10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Strategic Points for the Prospectus, Proposal, and Direct Prakendahudson
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly there are strict requirements
I need at least 10 different articles/literature reviews added to the ones in the 815 attachment. I have also included the chart to be filled out All within 5 years and pertinent to the subject.
Tutor MUST have a good command of the English language
The Rubric must be followed,
and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
·
How will you determine the sample size?
·
What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
·
Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
·
Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC
at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with
define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need t ...
Individual Assignment Briefing (Individual report, 3,000 words, excluding references)
Assessment Task
This is an applied assessment, based around a particular HRM problem scenario. The overall aim is to further develop your ability to apply your knowledge on the theory and practice of HRM.
What you are expected to do is very similar to the assignment that you carried out in Year 2 HRM. However the approach is slightly different. Although you are expected to draw on literature (academic papers and research reports, as well as more practitioner focused reports and features) there is not a standard literature review section in your report. Instead you will need to use these sources, together with other relevant organizational case examples, to support your recommendations for change.
You need to start by choosing one of the three case scenarios that are on Moodle. The cases are based on contemporary HRM issues that we will be covering in class this year: age diversity, international HRM (growth and resourcing) and employee wellbeing and work-life balance.
Structuring your report
1. Introduction
In this section you will need to summarise the key issues in the case scenario. If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organizational problems might be. This should help you focus on the recommendations section.
You then need to comment on the wider contextual factors that could be affecting the issues in the case study. For example, if you are looking at age diversity what are the wider social, economic and political factors that are making age diversity a growing area of concern for policy makers. What supporting evidence can you draw on e.g. feature in the economist, WERS data, CIPD research reports.
2. Proposed solutions (two/three max)
In this section you need to recommend and justify two/three key solutions for the key issues set out in your introduction.
For each recommendation, state clearly what the recommendation is. Then use a combination of academic sources, practitioner sources, and other case examples to support your recommendation. Remember managers will pay more attention to HR’s recommendations if these are supported with good evidence. For example, if you are looking at International expansion and resourcing in a technology-focused organization then look for comparable organizational examples. Who are the other well-respected technology companies that you could include. Try and find out how they dealt with International resourcing as they expanded.
3. Implementation plan, with key milestones and evaluation criteria
For any of you who have taken managing projects then you can apply your knowledge from that module to help with this section. Otherwise look for clues in other case examples, as well as research reports. Be careful not to be too ambitious, remember the SMART approach to objective setting.
This section should be .
TYPE SHORT TITLE IN ALL CAPS2TitleYour NameC.docxmarilucorr
TYPE SHORT TITLE IN ALL CAPS 2
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Running head: TYPE SHORT TITLE IN ALL CAPS 1
TYPE SHORT TITLE IN ALL CAPS 5
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember that you will keep all the bolded headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. This section should be one paragraph that is a summation of information from the multiple articles. Be sure and cite all of your references, in proper APA format, from the articles into this one paragraph.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Tr ...
TitleYour NameTerm and YearYour title here.docxedwardmarivel
Title
Your Name
Term and Year
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember that you will keep all the bolded headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13, 14: Action Plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for eval ...
TYPE SHORT TITLE IN ALL CAPS2TitleYour NameC.docxwillcoxjanay
TYPE SHORT TITLE IN ALL CAPS 2
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Running head: TYPE SHORT TITLE IN ALL CAPS 1
TYPE SHORT TITLE IN ALL CAPS 4
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Identify an EBP question
Restate your question. Include the PICOT elements but make sure you write them in paragraph form and not in list format.
Step 2: Scope of practice question
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 3, 4, and 5: Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Why are the members chosen important to your project?
Evidence
Steps 6 and 7: Internal and external search for evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research.
Steps 8 and 9: Summarize the evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Recommendations for change
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13: Action plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results.
Steps 14 and 15: Evaluating outcomes
What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders?
Steps 16, 17, and 18: Implementation
How will you implement the plan on a larger scale? Will t ...
10 Strategic Points for the Prospectus, Proposal, and Direct Prakendahudson
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly there are strict requirements
I need at least 10 different articles/literature reviews added to the ones in the 815 attachment. I have also included the chart to be filled out All within 5 years and pertinent to the subject.
Tutor MUST have a good command of the English language
The Rubric must be followed,
and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
·
How will you determine the sample size?
·
What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
·
Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
·
Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC
at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with
define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need t ...
Individual Assignment Briefing (Individual report, 3,000 words, excluding references)
Assessment Task
This is an applied assessment, based around a particular HRM problem scenario. The overall aim is to further develop your ability to apply your knowledge on the theory and practice of HRM.
What you are expected to do is very similar to the assignment that you carried out in Year 2 HRM. However the approach is slightly different. Although you are expected to draw on literature (academic papers and research reports, as well as more practitioner focused reports and features) there is not a standard literature review section in your report. Instead you will need to use these sources, together with other relevant organizational case examples, to support your recommendations for change.
You need to start by choosing one of the three case scenarios that are on Moodle. The cases are based on contemporary HRM issues that we will be covering in class this year: age diversity, international HRM (growth and resourcing) and employee wellbeing and work-life balance.
Structuring your report
1. Introduction
In this section you will need to summarise the key issues in the case scenario. If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organizational problems might be. This should help you focus on the recommendations section.
