Discussion 5. Covid teaching.

/in /by

Home>Homework Answsers>Nursing homework helpteachingCOVID Teaching DiscussionAn  integral part of nursing is teaching and there are always opportunities  to teach your clients, patients, family, and friends. As nurses we  often need to put our personal opinions aside and teach our patients  about the science and facts of controversial topics such as Covid so  they can make informed health choices. In this discussion, you will  explore either the CDC.gov or NIH.gov national websites to review the  known facts about Covid and format a teaching plan to educate your  audience on one aspect of Covid that you have learned.Examples of topics could be about handwashing, mask usage, Covid vaccines etc.You  will include your Topic, a Rationale with citation/reference, an  Intended Audience, a Teaching Method, List 3 facts that you have learned  about your topic, List 3 SMART Learner Objectives (can be short or long  term), and how you will Evaluate objective achievement.For each of these 7 areas you will respond with 3-4 well written sentences.Your in-text citation AND corresponding reference should be in APA 7th edition format.Post your original post and respond to 2 peer posts in order to receive credit.TOPIC: What will you teach about?RATIONALE  (include an in-text citation here and list your reference below your  post): Why is this topic important to health and wellness?AUDIENCE: Who will you be teaching and why?TEACHING METHOD: Would you use a Power Point, poster, handouts, or a video? Why?List  3 FACTS that you learned from the CDC or NIH website about your topic  (include an in-text citation here and list your reference below your  post).List 3 LEARNER OBJECTIVES (use SMART format and each  objective counts as a sentence): ex) By the end of the presentation, the  learner will be able to….PLAN FOR EVALUATION: How will you measure if your audience reached the objectives?Screenshot2023-07-17at21-34-22Module5DiscussionOksanaRossi.png2 years ago22.07.202316Report issueBids(76)Dr. Ellen RMnicohwilliamPROF_ALISTERDr. Sarah BlakeSheryl HoganDr. Freya WalkerProf Double RFiona Davasherry proffMUSYOKIONES A+Dr CloverMISS HILLARY A+Discount AssignIsabella Harvardpacesetters2121STELLAR GEEK A+Jahky BTop MalaikaProWritingGuruTutor Cyrus KenShow All Bidsother Questions(10)UOP PM586 final exam 2015 (A++++ Answer) 30/30game theoryMath Calc 1 Continuity must be fast due in 4 hr***for expert researcher onlysECON 213 PROBLEM SET 3 – LIBERTY UNIVERSITYGraph Theory question !?International Management and Leadership Unit 5 IPbusiness statistic case articleLatisha started her history class with two scores on tests, 72% and 89%. Confirm that the mean of these two…who can get me an A on this assignment in 24 hours

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

ASSESSING AND TREATING VULNERABLE POPULATIONS FOR DEPRESSIVE DISORDERS

/in /by

Home>Homework Answsers>Nursing homework help2 years ago19.09.202320Report issuefiles (1)ASSESSINGANDTREATINGVULNERABLEPOPULATIONSFORDEPRESSIVEDISORDERSPharm.docxASSESSINGANDTREATINGVULNERABLEPOPULATIONSFORDEPRESSIVEDISORDERSPharm.docx· Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.For this assignment, you will develop a patient medication guide for treatment of depressive disorders in a vulnerable population (your choice for one vulnerable patient population to choose from: children, adolescents, older adults, dementia patients, pregnant women or one not listed of your choice!). Be sure to use language appropriate for your audience (patient, caregiver, parent, etc.). You will include non-copyright images and/or information tables to make your patient medication guide interesting and appealing. Limit your patient medication guide to 5 pages. You will create this guide as an assignment; therefore, a title page, introduction, conclusion, and reference page are required. You must include a minimum of 3 scholarly supporting resources outside of your course provided resources.In your patient guide, include discussion on the following:· Depressive disorder causes and symptoms· How depression is diagnosed for the vulnerable population of your choice ( Pregnant Woman) , why is this population considered vulnerable?· Medication treatment options including risk vs benefits; side effects; FDA approvals for the vulnerable population of your choice· Medication considerations of medication examples prescribed – Citalopram ( Celexa)· What is important to monitor in terms of labs, comorbid medical issues with why important for monitoring· Special Considerations (you must be specific, not general and address at least one for EACH category; you must demonstrate critical thinking beyond basics of HIPPA and informed consent!): legal considerations, ethical considerations, cultural considerations, social determinants of health· Where to follow up in your local community for further information· Provide 3 examples of how to write a proper prescription that you would provide to the patient or transmit to the pharmacy.Medication list Selection: CitalopramReferences x 4 to include:Stahl, S. M. (2021).Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications(5th Ed.) Cambridge University Press.Chapter 6, “Mood Disorders and the Neurotransmitter Networks Norepinephrine and y-Aminobutyric Acid (GABA)” (pp. 244-282)Chapter 7, “Treatments for Mood Disorders: So-Called “Antidepressants” and “Mood Stabilizers” (pp. 283-338)American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disordersLinks to an external site.(5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787Howland, R. H. (2008a). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 1: Study design.Journal of Psychosocial Nursing and Mental Health ServicesLinks to an external site., 46(9), 21–24.https://doi.org/10.3928/02793695-20080901-06El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic Medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review.European Child & Adolescent PsychiatryLinks to an external site., 23(10), 973–992. https://doi.org/10.1007/s00787-014-0558-3ASSESSINGANDTREATINGVULNERABLEPOPULATIONSFORDEPRESSIVEDISORDERSPharm.docx· Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.For this assignment, you will develop a patient medication guide for treatment of depressive disorders in a vulnerable population (your choice for one vulnerable patient population to choose from: children, adolescents, older adults, dementia patients, pregnant women or one not listed of your choice!). Be sure to use language appropriate for your audience (patient, caregiver, parent, etc.). You will include non-copyright images and/or information tables to make your patient medication guide interesting and appealing. Limit your patient medication guide to 5 pages. You will create this guide as an assignment; therefore, a title page, introduction, conclusion, and reference page are required. You must include a minimum of 3 scholarly supporting resources outside of your course provided resources.In your patient guide, include discussion on the following:· Depressive disorder causes and symptoms· How depression is diagnosed for the vulnerable population of your choice ( Pregnant Woman) , why is this population considered vulnerable?· Medication treatment options including risk vs benefits; side effects; FDA approvals for the vulnerable population of your choice· Medication considerations of medication examples prescribed – Citalopram ( Celexa)· What is important to monitor in terms of labs, comorbid medical issues with why important for monitoring· Special Considerations (you must be specific, not general and address at least one for EACH category; you must demonstrate critical thinking beyond basics of HIPPA and informed consent!): legal considerations, ethical considerations, cultural considerations, social determinants of health· Where to follow up in your local community for further information· Provide 3 examples of how to write a proper prescription that you would provide to the patient or transmit to the pharmacy.Medication list Selection: CitalopramReferences x 4 to include:Stahl, S. M. (2021).Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications(5th Ed.) Cambridge University Press.Chapter 6, “Mood Disorders and the Neurotransmitter Networks Norepinephrine and y-Aminobutyric Acid (GABA)” (pp. 244-282)Chapter 7, “Treatments for Mood Disorders: So-Called “Antidepressants” and “Mood Stabilizers” (pp. 283-338)American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disordersLinks to an external site.(5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787Howland, R. H. (2008a). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 1: Study design.Journal of Psychosocial Nursing and Mental Health ServicesLinks to an external site., 46(9), 21–24.https://doi.org/10.3928/02793695-20080901-06El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic Medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review.European Child & Adolescent PsychiatryLinks to an external site., 23(10), 973–992. https://doi.org/10.1007/s00787-014-0558-3Bids(76)Miss DeannaDr. Ellen RMMISS HILLARY A+abdul_rehman_Emily ClareSTELLAR GEEK A+Prof Double RFortifiedYoung NyanyaProWritingGuruJahky BDr. Adeline ZoeSheryl HoganDr M. MichelleAshley Elliesherry proffWIZARD_KIMIsabella HarvardColeen AndersonBrainy BrianShow All Bidsother Questions(10)Financial ManagementGun violence The Juvenile OffenderLT&BC_M3A1Individual Project 7-26Need Database expert to do this paperWord documentMOS 6801 Emergency Management Unit 8 PowerPoint PresentationMOS 6801 Emergency Management Unit 5 Article ReviewAccounting due 7pm ESTAssignment 2: Required Assignment 1—Intercultural Employee Motivation and Rewards

