is known and not known) about the research problem? (1 point)d. Does the purpose of the study clearly address the gap in nursing knowledge? If so, how? (3 point)Examine the Study Framework or Theory (4 points)a. Was there a framework or theory explicitly stated? If yes, identify the framework or theory. (2 points)b. Did the framework identify, define, and describe the relationship among the concepts of interest? Provide an example of this. (1 point)c. Is the framework or theory presented with clarity? If a model or conceptual map is present, is it adequate for explaining the phenomenon of concern? (1 point)Research Objectives, Questions, or Hypotheses (6 points)a. List any research objectives, questions, or hypotheses that were identified in the study. (2 points)b. Were the objectives, questions, or hypotheses logically linked to the purpose of the study? Explain your answer. (2 point)c. Were the objectives, questions, or hypotheses logically linked to the concepts and relationships in the theoretical framework? Explain your answer. (2 point)SECTION 2 (16 points total)Study Variables (9 points)a. Identify the study variables or concepts that were identified in the objectives, questions, or hypotheses. If there are no stated objectives, questions, or hypothesis; identify and define the variables in the study purpose. Classify these variables as either independent, dependent, or research variables. (6 points)b. Identify demographic variables used to describe the sample. (3 points)Research Design (7 points)a. Identify the specific research design of the study. (1 point)b. Did the study include a treatment or intervention? If so, state the protocol. (1 point)c. If the study had more than one group, how were the participants assigned to groups? (1 points)d. Was the study design used in the study the most appropriate design to obtain the needed data for the purpose of the study? Explain your answer. (2 points)e. Based on the research design, what is the level of evidence for this study? (2 points)SECTION 3 (25 points total)Population, Sampling, and Setting (13 points)a. Identify the inclusion and exclusion eligibility criteria that designated the target population. Were the inclusion and exclusion criteria appropriate for the type of study conducted? Why or why not? (4 points)b. Identify the specific type of probability or nonprobability sampling method used to obtain the sample. (1 point)c. Was the sampling method adequate for producing a sample that was representative of the target population? Explain your answer. (2 points)d. What were the potential biases in the sampling method? (2 point)e. Identify the sample size. Discuss the power analysis if this process was used to determine sample size. (1 points)f. Discuss the institutional review board approval. Describe the informed consent process used in the study. (1 points)g. Identify the study setting and indicate whether it is appropriate for the study purpose. (2 points)Measurement (12 points)a. Identify each study variable that was measured and link it to the measurement method. (6 points)b. Did the measurement methods selected for the study adequately measure the study variables? (2 point)c. Describe the reliability and validity of each scale. (2 points)d. Did the measurement methods used in the study have adequate validity and reliability? Explain your answer. (2 points)SECTION 4 (26 points total)Data Collection, Management, and Analysis (8 points)a. List the statistical tests conducted to describe the sample. (2 points)b. Explain which statistical tests were used to address the purpose statement or research questions/objectives/ hypotheses. (4 points)c. Were the statistical tests appropriate given the purpose of the study? Explain your answer. (2 points)Interpretation of Study Results (8 points)a. Interpret the statistical results to demonstrate your understanding of the results. (4 points)b. Did the author discuss how the results were consistent with previous literature? Give an example if they did so. (2 points)c. How did the researchers generalize the findings? (2 points)Discussion and Limitation (10 points)a. Did the conclusions fit the results from the data analyses? Were the conclusions based on statistically significant and clinical important results? (4 points)b. What study limitations did the researcher identify? (1 point)c. Did the study have weaknesses not identified by the researcher? Name one. (2 points)d. What were the implications of the findings for nursing or healthcare? (2 points)e. Were suggestions for further study identified? If so, what are the suggestions. (1 point)APA (8 points)4EthicsApprasial1Section1Researchdirectons.docxApprasial 1 Section 1 Research directonsThe purpose of this assignment is for students to demonstrate an understanding of the research process through the critical appraisal of published research. The interactive appraisal form presented in this assignment is based on Chapter 18 and other chapters of Gray et al. (2017).InstructionsRead the article detailed belowTangnitipong, S., Vuttanon, N., Pothiban, L., & Chintanawat, R. (2022). Effectiveness of a home-based coping enhancement program for stroke survivors: A randomized controlled trial.Pacific Rim International Journal of Nursing Research , 26(4), 585–599.LinkView