You then need to comment on the wider contextual factors that could be affecting the issues in the case study. For example, if you are looking at age diversity what are the wider social, economic and political factors that are making age diversity a growing area of concern for policy makers. What supporting evidence can you draw on e.g. feature in the economist, WERS data, CIPD research reports.
2. Proposed solutions (two/three max)
In this section you need to recommend and justify two/three key solutions for the key issues set out in your introduction.
For each recommendation, state clearly what the recommendation is. Then use a combination of academic sources, practitioner sources, and other case examples to support your recommendation. Remember managers will pay more attention to HR’s recommendations if these are supported with good evidence. For example, if you are looking at International expansion and resourcing in a technology-focused organization then look for comparable organizational examples. Who are the other well-respected technology companies that you could include. Try and find out how they dealt with International resourcing as they expanded.
3. Implementation plan, with key milestones and evaluation criteria
For any of you who have taken managing projects then you can apply your knowledge from that module to help with this section. Otherwise look for clues in other case examples, as well as research reports. Be careful not to be too ambitious, remember the SMART approach to objective setting.
This section should be .
TYPE SHORT TITLE IN ALL CAPS2TitleYour NameC.docxmarilucorr
TYPE SHORT TITLE IN ALL CAPS 2
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Running head: TYPE SHORT TITLE IN ALL CAPS 1
TYPE SHORT TITLE IN ALL CAPS 5
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember that you will keep all the bolded headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. This section should be one paragraph that is a summation of information from the multiple articles. Be sure and cite all of your references, in proper APA format, from the articles into this one paragraph.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Tr ...
TitleYour NameTerm and YearYour title here.docxedwardmarivel
Title
Your Name
Term and Year
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember that you will keep all the bolded headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13, 14: Action Plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for eval ...
TYPE SHORT TITLE IN ALL CAPS2TitleYour NameC.docxwillcoxjanay
TYPE SHORT TITLE IN ALL CAPS 2
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Running head: TYPE SHORT TITLE IN ALL CAPS 1
TYPE SHORT TITLE IN ALL CAPS 4
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Identify an EBP question
Restate your question. Include the PICOT elements but make sure you write them in paragraph form and not in list format.
Step 2: Scope of practice question
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 3, 4, and 5: Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Why are the members chosen important to your project?
Evidence
Steps 6 and 7: Internal and external search for evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research.
Steps 8 and 9: Summarize the evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Recommendations for change
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13: Action plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results.
Steps 14 and 15: Evaluating outcomes
What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders?
Steps 16, 17, and 18: Implementation
How will you implement the plan on a larger scale? Will t ...
Please see the videoVideo on Codinghttpswww.youtube.com.docxmattjtoni51554
Please see the video
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
DIRECTIONS
The first step of the EBP process is to develop a question from the nursing practice problem of interest.
Select a practice problem of interest to use as the focus of your research.
Start with the patient and identify the clinical problems or issues that arise from clinical care.
Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.
The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).
Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem.
Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article's abstract. The completed assignment should have a title page and a reference list with abstracts.
Suggestions for locating qualitative and quantitative research articles from credible sources:
1. Use a library database such as CINAHL Complete for your search.
2. Using the advanced search page check the box beside "Research Article" in the "Limit Your Results" section.
3. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.
To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC
PICOT Statement and Literature Search
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Nursing Practice Problem and PICOT Statement
A nursing practice problem is not clearly described and/or a PICOT statement is not included.
PICOT statement describes a nursing practice problem but lacks reliable sources.
PICOT statement describes .
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
For this assessment you will create an 8-12 slide PowerPoint pre.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.
14Dissertation ProspectusInsert Prospectus Title Sub.docxaulasnilda
14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your sco ...
PSY 618 Module Nine Short Paper Rubric Prompt What type of s.docxpotmanandrea
PSY 618: Module Nine Short Paper Rubric
Prompt: What type of specific follow-up is needed to ensure the proposed changes are being effectively implemented at the case study organization? How will you conclude your report to your client? Will your recommendations for follow-up include formal assessment measures? If so, what are they? If not, why not?
Format: The short paper should follow these formatting guidelines: 2–4 pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Follow-Up
Meets “Proficient” criteria and substantiates the chosen follow-up procedures with examples from scholarly research
(27-30)
Identifies the type of follow-up needed to ensure effective implementation of proposed changes
(24-26)
The type of follow-up identified is not effective for the proposed changes
(21-23)
Does not identify the type of follow-up needed to ensure effective implementation of proposed changes
(0-20)
30
Client Report
Meets “Proficient” criteria and includes specific examples relevant to the report
(27-30)
Describes how the report will be concluded for the client
(24-26)
Description of how the report will be concluded is lacking in detail
(21-23)
Does not describe how the report will be concluded for the client
(0-20)
30
Formal Assessment
Meets “Proficient” criteria and supports explanation with evidence from scholarly research
(27-30)
Argues whether formal assessment measures will be included
(24-26)
Argument of whether formal assessment measures will be included does not reach a logical conclusion
(21-23)
Does not argue whether formal assessment measures will be included
(0-20)
30
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
(9-10)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
(7)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6)
10
Earned Total
Comments:
100 %
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitte ...