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

EXPLORING EBP QUALITY IMPROVEMENT

/in /by

Home>Homework Answsers>Nursing homework helpnursingTo prepare: the key requirements are to identify a hypothetical practice problem as the focus of an evidence-based quality improvement project; a hypothetical health care setting for the project based on investigating actual sites; stakeholders for project approval and implementation within health care settings; and a presentation outlining the basic steps of a specific framework/model for translating research and evidence to improved practice.The Assignment:Part 1: Key Project ElementsComplete your p a p e r of 6–8 pages, plus cover page and references page, explaining your investigation of three hypothetical practice sites for an Evidence based practice QI project.Part 2: Implementation Science PresentationComplete your PowerPoint presentation of 3–5 slides, plus cover and reference slides, to inform hypothetical stakeholders.2 years ago06.10.202330Report issueBids(86)Miss DeannaDr. Ellen RMMISS HILLARY A+abdul_rehman_Emily ClareSTELLAR GEEK A+Prof Double RSheryl HoganDoctor.NamiraProWritingGuruYoung NyanyaBRIGHT MIND PROFJahky BDr. Adeline ZoeDr M. MichelleAshley EllieWIZARD_KIMnicohwilliamIsabella HarvardBrainy BrianShow All Bidsother Questions(10)DATA ANALYSIS• The significant of the study ( the most important point is to talk about student benefit then the nurses working in the schoolsRevisions are needed on the paper I submitted for school. I have uploaded a file titled default.pdf which explains. Any section that scored less than a 3 needs to be revised. Please read teachers comments. Aspects B3, B5, C2 – C2f, D1 and D2 require addreLearning objective of group assignment: To provide you with practice and experience in applying the information we have learned about performance management systems, this group assignment asks you to design a balanced scorecard as a performance managementDiscussionhc 8Discussion 7 OspediatricsBusiness EthicsComputer Science