of Effectiveness of a Home-Based Coping Enhancement Program for Stroke Survivors: A Randomized Controlled TrialThe following document is a quantitative research appraisal formRubricResearch Appraisal 1—Section 1Research Appraisal 1—Section 1CriteriaRatingsPtsIntroduction2 ptsFull Marks0 ptsNo Marks/ 2 ptsState the Problem5 ptsFull Marks0 ptsNo Marks/ 5 ptsExamine the Literature8 ptsFull Marks0 ptsNo Marks/ 8 ptsExamine the Study Framework or Theory4 ptsFull Marks0 ptsNo Marks/ 4 ptsResearch Objectives, Questions, or Hypotheses6 ptsFull Marks0 ptsNo Marks/ 6 ptsAPA2 ptsFull Marks0 ptsNo Marks/ 2 ptsTotal Points: 0EthicsResearch_Appraisal_assignment.docxNUR 5314 Scientific InquiryName:Assignment Article Reference:Research Appraisal 1 FormThe purpose of this assignment is for students to demonstrate how to interpret and appraise a quantitative research study. This appraisal form is based on Chapter 18 of Gray & Grove (2021).Directions: Use this form to complete Research Appraisal 1 (RA 1). In general, paraphrase information from the provided assignment article. If you quote directly from the article, use the appropriate APA citation format.Scoring: Points are allotted as indicated in each section of the form with a section for APA at the bottom. Total points for RA 1 = 100.SECTION 1 (25 points total)Introduction (2 points)a. Describe the qualifications of the authors to conduct the study, such as research expertise (PhD?), clinical experience, and education preparation (credentials). (2 point)State the Problem (5 points)a. What is the problem that formed the basis of this study? (2 point)b. What evidence was used to support that the issue is a problem? (2 point)c. State the purpose of the study. (1 points)Examine the Literature (8 points)a. Were relevant previous studies and theories described? If so, why are they relevant? (2 point)b. Were the references current? Give the number and percentage of sources in the last 10 years and in the last 5 years. (2 point)c. Was a summary provided of the current knowledge (what is known and not known) about the research problem? (1 point)d. Does the purpose of the study clearly address the gap in nursing knowledge? If so, how? (3 point)Examine the Study Framework or Theory (4 points)a. Was there a framework or theory explicitly stated? If yes, identify the framework or theory. (2 points)b. Did the framework identify, define, and describe the relationship among the concepts of interest? Provide an example of this. (1 point)c. Is the framework or theory presented with clarity? If a model or conceptual map is present, is it adequate for explaining the phenomenon of concern? (1 point)Research Objectives, Questions, or Hypotheses (6 points)a. List any research objectives, questions, or hypotheses that were identified in the study. (2 points)b. Were the objectives, questions, or hypotheses logically linked to the purpose of the study? Explain your answer. (2 point)c. Were the objectives, questions, or hypotheses logically linked to the concepts and relationships in the theoretical framework? Explain your answer. (2 point)SECTION 2 (16 points total)Study Variables (9 points)a. Identify the study variables or concepts that were identified in the objectives, questions, or hypotheses. If there are no stated objectives, questions, or hypothesis; identify and define the variables in the study purpose. Classify these variables as either independent, dependent, or research variables. (6 points)b. Identify demographic variables used to describe the sample. (3 points)Research Design (7 points)a. Identify the specific research design of the study. (1 point)b. Did the study include a treatment or intervention? If so, state the protocol. (1 point)c. If the study had more than one group, how were the participants assigned to groups? (1 points)d. Was the study design used in the study the most appropriate design to obtain the needed data for the purpose of the study? Explain your answer. (2 points)e. Based on the research design, what is the level of evidence for this study? (2 points)SECTION 3 (25 points total)Population, Sampling, and Setting (13 points)a. Identify the inclusion and exclusion eligibility criteria that designated the target population. Were the inclusion and exclusion criteria appropriate for the type of study conducted? Why or why not? (4 points)b. Identify the specific type of probability or nonprobability sampling method used to obtain the sample. (1 point)c. Was the sampling method adequate for producing a sample that was representative of the target population? Explain your answer. (2 points)d. What were the potential biases in the sampling method? (2 point)e. Identify the sample size. Discuss the power analysis if this process was used to determine sample size. (1 points)f. Discuss the institutional review board approval. Describe the informed consent process used in the study. (1 points)g. Identify the study setting and indicate whether it is appropriate for the study purpose. (2 points)Measurement (12 points)a. Identify each study variable that was measured and link it to the measurement method. (6 points)b. Did the measurement methods selected for the study adequately measure the study variables? (2 point)c. Describe the reliability and validity of each