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
Please see the videoVideo on Codinghttpswww.youtube.com.docxmattjtoni51554
Please see the video
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
DIRECTIONS
The first step of the EBP process is to develop a question from the nursing practice problem of interest.
Select a practice problem of interest to use as the focus of your research.
Start with the patient and identify the clinical problems or issues that arise from clinical care.
Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.
The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).
Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem.
Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article's abstract. The completed assignment should have a title page and a reference list with abstracts.
Suggestions for locating qualitative and quantitative research articles from credible sources:
1. Use a library database such as CINAHL Complete for your search.
2. Using the advanced search page check the box beside "Research Article" in the "Limit Your Results" section.
3. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.
To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC
PICOT Statement and Literature Search
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Nursing Practice Problem and PICOT Statement
A nursing practice problem is not clearly described and/or a PICOT statement is not included.
PICOT statement describes a nursing practice problem but lacks reliable sources.
PICOT statement describes .
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
For this assessment you will create an 8-12 slide PowerPoint pre.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.
14Dissertation ProspectusInsert Prospectus Title Sub.docxaulasnilda
14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your sco ...
PSY 618 Module Nine Short Paper Rubric Prompt What type of s.docxpotmanandrea
PSY 618: Module Nine Short Paper Rubric
Prompt: What type of specific follow-up is needed to ensure the proposed changes are being effectively implemented at the case study organization? How will you conclude your report to your client? Will your recommendations for follow-up include formal assessment measures? If so, what are they? If not, why not?
Format: The short paper should follow these formatting guidelines: 2–4 pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Follow-Up
Meets “Proficient” criteria and substantiates the chosen follow-up procedures with examples from scholarly research
(27-30)
Identifies the type of follow-up needed to ensure effective implementation of proposed changes
(24-26)
The type of follow-up identified is not effective for the proposed changes
(21-23)
Does not identify the type of follow-up needed to ensure effective implementation of proposed changes
(0-20)
30
Client Report
Meets “Proficient” criteria and includes specific examples relevant to the report
(27-30)
Describes how the report will be concluded for the client
(24-26)
Description of how the report will be concluded is lacking in detail
(21-23)
Does not describe how the report will be concluded for the client
(0-20)
30
Formal Assessment
Meets “Proficient” criteria and supports explanation with evidence from scholarly research
(27-30)
Argues whether formal assessment measures will be included
(24-26)
Argument of whether formal assessment measures will be included does not reach a logical conclusion
(21-23)
Does not argue whether formal assessment measures will be included
(0-20)
30
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
(9-10)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
(7)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6)
10
Earned Total
Comments:
100 %
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitte ...
Similar to 10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx (7)
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
10 citations are distributed in a document below. Use these 10 s.docxchristiandean12115
10 citations are distributed in a document below. Use these 10 sources to:
A. Convert each citation to proper Turabian style
footnote
format. Keep the ten entries in the order given. Number the entries 1-10.
Then
B. Convert each citation to proper Turabian style
bibliography
format. Alphabetize the entries by the author’s last name.
Submit this assignment as one document.
.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
1. 10 Strategic Points for the Prospectus, Proposal, and Direct
Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815)
assignment. This is a continuation of that assignment. Please
read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature
review are complete and thorough. The problem statement is
written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects?
Methodology: Why is the selected methodology is appropriate?
Please justify!
· Data collection approach needs to be clear. How will you
collect your data? What is needed here is to describe the process
of collecting data form signing the informed consent until
completing the measuring.
· Data analysis-What test will you use to answer your research
question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical
Center, does interventional staff education about hub hygiene
provided to RN’s who access the CVC impact CLABSI rates
compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
2. T: Two months
“In Patients > 65 years of age with central line catheters at a
Clear Lake Regional Medical Center, how does staff training of
key personnel and reinforcement of central line catheter hub
hygiene after its insertion, along with the apt cleansing of the
insertion site, before every approach compared with other area
hospitals, reduce the incidence of CLABSIs (Central Line
Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub
Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does
interventional staff education about hub hygiene provided to
RN’s who access the CVC impact CLABSI rates compared to
pre and post-intervention assessments
1. I used central Missouri as an example, replace with a
description of your site.
2. While you might be interested in CLASBI rates as a primary
variable, there are other patient outcomes that would also be
important to consider
3. Ensure you can find validity and reliability measures on
CLASBI rates if you cannot, we need to determine another
question to help
4. How are your two comparison groups different, as they are
currently stated the groups seem very much the same, could you
state, standard care instead of pre and post intervention
assessments?
5. One month is the longest time you can use for a prospective
project
Please note the following regarding the instructors grading
IMPORTANT INFORMATION ABOUT MY GRADING STYLE
3. As you prepare for written papers and manuscripts I’d like to
give you some details about my grading style. I provide
significant feedback on your papers, this is because I believe
you should be working towards improving your writing so that
at the end of this program you are able to successfully write
your DPI project. In order to write well, you need feedback and
you need to review that feedback and make progress on the next
written work. To that end I always grade accordingly. This
means that if I provide feedback one an item (for example APA
format of your reference page) I expect that this will be
improved on the next written submission. Otherwise I will
deduct additional points. In addition, some other criteria to get
down pat now. References should always
1. Be current, no older than 5 years that means 5 years from
your proposed graduation date (2014-2019). Otherwise you will
have to redo everything in DNP 955.