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

ANA

/in /by

Home>Homework Answsers>Nursing homework helpPart 1: ANA Competencies and Standards Identification2 years ago27.10.20233Report issuefiles (7)APA_Presentation_template1.pptCourse_Paper_Template_APA_7___1_.docxtiger_icsp_recommendations_final.pdfGraduate-QSEN-Competencies.pdfGrad_Gen_Comp.pdfEssentials-2021.pdfR2LibraryOnlineserv_2015_NursingInformaticsScopeandStandardsofPra.pdfAPA_Presentation_template1.ppt[removed]Course_Paper_Template_APA_7___1_.docx1Title of the Paper in FullStudent NameProgram Name or Degree Name (e.g., Master of Science in Nursing), Walden UniversityCOURSE XX: Title of CourseInstructor NameMonth XX, 202XTitle of the Paper in FullAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 1 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 2 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Another Level 2 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 3 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 4 Heading.AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 4 Heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 3 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 1 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.References(Note that the following references are intended as examples only.)American Counseling Association. (n.d.).About us.https://www.counseling.org/about-us/about-acaAnderson, M. (2018). Getting consistent with consequences.Educational Leadership, 76(1), 26-33.Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.California Management Review, 58(3), 66-87.https://doi.org/10.1525/cmr.2016.58.3.66Burgess, R. (2019).Rethinking global health: Frameworks of Power.Routledge.​Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.Health Psychology, 24(2), 225–229.https://doi.org/10.1037/0278-6133.24.2.225Johnson, P. (2003).Art: A new history.HarperCollins.https://doi.org/10.1037.0000136-000​Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.Journal of Pain and Symptom Management, 56(3), 309–317.https://doi.org/10.1016/j.jpainsymman.2018.06.001Osman, M. A. (2016, December 15).5 do’s and don’ts for staying motivated.Mayo Clinic.https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835Sue, D. W., & Sue, D. (2016).Counseling the culturally diverse: Theory and practice(7th ed.). Wiley.Walden University Library. (n.d.).Anatomy of a research article[Video].https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524Walden University Writing Center. (n.d.).Writing literature reviews in your graduate coursework[Webinar].https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417World Health Organization. (2018, March).Questions and answers on immunization and vaccine safety.https://www.who.int/features/qa/84/en/tiger_icsp_recommendations_final.pdfThis file is too large to display.View in new windowGraduate-QSEN-Competencies.pdfThis file is too large to display.View in new windowGrad_Gen_Comp.pdfThis file is too large to display.View in new windowEssentials-2021.pdfThis file is too large to display.View in new windowR2LibraryOnlineserv_2015_NursingInformaticsScopeandStandardsofPra.pdfThis file is too large to display.View in new windowR2LibraryOnlineserv_2015_NursingInformaticsScopeandStandardsofPra.pdfThis file is too large to display.View in new windowAPA_Presentation_template1.ppt[removed]Course_Paper_Template_APA_7___1_.docx1Title of the Paper in FullStudent NameProgram Name or Degree Name (e.g., Master of Science in Nursing), Walden UniversityCOURSE XX: Title of CourseInstructor NameMonth XX, 202XTitle of the Paper in FullAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 1 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 2 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Another Level 2 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 3 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 4 Heading.AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 4 Heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 3 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 1 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.References(Note that the following references are intended as examples only.)American Counseling Association. (n.d.).About us.https://www.counseling.org/about-us/about-acaAnderson, M. (2018). Getting consistent with consequences.Educational Leadership, 76(1), 26-33.Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.California Management Review, 58(3), 66-87.https://doi.org/10.1525/cmr.2016.58.3.66Burgess, R. (2019).Rethinking global health: Frameworks of Power.Routledge.​Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.Health Psychology, 24(2), 225–229.https://doi.org/10.1037/0278-6133.24.2.225Johnson, P. (2003).Art: A new history.HarperCollins.https://doi.org/10.1037.0000136-000​Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.Journal of Pain and Symptom Management, 56(3), 309–317.https://doi.org/10.1016/j.jpainsymman.2018.06.001Osman, M. A. (2016, December 15).5 do’s and don’ts for staying motivated.Mayo Clinic.https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835Sue, D. W., & Sue, D. (2016).Counseling the culturally diverse: Theory and practice(7th ed.). Wiley.Walden University Library. (n.d.).Anatomy of a research article[Video].https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524Walden University Writing Center. (n.d.).Writing literature reviews in your graduate coursework[Webinar].https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417World Health Organization. (2018, March).Questions and answers on immunization and vaccine safety.https://www.who.int/features/qa/84/en/tiger_icsp_recommendations_final.pdfThis file is too large to display.View in new windowGraduate-QSEN-Competencies.pdfThis file is too large to display.View in new windowGrad_Gen_Comp.pdfThis file is too large to display.View in new windowEssentials-2021.pdfThis file is too large to display.View in new windowR2LibraryOnlineserv_2015_NursingInformaticsScopeandStandardsofPra.pdfThis file is too large to display.View in new windowAPA_Presentation_template1.ppt[removed]Course_Paper_Template_APA_7___1_.docx1Title of the Paper in FullStudent NameProgram Name or Degree Name (e.g., Master of Science in Nursing), Walden UniversityCOURSE XX: Title of CourseInstructor NameMonth XX, 202XTitle of the Paper in FullAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 1 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 2 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Another Level 2 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 3 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 4 Heading.AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 4 Heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 3 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.Level 1 HeadingAAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.References(Note that the following references are intended as examples only.)American Counseling Association. (n.d.).About us.https://www.counseling.org/about-us/about-acaAnderson, M. (2018). Getting consistent with consequences.Educational Leadership, 76(1), 26-33.Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.California Management Review, 58(3), 66-87.https://doi.org/10.1525/cmr.2016.58.3.66Burgess, R. (2019).Rethinking global health: Frameworks of Power.Routledge.​Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.Health Psychology, 24(2), 225–229.https://doi.org/10.1037/0278-6133.24.2.225Johnson, P. (2003).Art: A new history.HarperCollins.https://doi.org/10.1037.0000136-000​Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.Journal of Pain and Symptom Management, 56(3), 309–317.https://doi.org/10.1016/j.jpainsymman.2018.06.001Osman, M. A. (2016, December 15).5 do’s and don’ts for staying motivated.Mayo Clinic.https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835Sue, D. W., & Sue, D. (2016).Counseling the culturally diverse: Theory and practice(7th ed.). Wiley.Walden University Library. (n.d.).Anatomy of a research article[Video].https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524Walden University Writing Center. (n.d.).Writing literature reviews in your graduate coursework[Webinar].https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417World Health Organization. (2018, March).Questions and answers on immunization and vaccine safety.https://www.who.int/features/qa/84/en/tiger_icsp_recommendations_final.pdfThis file is too large to display.View in new windowGraduate-QSEN-Competencies.pdfThis file is too large to display.View in new windowGrad_Gen_Comp.pdfThis file is too large to display.View in new windowEssentials-2021.pdfThis file is too large to display.View in new windowR2LibraryOnlineserv_2015_NursingInformaticsScopeandStandardsofPra.pdfThis file is too large to display.View in new window1234567Bids(38)Jahky BPROF_ALISTERKimendeDr. Freya WalkerMUSYOKIONES A+Dr AngelenaAshley EllieProf Double RDiscount AnsJudithTutorMadam MichelleQuality AssignmentsDr. BeneveElprofessoriDr. Emma OliviaDr. Adeline ZoeLarry Kellybrilliant answersAmanda SmithBrainy BrianShow All Bidsother Questions(10)Content writings, Home workingModern day of different culturesWrite a summary of the documentresults jlSTATEMENT OF PURPOSEAssignment ContentTM-1Classification & Reimbursement – CHARGE DESCRIPTION MASTER (CDM)BUSINESS STRATEGYCritical Thinking Activity #2