scale. (2 points)d. Did the measurement methods used in the study have adequate validity and reliability? Explain your answer. (2 points)SECTION 4 (26 points total)Data Collection, Management, and Analysis (8 points)a. List the statistical tests conducted to describe the sample. (2 points)b. Explain which statistical tests were used to address the purpose statement or research questions/objectives/ hypotheses. (4 points)c. Were the statistical tests appropriate given the purpose of the study? Explain your answer. (2 points)Interpretation of Study Results (8 points)a. Interpret the statistical results to demonstrate your understanding of the results. (4 points)b. Did the author discuss how the results were consistent with previous literature? Give an example if they did so. (2 points)c. How did the researchers generalize the findings? (2 points)Discussion and Limitation (10 points)a. Did the conclusions fit the results from the data analyses? Were the conclusions based on statistically significant and clinical important results? (4 points)b. What study limitations did the researcher identify? (1 point)c. Did the study have weaknesses not identified by the researcher? Name one. (2 points)d. What were the implications of the findings for nursing or healthcare? (2 points)e. Were suggestions for further study identified? If so, what are the suggestions. (1 point)APA (8 points)4EthicsApprasial1Section1Researchdirectons.docxApprasial 1 Section 1 Research directonsThe purpose of this assignment is for students to demonstrate an understanding of the research process through the critical appraisal of published research. The interactive appraisal form presented in this assignment is based on Chapter 18 and other chapters of Gray et al. (2017).InstructionsRead the article detailed belowTangnitipong, S., Vuttanon, N., Pothiban, L., & Chintanawat, R. (2022). Effectiveness of a home-based coping enhancement program for stroke survivors: A randomized controlled trial.Pacific Rim International Journal of Nursing Research , 26(4), 585–599.LinkView of Effectiveness of a Home-Based Coping Enhancement Program for Stroke Survivors: A Randomized Controlled TrialThe following document is a quantitative research appraisal formRubricResearch Appraisal 1—Section 1Research Appraisal 1—Section 1CriteriaRatingsPtsIntroduction2 ptsFull Marks0 ptsNo Marks/ 2 ptsState the Problem5 ptsFull Marks0 ptsNo Marks/ 5 ptsExamine the Literature8 ptsFull Marks0 ptsNo Marks/ 8 ptsExamine the Study Framework or Theory4 ptsFull Marks0 ptsNo Marks/ 4 ptsResearch Objectives, Questions, or Hypotheses6 ptsFull Marks0 ptsNo Marks/ 6 ptsAPA2 ptsFull Marks0 ptsNo Marks/ 2 ptsTotal Points: 0EthicsResearch_Appraisal_assignment.docxNUR 5314 Scientific InquiryName:Assignment Article Reference:Research Appraisal 1 FormThe purpose of this assignment is for students to demonstrate how to interpret and appraise a quantitative research study. This appraisal form is based on Chapter 18 of Gray & Grove (2021).Directions: Use this form to complete Research Appraisal 1 (RA 1). In general, paraphrase information from the provided assignment article. If you quote directly from the article, use the appropriate APA citation format.Scoring: Points are allotted as indicated in each section of the form with a section for APA at the bottom. Total points for RA 1 = 100.SECTION 1 (25 points total)Introduction (2 points)a. Describe the qualifications of the authors to conduct the study, such as research expertise (PhD?), clinical experience, and education preparation (credentials). (2 point)State the Problem (5 points)a. What is the problem that formed the basis of this study? (2 point)b. What evidence was used to support that the issue is a problem? (2 point)c. State the purpose of the study. (1 points)Examine the Literature (8 points)a. Were relevant previous studies and theories described? If so, why are they relevant? (2 point)b. Were the references current? Give the number and percentage of sources in the last 10 years and in the last 5 years. (2 point)c. Was a summary provided of the current knowledge (what is known and not known) about the research problem? (1 point)d. Does the purpose of the study clearly address the gap in nursing knowledge? If so, how? (3 point)Examine the Study Framework or Theory (4 points)a. Was there a framework or theory explicitly stated? If yes, identify the framework or theory. (2 points)b. Did the framework identify, define, and describe the relationship among the concepts of interest? Provide an example of this. (1 point)c. Is the framework or theory presented with clarity? If a model or conceptual map is present, is it adequate for explaining the phenomenon of concern? (1 point)Research Objectives, Questions, or Hypotheses (6 points)a. List any research objectives, questions, or hypotheses that were identified in the study. (2 points)b. Were the objectives, questions, or hypotheses logically linked to the purpose of the study? Explain your answer. (2 point)c. Were the objectives, questions, or hypotheses logically linked to the concepts and relationships in the theoretical framework? Explain your answer. (2 point)SECTION 2 (16 points total)Study Variables (9 points)a. Identify the study variables or concepts that were identified in the