2. Be primary sources. You can no longer cite Young declared
literary war in 1956 (as cited by Brown 2006). You must cite
Young 1956. That means go find that paper and read it and
make sure that you agree with what Brown said. What if you
don’t agree due to some very valid points? Then the literary war
is not what occurred, but instead you have concerns regarding
point ____, ____, and ____.
3. You may no longer cite textbooks, they are 1) secondary
sources and 2) not current enough, and please use peer reviewed
manuscripts.
One more item that is not a reference. You may not use direct
quotes any longer. There is no need. This may be difficult at
first, but you are moving towards a different type of writing.
This is manuscript writing (scientific writing). Scientific
writing is terse, clear, and concise. No frilly words. In order to
avoid the use of direct quotes you will synthesize the literature.
There is a great resource for synthesizing the literature under
Resources – Add-ons. These are also some other great writing
resources there.
4. Details:
In the prospectus, proposal, and scholarly project there are 10
strategic points that need to be clear, simple, correct, and
aligned to ensure the research is doable, valuable, and credible.
The 10 strategic points emerge from researching literature on a
topic that is based on or aligned with the learner's personal
passion, future career purpose, and degree area. These 10 points
provide a guiding vision for DPI Project. In this assignment,
you will continue the work begun in DNP-815, working on your
draft of a document addressing the 10 key strategic points that
define your intended research focus and approach.
General Requirements:
Use the following information to ensure successful completion
of the assignment:
· Locate the "The 10 Strategic Points for the Prospectus,
Proposal, and Direct Practice Improvement Project” that you
completed in DNP-815.
· Doctoral learners are required to use APA style for their
writing assignments. The APA Style Guide is located in the
Student Success Center. An abstract is not required.
· This assignment uses a rubric. Please Review the rubric prior
to the beginning to become familiar with the expectations for
successful completion.
· You are required to submit this assignment to Turnitin. Please
refer to the directions in the Student Success Center.
Directions:
Use the "The 10 Strategic Points for the Prospectus, Proposal,
and Direct Practice Improvement Project" resource to draft
statements for each of the 10 points for your intended research
study.
You worked on this last in DNP 815. Pick up from where you
left off (if you transferred in and did not complete this, you will
have to begin fresh). Please include a copy of your last
instructor feedback when you submit this assignment. You can
either copy and paste the instructor feedback into your current
5. paper (as an appendix and clearly marked); or upload two
separate papers. I expect significant improvement from your last
submission.
Please review the 10 Strategic Points document for additional
instructions and an example. Add references to this document, I
suggest 5-10 at this point. You need to realize that your
literature review chapter will need at least 50+ articles by the
time you get to DNP 955, so work on expanding your literature
search each week, to include more and more to this paper as you
move through each course. If you cannot locate 50+ articles you
can ask your faculty for assistance or chose a different topic.
For the methodology and design sections. Methodology should
cover the broad methods you plan to use (qualitative,
quantitative, or mixed methods). The design portion will then
go into more detail and discuss the design (i.e. correlational,
cross-sectional, pre/posttest, etc.). Describe each and explain
why your chosen methodology and design are appropriate to
your topic and project questions. You may NOT use qualitative,
GCU leadership does not support a qualitative methodology.
Intervention. You must have an intervention that you
implement. Since you cannot evaluate a project that has already
been implemented, please write up a description of your
intervention and what your role will be in implementing this
intervention. This is not a section listed on your 10 Strategic
Points document as of yet, so add it after the methodology and
design sections. Describe step by step what the intervention
consists of, how it is evidence based, how you will implement,
and your role in implementation.
Data collection should go step by step (extremely over-detailed)
on how you will collect the data. Tell me about all instruments,
surveys, and/or questions you will ask of participants. One
MUST be a valid and reliable tool.
6. Data Analysis. Tell me the specific statistics you will use. Start
with descriptive statistics, which ones will you use, why (cite
current primary sources). Then tell me how you will compare
your data (which statistic), what your p value will be before you
start your data collection.
Apply Rubrics
DPI Project Milestone: 10 Strategic Points for the Prospectus,
Proposal, and Direct Practice Improvement Project
1
Unsatisfactory
0.00%
2
Does Not Meet Expectations
74.00%
3
Approaching Meeting Expectations
87.00%
4
Meets Expectations
100.00%
100.0 %Content
10.0 %Topic: Provides a broad project topic area/title.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
15.0 %Literature Review: Lists primary points for four sections
7. in the Literature Review: (a) Background of the problem/gap
and the need for the project based on citations from the
literature; (b) Theoretical foundations (models and theories to
be foundation for study); (c) Review of literature topics with
key concept (??) for each one; (d) Summary.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Problem Statement: Describes the problem to address
through the project based on defined gaps or needs from the
literature.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Sample and Location: Identifies sample, needed sample
size, and location.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Clinical/PICOT Questions: Provides clinical/PICOT
questions to all of the collected data needed to address the
8. problem statement.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
5.0 %Variables
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Methodology and Design: Describes the selected
methodology and specific research design to address problem
statement and clinical/PICOT questions.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Purpose Statement: Provides one sentence statement of
purpose including the problem statement, methodology, design,
population sample, and location.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
9. leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Data Collection: Describes primary instruments and
sources of data to answer research questions. Reliability and
Validity of the instruments are addressed.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10.0 %Data Analysis: Describes the specific data analysis
approaches to be used to address clinical/PICOT questions. The
statistical test(s) that will be used must be identified and must
be appropriate for the level of data and the clinical/PICOT
question.