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

EVIDENCE-BASED PROJECT, PART 3: CRITICAL APPRAISAL OF RESEARCH

/in /by

Home>Homework Answsers>Nursing homework helpNurs2 years ago11.10.20235Report issuefiles (1)NURS-6052Nmod4AssignQuestion.docxNURS-6052Nmod4AssignQuestion.docxEVIDENCE-BASED PROJECT, PART 3: CRITICAL APPRAISAL OF RESEARCHRealtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.To Prepare:· Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.· Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.· Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.The Assignment(Evidence-Based Project)Part 3A: Critical Appraisal of ResearchConduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.Part 3B: Critical Appraisal of ResearchBased on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.LEARNING RESOURCESRequired Readings· Melnyk, B. M., & Fineout-Overholt, E. (2023).Evidence-based practice in nursing & healthcare: A guide to best practice(5th ed.). Wolters Kluwer.· Chapter 6, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 189–228)· Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: Part I.American Journal of NursingLinks to an external site., 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c· Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II.American Journal of NursingLinks to an external site., 110(7), 47-52· Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence.American Journal of NursingLinks to an external site., 110(11), 43-51. doi:10.1097/01.NAJ.0000390523.99066.b5· Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence.Journal of the American Psychiatric Nurses AssociationLinks to an external site., 15(3), 202–207. doi:10.1177/1078390309338733·Document: Critical Appraisal Tool Worksheet Template (Word document)NURS-6052Nmod4AssignQuestion.docxEVIDENCE-BASED PROJECT, PART 3: CRITICAL APPRAISAL OF RESEARCHRealtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.To Prepare:· Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.· Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.· Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.The Assignment(Evidence-Based Project)Part 3A: Critical Appraisal of ResearchConduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.Part 3B: Critical Appraisal of ResearchBased on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.LEARNING RESOURCESRequired Readings· Melnyk, B. M., & Fineout-Overholt, E. (2023).Evidence-based practice in nursing & healthcare: A guide to best practice(5th ed.). Wolters Kluwer.· Chapter 6, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 189–228)· Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: Part I.American Journal of NursingLinks to an external site., 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c· Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II.American Journal of NursingLinks to an external site., 110(7), 47-52· Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence.American Journal of NursingLinks to an external site., 110(11), 43-51. doi:10.1097/01.NAJ.0000390523.99066.b5· Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence.Journal of the American Psychiatric Nurses AssociationLinks to an external site., 15(3), 202–207. doi:10.1177/1078390309338733·Document: Critical Appraisal Tool Worksheet Template (Word document)Bids(67)PROF_ALISTERSheryl HoganDr. Freya Walkerfirstclass tutorProf Double RFiona DavaGenuine GeniusMUSYOKIONES A+Isabella HarvardDr CloverDiscount AssignJudithTutorSTELLAR GEEK A+Jahky BProWritingGuruColeen AndersonDr. Everleigh_JKBrilliant GeekTeacher A+ WorkAshley EllieShow All Bidsother Questions(10)HCR 210 Week 8 – Exercise Career Self-Reflection IIC# AssignmentBus LawaccountingEnglish assignmentBUS 401 Final ExamPHI 200 Week 2 Assignment Assisted SuicidePHI 105 Assignment Eastern and Western Philosophers Comparison PaperPSY reaction papers about movie in 9hrs2 page paper needed ASAP

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

cultural diversity discussion 7

/in /by

Home>Homework Answsers>Nursing homework helpnursingPostSelect one of the discussion prompts below and respond to it with an initial post by Day #4 of the unit week. Your initial post needs to thoroughly address all parts of the selected prompt and be supported by at least one scholarly source. Then, respond to at least two threads on two additional days to drive the weekly discussions. All posts must demonstrate critical thinking and effective written communication including proper spelling, grammar, professional language, and APA formatting of references and in-text citations. All posts must also be submitted no later than the last day of the unit week.Discussion PromptsPrompt #1Select one of the cultural identities mentioned below:Age and generational identitiesIdentities based on appearance and healthSocioeconomic identitiesFirst-generation student identitiesThen make a list of all the biases, generalizations, and stereotypes about your chosen group that you have perceived or witnessed. Be sure to include everything, regardless of how seemingly trivial. Which statements can be considered myths? Which frequently turns into interpersonal discrimination? Which might contribute to institutional or systemic oppression? What would be your advice to someone on the receiving end of this type of discrimination?(USLO 7.1)Prompt #2Imagine what it might be like to be 10, 20, or 30 years older than you are now. What are your assumptions about growing older based on – facts, myths, or observations? How do you think lookism, sizeism, and healthism will affect some of your ideas about aging? How might systemic oppression or oppression at the institutional level affect you some day? Do you know any older person who defies certain stereotypes or pressures related to lookism, sizeism, and healthism?(USLO 7.2)Prompt #3How do you think older and younger people might join together to combat the forces of ageism, lookism, sizeism, healthism, and classism? How might you be an ally to your older or younger classmates who may be struggling with obtaining their college degree due to their first-generation status? Do you think lending your support to your Galen peers will be difficult or easy? Consider what you might do at the interpersonal and institutional levels to combat these types of oppressions.(USLO 7.3)Prompt #4Pick any two areas of sustainable development goals (SDGs) listed in this unit and discuss them thoroughly. Were you aware of the goals before this unit? Next, connect the global goals to the U.S. context and discuss how we are addressing them? Use facts and data from authoritative sources to support your arguments.(USLO 7.4)Prompt #5Take any two areas of SDGs, seemingly unrelated to each other, and critically evaluate the intersectionality. For example, how do gender inequalities and climate action intersect? How do inequalities and inequities in the context of gender identities impact global climate change? And in what ways addressing climate change might diminish gender inequalities?(USLO 7.4)Prompt #6Reflect on the essential nature of the global perspective to social justice issues. Why is it important to get a macro perspective on what might seem like a local issue? For example, how does helping the world achieve quality education for all impact our efforts to attain the same at the national level, or vice versa? Take any one of the SDGs you read in this unit to respond to this discussion prompt.(USLO 7.5)Prompt #7“Our most serious shortcoming – and here I refer to the entire international community – is our inability to prevent crises. The United Nations was born from war. Today we must be here for peace.” – Antonio Guterres, Secretary-General, UN. (January 2019).Pick any one of the SDGs to support Mr. Guterres’s statement or argue against his perspective. Use data or authoritative sources as the basis of your response.(USLO 7.5)Prompt #8There is a tremendous push for diversity, equity, and inclusion efforts at global, national, state, and community levels and in all areas of life and for all identities. Take any one of the SDGs included in this unit and discuss a couple of challenges leaders face in achieving optimum and sustaining results for equity and inclusion. Are the challenges individual or institutional? Examine the challenges at the international, national, state, and organizational levels.(USLO 7.6)Prompt #9As we end the course, examine your growth on the diversity, equity, and inclusion topics discussed in the eleven units. How would you summarize your awareness of the issues? Are you curious to know more? Which topics inspired your interest, and why? Did any material disrupt your way of thinking? If yes, which content was new to you? Lastly, list three values that you think are essential for peaceful, just, and inclusive societies and explain why.2 years ago15.12.202310Report issueBids(64)PROVEN STERLINGMiss DeannaDr. Ellen RMPROF_ALISTERProf Double RSheryl HoganEmily ClareDoctor.Namirafirstclass tutorDemi_RoseFiona Davasherry proffMUSYOKIONES A+MISS HILLARY A+JudithTutorDiscount AssignJahky BProWritingGuruColeen AndersonDr. Everleigh_JKShow All Bidsother Questions(10)nicohwilliamCriminal Investigationunit 2 db 3-5 paragrahsDiscussion Response 8BMRKT 310Ind projectpsychologyBA 540 Chapter 07 – Valuing Bondsweek 8 assignmentFire science (FOR EPIC PROFF ONLY)