objectives, questions, or hypotheses. If there are no stated objectives, questions, or hypothesis; identify and define the variables in the study purpose. Classify these variables as either independent, dependent, or research variables. (6 points)b. Identify demographic variables used to describe the sample. (3 points)Research Design (7 points)a. Identify the specific research design of the study. (1 point)b. Did the study include a treatment or intervention? If so, state the protocol. (1 point)c. If the study had more than one group, how were the participants assigned to groups? (1 points)d. Was the study design used in the study the most appropriate design to obtain the needed data for the purpose of the study? Explain your answer. (2 points)e. Based on the research design, what is the level of evidence for this study? (2 points)SECTION 3 (25 points total)Population, Sampling, and Setting (13 points)a. Identify the inclusion and exclusion eligibility criteria that designated the target population. Were the inclusion and exclusion criteria appropriate for the type of study conducted? Why or why not? (4 points)b. Identify the specific type of probability or nonprobability sampling method used to obtain the sample. (1 point)c. Was the sampling method adequate for producing a sample that was representative of the target population? Explain your answer. (2 points)d. What were the potential biases in the sampling method? (2 point)e. Identify the sample size. Discuss the power analysis if this process was used to determine sample size. (1 points)f. Discuss the institutional review board approval. Describe the informed consent process used in the study. (1 points)g. Identify the study setting and indicate whether it is appropriate for the study purpose. (2 points)Measurement (12 points)a. Identify each study variable that was measured and link it to the measurement method. (6 points)b. Did the measurement methods selected for the study adequately measure the study variables? (2 point)c. Describe the reliability and validity of each scale. (2 points)d. Did the measurement methods used in the study have adequate validity and reliability? Explain your answer. (2 points)SECTION 4 (26 points total)Data Collection, Management, and Analysis (8 points)a. List the statistical tests conducted to describe the sample. (2 points)b. Explain which statistical tests were used to address the purpose statement or research questions/objectives/ hypotheses. (4 points)c. Were the statistical tests appropriate given the purpose of the study? Explain your answer. (2 points)Interpretation of Study Results (8 points)a. Interpret the statistical results to demonstrate your understanding of the results. (4 points)b. Did the author discuss how the results were consistent with previous literature? Give an example if they did so. (2 points)c. How did the researchers generalize the findings? (2 points)Discussion and Limitation (10 points)a. Did the conclusions fit the results from the data analyses? Were the conclusions based on statistically significant and clinical important results? (4 points)b. What study limitations did the researcher identify? (1 point)c. Did the study have weaknesses not identified by the researcher? Name one. (2 points)d. What were the implications of the findings for nursing or healthcare? (2 points)e. Were suggestions for further study identified? If so, what are the suggestions. (1 point)APA (8 points)412Bids(51)Dr. Ellen RMMathProgrammingMISS HILLARY A+Dr. Aylin JMnicohwilliamProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMShow All Bidsother Questions(10)Shoet Paper on KantStrategic Human Resources & Recruitment IP1Business logisticsUnit 3 *FOR MEGAWRITER*Psychology helpjournal 5Text ExercisesOpinion Paper…APA formatPaper due24 college algebra problems to be done within 2 hours

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Home>Homework Answsers>Nursing homework helpUrinary Function:Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.Case Study QuestionsThe attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.Create a list of risk factors the patient might have and explain why.Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.Reproductive Function:Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.Microscopic Examination of Vaginal Discharge(-) yeast or hyphae(-) flagellated microbes(+) white blood cells(+) gram-negative intracellular diplococciCase Study QuestionsAccording to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?Name the criteria you would use to recommend hospitalization for this patienta month ago01.06.20256Report issueBids(47)MISS HILLARY A+nicohwilliamProf Double RProf. TOPGRADEfirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekPROF_ALISTERAshley EllieLarry Kellyabdul_rehman_miss AaliyahShow All Bidsother Questions(10)Making LGBTQ Rights?comtemporary issuesChapter 51 Concepts of Care for Patients With Noninflammatory Intestinal Disorders Ignatavicius Medical-Surgical Nursing, 10th EditionManaging Complex Projects Unit II ProjectDiscussionAnotated BibiliographyInternal Warehouse Structure and Delivery (400-600 words) APA format w/referencesassignment app and mediaHuman Development (child and adolescent)nursing

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