Item is not present.
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that
leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps
are present that leave the reader with questions.
10. The 10 Strategic Points for the Prospectus, Proposal, and Direct
Practice Improvement Project
Introduction
In the Prospectus, Proposal, and Direct Practice Improvement
Project there are 10 key or strategic points that need to be clear,
simple, correct, and aligned to ensure the project is doable,
valuable, and credible. These points, which provide a guide or
vision for the project, are present in almost any research. They
are defined within "The 10 Strategic Points for the Prospectus,
Proposal, and Direct Practice Improvement Project" (10
Strategic Points) document.
The ten strategic points are developed in table format.
The 10 Strategic Points
The 10 strategic points emerge from researching literature on a
topic that is based on, or aligned with, the defined need in the
literature as well as the learner’s personal passion, future career
purpose, and degree area. The 10 Strategic Points document
includes the following 10 key or strategic points that define the
project focus and approach:
1. Topic (10%) – Provides a broad project topic area/title.
2. Literature Review (15%) - Lists primary points for four
sections in the Literature Review:
a. Background of the problem/gap and the need for the project
based on citations from the literature.
b. Theoretical foundations (models and theories to be
foundation for project).
c. Review of literature topics with key theme for each one.
d. Summary.
3. Problem Statement (10%) – Describes the problem to address
through the project based on defined needs or gaps in practice
from the literature.
4. Sample and Location (10%) – Identifies sample, needed
sample size, and location.
5. Clinical/PICOT Questions (10%) – Provides clinical/PICOT
questions to collect data to address the problem statement.
6. Variables (5%) – Identifies and describes independent and
11. dependent variables.
7. Methodology and Design(10%) - Describes the selected
methodology and specific project design to address problem
statement and clinical questions
8. Purpose Statement (10%) – Provides one sentence statement
of purpose including the problem statement, methodology,
design, population sample, and location.
9. Data Collection (10%) – Describes primary instruments to
answer clinical questions.
10. Data Analysis(10%) – Describes the specific data analysis
approaches to be used to address clinical/PICOT questions.
The Process for Defining the 10 Strategic Points
The order of the 10 strategic points listed above reflects the
order in which the learner completes the work product. The first
five strategic points focus primarily on defining the focus for
the project based on a clearly defined need or gap from the
literature as well as the learner’s passion, purpose, and
specialty area focus. First, learners identify a broad topic area
to investigate for their Direct Practice Improvement (DPI)
Project based on a clearly defined need or gap from the
literature or practice problem, and one in which they are
interested based on personal passion, future career purpose, and
degree being pursued. Second, learners complete a review of the
literature to define the need or gap to be addressed, the theories
and models that will provide a foundation for the project,
related topics that are needed to demonstrate the learner's
expertise in the field, and to define the key strategic points
behind the learner's proposed research. Third, the learners
develop a clear, simple, one-sentence problem statement that
defines the problem or gap that will be addressed by the DPI
project. Fourth, learners identify potential population samples
for which they would have access in order to collect the data for
the project, considering the fact the quantitative study sample
sizes need to be much larger than those for qualitative studies.
Fifth, learners develop the clinical/PICOT question(s) that will
define the data needed to address the problem statement.
12. Based on the first five strategic points above, learners next
define the key aspects of the project methodology through the
last five strategic points. The sixth point describes the
independent and dependent variables. Seventh, learners
determine if the project will be a qualitative, quantitative or
mixed methodology. Due to the nature of the DPI project
requirements, most projects will be utilizing a quantitative
method because learners are not creating new research in a
qualitative study. Qualitative projects often do not facilitate the
intervention needed to demonstrate direct practice improvement.
Please note that if you choose a qualitative project, you are still
responsible for ensuring practice improvement is demonstrated
through your work. Additionally, learners must be able to
perform both qualitative and quantitative data analysis. A
qualitative project with numbers or descriptive statistics does
not mean it is mixed method study. Qualitative data can be
displayed using tables, charts, graphs and descriptive statistics.
Following are samples for a quantitative project and a
qualitative project. A mixed method project, which includes
quantitative and qualitative methods, takes much more time and
many more resources to complete and is not recommended
unless learners have a significant amount of extra time and
resources to complete it.
For the eighth strategic point, learners develop a purpose
statement by integrating the problem statement, methodology,
design, sample, and location. Ninth, learners identify the data
they will need to collect to address the clinical questions or
hypotheses and how they will collect the data (e.g., interviews,
focus groups, observations, tested and validated instruments or
surveys, databases, public media, etc.). Tenth and last, learners
identify the appropriate data analysis, based on their project
design, which will be used to answer the clinical questions and
address the problem statement.
Criteria for Evaluating the 10 Strategic Points: Clear, Simple,
Correct, and Aligned
When developing a project, it is important to define the 10
13. strategic points so they are simple, clear, and correct in order to
ensure that anyone who reviews them will easily understand
them. It is important to alignall of the 10 strategic points to
ensure it will be possible to conduct and complete the project.