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Epidemiology & Population Hlth

/in /by

Home>Homework Answsers>Nursing homework helpSTRENGTHS AND LIMITATIONS OF SECONDARY DATA SOURCESa year ago05.03.202420Report issuefiles (1)WK.2.ASSIGN.PopulationHealthandEpidemiology.docxWK.2.ASSIGN.PopulationHealthandEpidemiology.docxPopulation Health and Epidemiology·Due3/9/24·Points150STRENGTHS AND LIMITATIONS OF SECONDARY DATA SOURCESIn this information age, where data are readily accessible and there is both a great demand for accelerated research projects and strict limitations on research funding, using existing data makes sense. Data used in this way are called secondary data; they come in many forms and contain information on just about anything—depending on who collected the information in the first place, and why.As a health professional, you have access to a wide range of secondary data sources, including government agencies (such as, the Census Bureau or the Centers for Disease Control and Prevention) and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information.
As a member of the Walden community, you have access to the Inter-University Consortium for Political and Social Research (ICPSR), the world’s largest archival database of secondary data. You also have access to the Social Change Impact Report (SCIR) data sets—a Walden-owned database. There are also a number of sources and tutorials available to you through Walden’s Office of Research and Doctoral Quality.
No matter the topic—be it vaccination rates, women’s access to mammography, or chronic lung disease—you can probably find an existing secondary data source related to the specific population health problem you are investigating. The next steps are to identify the variables in the data source that you would need to analyze to examine the association of interest and to assess the validity of the data source. For this Assignment, you delve into these issues in greater detail.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESLEARNING RESOURCESRequired Readings· Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer.· Chapter 6, “Using Information Technology to Improve Population Outcomes”· Friis, R. H., & Sellers, T. A. (2021).Epidemiology for public health practice (6th ed.). Jones & Bartlett.· Chapter 4, “Descriptive Epidemiology: Person, Place, Time”· Chapter 5, “Sources of Data for Use in Epidemiology”· National Institutes of Health National Library of Medicine. (2019).Finding and using health statistics.Links to an external site.https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.htmlSECONDARY DATA SOURCESUse the following resources to locate secondary data sources for this week’s Assignment:· Centers for Disease Control and Prevention. (n.d.).Data.CDC.gov: Home.Links to an external site.https://data.cdc.gov/· National Center for Health Statistics. (2015).Resources for researchers.Links to an external site.https://www.cdc.gov/nchs/nchs_for_you/researchers.htm· Walden University Office of Research and Doctoral Services. (n.d.).Explore existing datasets.Links to an external site.https://academicguides.waldenu.edu/research-center/student-research/data-sources· World Health Organization. (2021).WHO Data collectionsLinks to an external site.[Data sets]. https://www.who.int/data/collectionsTO PREPARE:· Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.· Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.THE ASSIGNMENTIn 3–4 pages (not including title page and references), analyze the data sources you selected by addressing the following:· Briefly identify the population health problem you selected.· Identify each data set you selected.· Identify the variables in each data set you would need to examine the association of interest.· Assess the validity of each data set. Has it been used for prior studies/publications?· Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.RubricNURS_8310_Week2_Assignment_RubricNURS_8310_Week2_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIn 3–4 pages (not including title page and references), analyze the data sources you selected by addressing the following: Briefly identify the population health problem you selected.20 to >17.0 ptsExcellentThe response accurately, clearly, and concisely identifies the selected population health problem.17 to >15.0 ptsGoodThe response accurately identifies the selected population health problem.15 to >12.0 ptsFairThe response somewhat inaccurately or vaguely identifies the selected population health problem.12 to >0 ptsPoorThe response inaccurately and vaguely identifies the selected population health problem, or it is missing.20 ptsThis criterion is linked to a Learning OutcomeIdentify each data set you selected. Identify the variables in each data set you would need to examine the association of interest.40 to >35.0 ptsExcellentThe response accurately, clearly, and concisely identifies each data set…. The response accurately, clearly, and concisely identifies the variables in each data set needed to examine the association of interest.35 to >31.0 ptsGoodThe response accurately identifies each data set…. The response accurately identifies the variables in each data set needed to examine the association of interest.31 to >27.0 ptsFairThe response somewhat inaccurately or vaguely identifies each data set…. The response somewhat inaccurately or vaguely identifies the variables in each data set needed to examine the association of interest.27 to >0 ptsPoorThe response inaccurately and vaguely identifies each data set, or it is missing…. The response inaccurately and vaguely identifies the variables in each data set needed to examine the association of interest, or it is missing.40 ptsThis criterion is linked to a Learning OutcomeAssess the validity of each data set. Has it been used for prior studies/publications?40 to >35.0 ptsExcellentAn accurate and detailed explanation of the validity of each data set is provided, including whether it has been used in prior studies/publications.35 to >31.0 ptsGoodAn accurate explanation of the validity of each data set is provided, including whether it has been used in prior studies/publications.31 to >27.0 ptsFairA somewhat inaccurate or vague explanation of the validity of each data set and whether it has been used in prior studies/publications is provided.27 to >0 ptsPoorAn inaccurate and vague, or incomplete explanation of the validity of each data set and whether it has been used in prior studies/publications is provided, or it is missing.40 ptsThis criterion is linked to a Learning OutcomeExplain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.35 to >31.0 ptsExcellentAn accurate and detailed explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.31 to >27.0 ptsGoodAn accurate explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.27 to >24.0 ptsFairA somewhat inaccurate or vague explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.24 to >0 ptsPoorAn inaccurate and vague explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided, or it is missing.35 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.4 to >3.5 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.3.5 to >3.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment is vague or off topic.3 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.... No purpose statement, introduction, or conclusion was provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.5 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3.5 to >3.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.3 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.5 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.5 ptsGoodContains a few (1 or 2) APA format errors.3.5 to >3.0 ptsFairContains several (3 or 4) APA format errors.3 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 150WK.2.ASSIGN.PopulationHealthandEpidemiology.docxPopulation Health and Epidemiology·Due3/9/24·Points150STRENGTHS AND LIMITATIONS OF SECONDARY DATA SOURCESIn this information age, where data are readily accessible and there is both a great demand for accelerated research projects and strict limitations on research funding, using existing data makes sense. Data used in this way are called secondary data; they come in many forms and contain information on just about anything—depending on who collected the information in the first place, and why.As a health professional, you have access to a wide range of secondary data sources, including government agencies (such as, the Census Bureau or the Centers for Disease Control and Prevention) and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information.