The problem statement must come out of the literature or
practice problem. The clinical questions must collect the data
needed to answer the problem statement. The methodology and
design must be appropriate for the problem statement and
PICOT questions. The data collection and data analysis must
provide the information to answer the PICOT questions.
Developing the 10 Strategic Points document as a two- or three-
page document can help ensure clarity, simplicity, correctness,
and alignment of each of these 10 key or strategic points in the
prospectus, proposal, and Direct Practice Improvement Project.
Developing these 10 strategic points in this format also provides
an easy-to-use use template to ensure the 10 strategic points
will always be worded the same throughout the prospectus,
proposal, and Direct Practice Improvement Project.
Value of the 10 Strategic Points Document
The 10 Strategic Points document can be used for
communicating and aligning key stakeholders for the Direct
Practice Improvement Project. This document can be used to
obtain agreement between the learner and the chair regarding
the initial focus and approach for the project. The document can
be used to review the proposed project with the people or
organizations from whom learners need to gain permission to
conduct their research, a critical step required before learners
can develop their proposal. The document also proves useful for
communicating the Direct Practice Improvement Project focus
when attracting a Content Expert, as well as for reviewing the
proposal with the Direct Practice Improvement Project
committee and the AQR reviewers. Learners may choose to
consult methodologists, statisticians, and editors in the process
of developing the final manuscript.
Examples of the 10 Strategic Points Document
It is important that the 10 strategic points are clear, concise,
14. doable, and aligned throughout the prospectus, proposal, and
Direct Practice Improvement Project. Provided below is an
example of a completed 10 Strategic Points document for a
quantitative project. A blank 10 Strategic Points Table template
is provided following the example for learners to use when
developing their own 10 Strategic Point documents.
Example: 10 Strategic Points Document for a Quantitative
Project
The 10 Strategic Points
Comments or Feedback
Broad Topic Area
1. Broad Topic Area:
Hint: What would I title my project?
Literature Review
2. Literature Review:
List primary points for four sections in the Literature Review:
Background of the problem/gap; theoretical foundations (models
and theories to be foundation for study); review of literature
topics with key theme for each one; and summary.
a. Background of the Problem/Gap:
· Rural ambulatory clinics have had to reorganize their
management structures to enhance reimbursement.
· Access to appropriate health services for rural Americans
needs to be improved in areas where specialists are not
available (Schoenberg, 2012).
· Telehealth nursing services can be provided through rural
health clinics to support specialty clinics (Schoenberg, 2012).
· Approximately 200 telemedicine networks have been
established nationwide. (American Telemedicine Association,
2017)
b. Theoretical Foundations (models and theories to be
foundation for study):
· The Greenhalgh’s Dissemination of Innovations model
(Greenhalgh, Robert, Bate, Macfarlane, & Kyriakidau, 2005)
can be used to implement rural telehealth services for rural
15. Americans.
· The D&M Information System Success model (DeLone
&McLean, 2003) is a framework to conceptualize and
operationalize information system success.
· Path constitution theory combines two contrasting
perspectives on technology, path dependence, and path creation
(Singh, Mathiassen, & Mishra, 2015).
c. Review of Literature Topics With Key Organizing Concepts
or Topics for Each One
Rural Telehealth Services:
· Rural telehealth can improve care in burn patients
(McWilliams, Hendricks, Twigg, Wood, & Giles, 2016);
smoking cessation (Carlson, Lounsberry, Maciejewski, Wright,
Collacutt, & Taenzer, 2011), psychotherapy (Gonzales &
Brossart, 2015); cancer education (Doorenbos et al., 2011);
diabetes (Holloway, Coon, Kersten, & Clemins, 2011).
Population Specific Telehealth Services:
· Community based telehealth: Home-based telehealth can
enhance older adults’ access to care and facilitate patient-
provider collaboration which may in turn improve patient self-
management (Hsieh, Tsai, Chic, & Lin, 2015).
· Chronically ill: Disease management needs of chronically ill
patients include prescription refills, medication and symptom
management, lab results, and patient education (Vinson,
McCallum, Thornlow, & Champagne, 2011).
· Rural Native American telehealth: Telehealth can improve
health disparities in Native American communities (Kruse,
Bouffard, Dougherty, & Parro, 2016).
· Diabetes education and management: Telehealth education
improves glycemic control (Barker, Mallow, Theeke, &
Schwertfeger, 2016).
· Mental health emergencies can be managed effectively through
telehealth services (Saurman et al., 2011).
Settings:
· Rural health clinic/hospital (Carlson et al., 2011); Doorenbos
et al., 2011; Gonzales & Brossart, 2015; Holloway et al., 2011).
16. · Home-based (Demiris et al., 2103).
· Community center (Demiris et al., 2103).
· Library (Demiris et al., 2103).
· Smart phone, computer-based (Forchuk et al., 2016).
Certifications:
· National Committee for Quality Assurance (n.d). Disease
Management Accreditation. Retrieved from
http://www.ncqa.org/programs/accreditation/disease-
management-dm
· American Association of Critical Care Nurses (n.d.). CCRN-E:
Certification for Tele-ICU Nurses. Retrieved from
https://www.aacn.org/certification?tab=First-
Time%20Certification
· Acute stroke ready designation (Slivinski, Johes, Whitehead,
& Hooper, 2017).