As a member of the Walden community, you have access to the Inter-University Consortium for Political and Social Research (ICPSR), the world’s largest archival database of secondary data. You also have access to the Social Change Impact Report (SCIR) data sets—a Walden-owned database. There are also a number of sources and tutorials available to you through Walden’s Office of Research and Doctoral Quality.
No matter the topic—be it vaccination rates, women’s access to mammography, or chronic lung disease—you can probably find an existing secondary data source related to the specific population health problem you are investigating. The next steps are to identify the variables in the data source that you would need to analyze to examine the association of interest and to assess the validity of the data source. For this Assignment, you delve into these issues in greater detail.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESLEARNING RESOURCESRequired Readings· Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer.· Chapter 6, “Using Information Technology to Improve Population Outcomes”· Friis, R. H., & Sellers, T. A. (2021).Epidemiology for public health practice (6th ed.). Jones & Bartlett.· Chapter 4, “Descriptive Epidemiology: Person, Place, Time”· Chapter 5, “Sources of Data for Use in Epidemiology”· National Institutes of Health National Library of Medicine. (2019).Finding and using health statistics.Links to an external site.https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.htmlSECONDARY DATA SOURCESUse the following resources to locate secondary data sources for this week’s Assignment:· Centers for Disease Control and Prevention. (n.d.).Data.CDC.gov: Home.Links to an external site.https://data.cdc.gov/· National Center for Health Statistics. (2015).Resources for researchers.Links to an external site.https://www.cdc.gov/nchs/nchs_for_you/researchers.htm· Walden University Office of Research and Doctoral Services. (n.d.).Explore existing datasets.Links to an external site.https://academicguides.waldenu.edu/research-center/student-research/data-sources· World Health Organization. (2021).WHO Data collectionsLinks to an external site.[Data sets]. https://www.who.int/data/collectionsTO PREPARE:· Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.· Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.THE ASSIGNMENTIn 3–4 pages (not including title page and references), analyze the data sources you selected by addressing the following:· Briefly identify the population health problem you selected.· Identify each data set you selected.· Identify the variables in each data set you would need to examine the association of interest.· Assess the validity of each data set. Has it been used for prior studies/publications?· Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.RubricNURS_8310_Week2_Assignment_RubricNURS_8310_Week2_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIn 3–4 pages (not including title page and references), analyze the data sources you selected by addressing the following: Briefly identify the population health problem you selected.20 to >17.0 ptsExcellentThe response accurately, clearly, and concisely identifies the selected population health problem.17 to >15.0 ptsGoodThe response accurately identifies the selected population health problem.15 to >12.0 ptsFairThe response somewhat inaccurately or vaguely identifies the selected population health problem.12 to >0 ptsPoorThe response inaccurately and vaguely identifies the selected population health problem, or it is missing.20 ptsThis criterion is linked to a Learning OutcomeIdentify each data set you selected. Identify the variables in each data set you would need to examine the association of interest.40 to >35.0 ptsExcellentThe response accurately, clearly, and concisely identifies each data set…. The response accurately, clearly, and concisely identifies the variables in each data set needed to examine the association of interest.35 to >31.0 ptsGoodThe response accurately identifies each data set…. The response accurately identifies the variables in each data set needed to examine the association of interest.31 to >27.0 ptsFairThe response somewhat inaccurately or vaguely identifies each data set…. The response somewhat inaccurately or vaguely identifies the variables in each data set needed to examine the association of interest.27 to >0 ptsPoorThe response inaccurately and vaguely identifies each data set, or it is missing…. The response inaccurately and vaguely identifies the variables in each data set needed to examine the association of interest, or it is missing.40 ptsThis criterion is linked to a Learning OutcomeAssess the validity of each data set. Has it been used for prior studies/publications?40 to >35.0 ptsExcellentAn accurate and detailed explanation of the validity of each data set is provided, including whether it has been used in prior studies/publications.35 to >31.0 ptsGoodAn accurate explanation of the validity of each data set is provided, including whether it has been used in prior studies/publications.31 to >27.0 ptsFairA somewhat inaccurate or vague explanation of the validity of each data set and whether it has been used in prior studies/publications is provided.27 to >0 ptsPoorAn inaccurate and vague, or incomplete explanation of the validity of each data set and whether it has been used in prior studies/publications is provided, or it is missing.40 ptsThis criterion is linked to a Learning OutcomeExplain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.35 to >31.0 ptsExcellentAn accurate and detailed explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.31 to >27.0 ptsGoodAn accurate explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.27 to >24.0 ptsFairA somewhat inaccurate or vague explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.24 to >0 ptsPoorAn inaccurate and vague explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided, or it is missing.35 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.4 to >3.5 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.3.5 to >3.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment is vague or off topic.3 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.... No purpose statement, introduction, or conclusion was provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.5 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3.5 to >3.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.3 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.5 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.5 ptsGoodContains a few (1 or 2) APA format errors.3.5 to >3.0 ptsFairContains several (3 or 4) APA format errors.3 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 150Bids(66)Miss DeannaDr. Ellen RMEmily ClareDr. Aylin JMDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RYoung NyanyaSTELLAR GEEK A+Jahky BSheryl HoganDr. Adeline ZoeDr M. MichelleAshley EllieTutor Cyrus KenDr CloverIsabella HarvardgrA+de plusColeen AndersonShow All Bidsother Questions(10)spanish courseEvolution of Communication SystemAssignment 3: Understanding the Prevalence of Community Policing-PagesProblem Solvingdynamic aggregate demand and aggregateWater is flowing of the fire hydrantcaspiano2Week 11DiversityGeneral Physics 102 lab