Network Systems:
· American Telemedicine Association: approximately 200
telemedicine networks have been established nationwide
(Frederick, 2013).
· Tablet PC Enabled Body Sensor System: real-time continuous
collection of physiological parameters (Panicker, Kumar, 2016).
d. Summary
· Gap/Problem: There is a need to implement evidence-based
methods of improving health outcomes of rural residents
through the use of telehealth.
· Prior studies: Prior studies show that telehealth improves
patient outcomes in diverse settings, including rural areas.
· Quantitative application: Sources of data exist to collect
numerical data on the rate of follow-up with primary care
provider in rural areas.
· Significance: Improving rate of follow-up with primary care
provider will improve health outcomes of rural residents.
Problem Statement
3. Problem Statement:
Describe the variables/groups to study, in one sentence.
17. A well-written problem statement begins with the big picture of
the issue (macro) and works to the small, narrower, and more
specific problem (micro). It clearly communicates the
significance, magnitude, and importance of the problem and
transitions into the Purpose of the Project with a declarative
statement such as: “It is not known if and to what
degree/extent...” or “It is not known how/why and….”
Other examples are:
· While the literature indicates ____________, it is not known
in _________ (organization/community) if __________.
· It is not known how or to what extent ________________.
While the literature indicates that telehealth is an important
emerging technology for rural patient access, it is unknown if
the implementation of telehealth impacts the rate of patient
follow up for patients living in a rural area.
Clinical/
PICOT Questions
4. Clinical/PICOT Questions:
Provide PICOT question to guide the implementation and data
collection of findings of the project:
(P) Among adult patients in a rural care setting, (I) how does
implementation of a telehealth program (C) compare to
traditional commute-for-care (O) impact rate of follow-up with
the primary care provider (T) over a period of four weeks.
Sample
5. Sample (and Location):
Identify sample, needed sample size, and location (study
phenomena with small numbers and variables/groups with large
numbers).
a. Location: Arizona
b. Population: Two neighboring rural towns equal distance from
the nearest primary care provider.
c. Sample: 40 participants include a power analysis if
18. appropriate.
Define Variables
6. Define Variables:
a. Independent Variable: Telehealth program.
b. Dependent Variable: Follow-up rate with primary care
provider.
Methodology and Design
7. Methodology and Design:
Name the selected methodology and specific design to address
the problem statement and clinical questions:
This project will use a quantitative methodology with a quasi-
experimental design.
Purpose Statement
8. Purpose Statement:
Provide one sentence statement of purpose including the
problem statement, sample, methodology, and design:
Creswell (2003) provided some sample templates for developing
purpose statements aligned with the different project methods as
follows:
The purpose of this quantitative ___________ (correlational,
descriptive, etc.) project is to ____________ (compare or see to
what degree a relationship exists) between/among
______________________ (independent variable) to
___________________ (dependent variable) for
________________ (participants) at ___________________
(project site/geographical location). The ________ (independent
variable) will be defined/measured as/by _______ (provide a
general definition). The (dependent variable) will be
defined/measured as/by ______ (provide a general definition).
Data Collection Approach
9. Data Collection Approach:
19. Describe primary instruments that will be used to answer
clinical question.
Data Analysis Approach
10. Data Analysis Approach:
Descriptive statistics will describe the sample characteristics
and variable results. An independent t-tests will test for
difference between the two groups of 40 participants (telehealth
and commute-for-care) follow-up with primary physician. A
priori analysis will be used to justify the sample size.
10 Strategic Points Table
(Use this table to complete the 10 Strategic Points document for
your project.)
10 Strategic Points
Comments/Feedback
Broad Topic Area
Literature Review
Problem Statement
Clinical/PICO Questions
Sample
Define Variables
21. Running head: THE 10 STRATEGIC POINTS FOR THE
PROSPECTUS, 2
The 10 Strategic Points for the Prospectus, Proposal, and Direct
Practice Improvement Project
The 10 Strategic Points
Broad Topic Area
1. Broad Topic Area:
The topic taken into consideration is the Central Line-
Associated Bloodstream Infections (CLABSIs) and prevention
Literature Review
2. Literature Review:
1. Primary points basis four sections in the Literature Review:
a. Background of the problem/gap:
· There arises an urgency to intervene and develop effective
measures to curtail the incidence of CLABSIs.
· The use of proper hand hygiene and skin aseptic techniques
over the insertion site is necessary for preventing microbial
infections
· The nurses need to have the significant knowledge associated
with evidence-based practices for the Central line-associated
bloodstream infections (CLABSIs), their attitude towards the
guidelines and the utilization of the hygienic measures for the
Central Venous Catheter (CVC) patients.
b. Theoretical foundations (models and theories to be the
foundation for the project)
· The efficacy of training of nurses over the prevention of
Central line-associated bloodstream infections (CLABSIs) in
neonates and children, through the exploitation of a
questionnaire defining their socio-demographic data and their
practical skills (Elbilgahy, A. A. et al., 2015).
22. · Knowledge about evidence practice reveals the discrepancies
in the praxis, by the different nursing Pedagogics
(Esposito, M. R. et al., 2017).
· Prophylactic measures to eradicate the incidence of CRIs or
Central line-associated bloodstream infections (CLABSIs),
based on the opinions of the experts as well as the analysis of
the research literature (Hentrich, M. et al., 2014)
c. Review of literature topics with a key theme for each one.
d. Prevention of Central Line Associated Blood Stream
Infection (CLABSI)
· The efficacy of hygiene maintenance in the preponderance of
CLABSIs rates in patients with CVCs, maintenance of patients
with CVCs (Elbilgahy, A. A. et al., 2015); The key concepts in
the study entail CLABSIs, ICU patients with CVCs, dressings,
hygiene hub (Esposito, M. R. et al., 2017); The relevance of
various interventions in reducing device-related infections. The
key concepts are related to interventions (Hentrich, M. et al.,
2014)
Setting
· Adult ICU (Elbilgahy, A. A. et al., 2015).
· The incidence of CRIs in cancer patients at the hospital
(Hentrich, M. et al., 2014).
Summary
· Gap/Problem: There is a need to implement evidence-based
methods of improving health outcomes and CLABSIs prevention
including the nursing education
· Quantitative application: the Quantitative project is to
establish a relation between the occurrence of CLABSIs and
staff training, reinforcement, and proper hygiene for Central
Venous Catheters (CVCs) inserted in the hospital setting.
· Significance: The use of proper hand hygiene and skin aseptic
techniques over the insertion site is necessary for preventing
microbial infections. Therefore the necessity to maintain
insertion site hygiene consistently is determined to be the best
practice in preventing infections that can lead to sepsis and
septicemia
23. Problem Statement
3. Problem Statement:
Thoughthe studies have substantiated the CLABSIs to be a
significant health concern as it impedes the recovery of the
patients, the degree of efficacy of hygiene of hub, before each
access in the prevention of CLABSIs, is not well documented
Clinical/
PICOT Questions
4. Clinical/PICOT Questions:
“In Patients > 65 years of age with central line catheters, how
does staff training of key personnel and reinforcement of
Central line catheter hub hygiene after its insertion, along with
the apt cleansing of the insertion site, before every approach
compared with other area hospitals, reduce the incidence of
CLABSIs (Central Line Associated Blood-stream Infections)?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub
Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
Sample
5. Sample (and Location):
a. Location: ICU Clear Lake Regional Medical Center, Webster,
Texas
b. Population: The population being sampled in the study is 120
adult ICU nurses (Elbilgahy, A. A. et al., 2015); 335 nurses
were intrigued (Esposito, M. R. et al., 2017)
Define Variables
6. Define Variables:
a. Independent Variables: crystalloid fluids, hub hygiene and
line changes
24. b. Dependent Variables: pedagogy
Methodology and Design
7. Methodology and Design:
The data tools were exploiting the practices of nurses in Adult
ICU, questionnaire responses, and a review of the other related
articles.
**The collection of data will be through an interview
questionnaire which will be derived from previous literature
exploring the related issues. The sources of data will be the
healthcare professionals with allied staff as data will be
gathered from them via interviews.
Purpose Statement
8. Purpose Statement:
The purpose of this quantitative project is to establish a relation
between the occurrence of CLABSIs, and staff re-education of
hub hygiene for Central Venous Catheters (CVCs) inserted
patients at the hospital and to explore the preventive measures
being taken by the healthcare staff at hospitals in Webster,
Texas for the prevention of CLABSIs.
Data Collection Approach
9. Data Collection Approach:
10. The primary instruments were nursing observations being
done. The collection of data will be through an interview
questionnaire which will be derived from previous literature
exploring the related issues. The sources of data will be the
healthcare professionals with allied staff as data will be
gathered from them via interviews.
Data Analysis Approach
11. Data Analysis Approach:
The specific data analysis approach was chi-square and t-test
are exploited for data analysis, and analysis was performed by
using descriptive statistics through SPSS Statistics, Version
25. 16.0. Also, The approach used for analysis of data will be
thematic analysis as the data collected from interviews will be
coded and these codes will further assist in the development of
themes based on similarity in the content of interview data.
Thematic analysis will facilitate in answering the clinical
question developed.
Reference
Elbilgahy, A. A., Davidson, P. M., Sharps Mohamed, P. W., &
Elassmy, M. (2015). Nursing Practice for Prevention of Central
Line Associated Blood Stream Infection (CLABSI) in A
Pediatric Intensive Care Unit. IOSR Journal of Nursing and
Health Science (IOSR-JNHS), 5(6), 150-154. Retrieved from
26. www.iosrjournals.org
Esposito, M. R., Guillari, A., & Angelillo, I. F. (2017).
Knowledge, attitudes, and practice on the prevention of central
line-associated bloodstream infections among nurses in
oncological care: A cross-sectional study in an area of southern
Italy. PLOS ONE, 12(6), e0180473.
doi:10.1371/journal.pone.0180473
Hentrich, M., Schalk, E., Schmidt-Hieber, M., Chaberny, I.,
Mousset, S., Buchheidt, D., … Karthaus, M. (2014). Central
venous catheter-related infections in hematology and oncology:
2012 updated guidelines on diagnosis, management, and
prevention of the Infectious Diseases Working Party of the
German Society of Hematology and Medical Oncology. Annals
of Oncology, 25(5), 936-947. doi:10.1093/annonc/mdt545