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

see below

/in /by

Home>Homework Answsers>Nursing homework helpnursing researchnursingMm 3rd emaila year ago01.04.202415Report issuefiles (1)InitialResponse4-1.docxInitialResponse4-1.docxInitial ResponseScenarioMrs. B is a 62-year-old white female who presents to your office with her daughter for follow-up after a recent Urgent Care visit.· The daughter reports Mrs. B is demonstrating signs of dementia.· Her daughter notes that the patient has not been eating much for the past few weeks reporting she has a gnawing pain in her stomach.  If she does eat, she reports getting ‘full’ very quickly.  She reports feeling mildly nauseous for the last few weeks.· The patient sustained a fall injury about 9 months ago from a ladder.  She shattered some teeth and developed an infection.  She is under the care of an oral surgeon.· The patient’s coworkers have mentioned to the daughter that ‘she is never in her office or available’ over the last few weeks and seems ‘off her game’.· She was evaluated yesterday at Urgent Care and instructed to follow-up in your office today.· Labs drawn at Urgent Care reveal a Hgb of 8 and HCT of 24.Please develop a discussion that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion.Initial PostUtilize the information provided in the scenario to create your discussion post.Construct your response as an abbreviated SOAP note (SubjectiveObjectiveAssessmentPlan).Structure your ‘P’ in the following format: [NOTE:  if any of the 3 categories is not applicable to your plan please use the ‘heading’ and after the ‘:’ input N/A]Therapeutics:pharmacologic interventions, if any – new or revisions to existing; include considerations for OTC agents (pharmacologic and non-pharmacologic/alternative); [optional – any other therapies in lieu of pharmacologic intervention]Educational:health information clients need to address their presenting problem(s); health information in support of any of the ‘therapeutics’ identified above; information about follow-up care where appropriate; provision of anticipatory guidance and counseling during the context of the office visitConsultation/Collaboration:if appropriate – collaborative ‘Advanced Care Planning’ with the patient/patient’s care giver; if appropriate -placing the patient in a Transitional Care Model for appropriate pharmacologic and non-pharmacologic care; if appropriate – consult with or referral to another provider while the patient is still in the office; Identification of any future referral you would consider makingInitialResponse4-1.docxInitial ResponseScenarioMrs. B is a 62-year-old white female who presents to your office with her daughter for follow-up after a recent Urgent Care visit.· The daughter reports Mrs. B is demonstrating signs of dementia.· Her daughter notes that the patient has not been eating much for the past few weeks reporting she has a gnawing pain in her stomach.  If she does eat, she reports getting ‘full’ very quickly.  She reports feeling mildly nauseous for the last few weeks.· The patient sustained a fall injury about 9 months ago from a ladder.  She shattered some teeth and developed an infection.  She is under the care of an oral surgeon.· The patient’s coworkers have mentioned to the daughter that ‘she is never in her office or available’ over the last few weeks and seems ‘off her game’.· She was evaluated yesterday at Urgent Care and instructed to follow-up in your office today.· Labs drawn at Urgent Care reveal a Hgb of 8 and HCT of 24.Please develop a discussion that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion.Initial PostUtilize the information provided in the scenario to create your discussion post.Construct your response as an abbreviated SOAP note (SubjectiveObjectiveAssessmentPlan).Structure your ‘P’ in the following format: [NOTE:  if any of the 3 categories is not applicable to your plan please use the ‘heading’ and after the ‘:’ input N/A]Therapeutics:pharmacologic interventions, if any – new or revisions to existing; include considerations for OTC agents (pharmacologic and non-pharmacologic/alternative); [optional – any other therapies in lieu of pharmacologic intervention]Educational:health information clients need to address their presenting problem(s); health information in support of any of the ‘therapeutics’ identified above; information about follow-up care where appropriate; provision of anticipatory guidance and counseling during the context of the office visitConsultation/Collaboration:if appropriate – collaborative ‘Advanced Care Planning’ with the patient/patient’s care giver; if appropriate -placing the patient in a Transitional Care Model for appropriate pharmacologic and non-pharmacologic care; if appropriate – consult with or referral to another provider while the patient is still in the office; Identification of any future referral you would consider makingBids(54)Miss DeannaDr. Ellen RMPROF_ALISTERSheryl HoganProf Double REmily ClareProWritingGuruDoctor.NamiraFiona DavaMUSYOKIONES A+Dr CloverMISS HILLARY A+grA+de plusJahky BColeen AndersonBrilliant GeekTutor Cyrus KenWIZARD_KIMTeacher A+ WorkAshley EllieShow All Bidsother Questions(10)The Impact of Complex Adaptive Systemsfor nyanyaTAX 650 Final ProjectCorporate Strategies Discussion QuestionsStrategic Recommendations Discussion Questionc’est quoi la creation de valeur?Empirical psychology paperResearch paper. Please read all the details below. The topic, the thesis statement and the research paper requirements are posted. I also attached a document with the same informationFor Smart zenaanswer

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Precepting

/in /by

Home>Homework Answsers>Nursing homework helpgcuBSNField Experience Site DetailsAfter reviewing the Guidelines for Field Experience with your preferred preceptor, what arrangements have you made so far for this practicum experience?The practicum site must be of a nature and type that is approved for field experience hours and must relate to at least one (or more) of the core areas/competencies of your program of study. Please describe how this site complies, the services it provides, and the population(s) it impacts. See theGuidelines for Field Experiencesfor the core areas/competencies for each programDescribe the proposed project(s), activities, and/or tasks that you have discussed with your preferred preceptor to be completed during the practicum.Note that shadowing and/or observation of the preceptor does not meet competenciesIf you are in the MSN/L or MSHA Program Versions please answer the following questions regarding your preceptor:1. How many staff members directly report to your preceptor at the site location?2. In what capacity does the preceptor oversee rules, regulations or polices at the site?3. What budgetary responsibility does the preceptor have at the site?a year ago13.06.202415Report issueBids(57)Dr. Ellen RMMathProgrammingDr. Aylin JMSheryl HoganProf Double REmily ClareDr. Sarah BlakeProWritingGurufirstclass tutorPROF_ALISTERFiona DavaMUSYOKIONES A+Dr ClovergrA+de plusJahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)PowerPointArt historyfin wk 10Organization BEHAVIORlingo-optimizationFinish the Essay 4 with A++++workPaperMarketing Planthree pages ( everything you need to know is down here )Business writer

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Nursing assignment

/in /by

Home>Homework Answsers>Nursing homework helpa year ago10.07.202415Report issuefiles (1)PATIENTMEDICATIONGUIDEWEEK7AT.docxPATIENTMEDICATIONGUIDEWEEK7AT.docxDISCUSSION/ASSIGNMENT: PATIENT MEDICATION GUIDEThis week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.You will be assignedoneof the following medications to create your guide:ChlorpromazineFluphenazine(assigned)HaloperidolLoxapinePerphenazineAripiprazoleAsenapineClozapineIloperidoneOlanzapinePaliperidoneQuetiapineRisperidoneZiprasidoneLurasidoneBrexpiprazoleCariprazineLumateperoneBenztropinePropranololDeutetrabenazineValbenazineTO PREPARE FOR THIS ASSIGNMENT:· Identify your assigned psychotropic medication agent.· Review this week’s Learning Resources, including the medication resources indicated for this week.· Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.THE ASSIGNMENTCreatea 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!Note:Your Medication Study Guide shouldnotbe in the format of an APA paper.Also Note:Your guide should be informed by theFDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research.Areas of importance that you should address—but are not limited to—include:· Title page· Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses· Any supporting, valid, and reliable research for non-FDA uses· Drug classification· The medication mechanism of action· The medication pharmacokinetics· The medication pharmacodynamics· Appropriate dosing, administration route, and any considerations for dosing alterations· Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.· Definition of half-life, why half-life is important, and the half-life for your assigned medication· Side effects/adverse reactions potential· Discuss clinical concerns with EPS and Tardive DyskinesiaNote:Be sure to include screening tools that would be utilized.· Contraindications for use including significant drug to drug interactions· Overdose considerations· Diagnostics and labs monitoring comorbidities considerations· Legal, ethical, and social considerations· Pertinent patient education considerations· References pageSupport your rationale with a minimum ofthree (3)academic resources.Note:While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing primary and secondary literature.PATIENTMEDICATIONGUIDEWEEK7AT.docxDISCUSSION/ASSIGNMENT: PATIENT MEDICATION GUIDEThis week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.You will be assignedoneof the following medications to create your guide:ChlorpromazineFluphenazine(assigned)HaloperidolLoxapinePerphenazineAripiprazoleAsenapineClozapineIloperidoneOlanzapinePaliperidoneQuetiapineRisperidoneZiprasidoneLurasidoneBrexpiprazoleCariprazineLumateperoneBenztropinePropranololDeutetrabenazineValbenazineTO PREPARE FOR THIS ASSIGNMENT:· Identify your assigned psychotropic medication agent.· Review this week’s Learning Resources, including the medication resources indicated for this week.· Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.THE ASSIGNMENTCreatea 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!Note:Your Medication Study Guide shouldnotbe in the format of an APA paper.Also Note:Your guide should be informed by theFDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research.Areas of importance that you should address—but are not limited to—include:· Title page· Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses· Any supporting, valid, and reliable research for non-FDA uses· Drug classification· The medication mechanism of action· The medication pharmacokinetics· The medication pharmacodynamics· Appropriate dosing, administration route, and any considerations for dosing alterations· Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.· Definition of half-life, why half-life is important, and the half-life for your assigned medication· Side effects/adverse reactions potential· Discuss clinical concerns with EPS and Tardive DyskinesiaNote:Be sure to include screening tools that would be utilized.· Contraindications for use including significant drug to drug interactions· Overdose considerations· Diagnostics and labs monitoring comorbidities considerations· Legal, ethical, and social considerations· Pertinent patient education considerations· References pageSupport your rationale with a minimum ofthree (3)academic resources.Note:While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing primary and secondary literature.Bids(54)Miss DeannaDr. Ellen RMMISS HILLARY A+Sheryl HoganProf Double RProf. TOPGRADEDr. Sarah BlakeProWritingGurufirstclass tutorDoctor.NamiraDr. Freya WalkerPROF_ALISTERDemi_RoseFiona Davasherry proffMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusDr. Everleigh_JKShow All Bidsother Questions(10)AbercrombieHR managementMORE OSHA HELP [2]Innovations in hardware and software(3 points) On an exam with a mean of M = 82, you obtain a score of X =86. a. Would you prefer a standard deviation of s = 2 or s = 10? (Hint: Sketch each distribution and find the location of your score.) b. If your score were X = 78, would yXACC 280 Week 2 CheckPoint / Debits and CreditsIntermediate Financial AccountingFor Vinben only pleaseOperation Management Homework Need Help ASAPhow many different kinds of atoms are there

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now