This ppt will help dentists in taking Evidence Based decision in daily practice and will also help researchers to categorized result of research on the basis of hierarchy of Evidence Based Dentistry
CNA253/255
Clinical reasoning case-study rubric
Assessment Criteria HD DN CR PP NN
Explains relevant
underlying physiology/
pathophysiology related
to the health status of the
individual and
demonstrates
understanding of the
relationship between the
health issues presented.
40%
Demonstrates a high-
level of application of
knowledge to the case,
that accurately and
comprehensively
explains the students'
understanding of the
underlying
pathophysiological
mechanisms related to
the patient's condition.
Accurate application of
knowledge that indicates
a high-level
understanding of relevant
pathophysiological
mechanisms related to
the patient's condition.
Mostly accurate
application of knowledge
that indicates a
reasonable level of
understanding of relevant
pathophysiological
mechanisms related to
the patient's condition.
Some scope to detail
additional relationships
within the case study.
Demonstrates a
satisfactory application of
mostly accurate
knowledge regarding
some of the relevant
pathophysiological
mechanisms. Scope for
additional depth and
analysis.
Provides insufficient
and/or confused
knowledge that does not
clearly demonstrate an
understanding of relevant
pathophysiological
mechanisms.
Demonstrates ability to
appropriately apply the
clinical reasoning cycle to
inform and evaluate
nursing care
40%
Demonstrates an
exceptional
understanding and
application of all
components of the
clinical reasoning cycle
to the case that
indicates an emerging
capacity to think like a
registered nurse. The
plan of care detailed
provides evidence of
high-level thinking
around relevant course
of actions and impact/s
on future nursing
practice.
Demonstrates a strong
understanding of the
application of most
components of the
clinical reasoning cycle to
the case that indicates an
emerging capacity to
think like a registered
nurse. Details an
appropriate, relevant
course of actions and
impact/s on future
nursing practice.
Demonstrates a clear but
sometimes limited
understanding of the
application of clinical
reasoning with some
capacity to think like a
registered nurse, but
scope for more depth.
Demonstrates a
satisfactory approach to
application of some
elements of the clinical
reasoning with some
capacity to think like a
registered nurse, but
scope for more depth.
Paper is not aligned with
the clinical reasoning
cycle and/or
demonstrates poor
understanding of its
application and does not
clearly address and/or
acknowledge the patient
problem.
Uses appropriate scholarly
literature to substantiate
findings throughout. Uses
Harvard referencing style.
10%
Accurately references all
sources using the
Harvard style.
Outstanding use of
appropriate academic
literature that
substantiates thinking
and arguments that
considers evidence-
based practice rel ...
This ppt will help dentists in taking Evidence Based decision in daily practice and will also help researchers to categorized result of research on the basis of hierarchy of Evidence Based Dentistry
CNA253/255
Clinical reasoning case-study rubric
Assessment Criteria HD DN CR PP NN
Explains relevant
underlying physiology/
pathophysiology related
to the health status of the
individual and
demonstrates
understanding of the
relationship between the
health issues presented.
40%
Demonstrates a high-
level of application of
knowledge to the case,
that accurately and
comprehensively
explains the students'
understanding of the
underlying
pathophysiological
mechanisms related to
the patient's condition.
Accurate application of
knowledge that indicates
a high-level
understanding of relevant
pathophysiological
mechanisms related to
the patient's condition.
Mostly accurate
application of knowledge
that indicates a
reasonable level of
understanding of relevant
pathophysiological
mechanisms related to
the patient's condition.
Some scope to detail
additional relationships
within the case study.
Demonstrates a
satisfactory application of
mostly accurate
knowledge regarding
some of the relevant
pathophysiological
mechanisms. Scope for
additional depth and
analysis.
Provides insufficient
and/or confused
knowledge that does not
clearly demonstrate an
understanding of relevant
pathophysiological
mechanisms.
Demonstrates ability to
appropriately apply the
clinical reasoning cycle to
inform and evaluate
nursing care
40%
Demonstrates an
exceptional
understanding and
application of all
components of the
clinical reasoning cycle
to the case that
indicates an emerging
capacity to think like a
registered nurse. The
plan of care detailed
provides evidence of
high-level thinking
around relevant course
of actions and impact/s
on future nursing
practice.
Demonstrates a strong
understanding of the
application of most
components of the
clinical reasoning cycle to
the case that indicates an
emerging capacity to
think like a registered
nurse. Details an
appropriate, relevant
course of actions and
impact/s on future
nursing practice.
Demonstrates a clear but
sometimes limited
understanding of the
application of clinical
reasoning with some
capacity to think like a
registered nurse, but
scope for more depth.
Demonstrates a
satisfactory approach to
application of some
elements of the clinical
reasoning with some
capacity to think like a
registered nurse, but
scope for more depth.
Paper is not aligned with
the clinical reasoning
cycle and/or
demonstrates poor
understanding of its
application and does not
clearly address and/or
acknowledge the patient
problem.
Uses appropriate scholarly
literature to substantiate
findings throughout. Uses
Harvard referencing style.
10%
Accurately references all
sources using the
Harvard style.
Outstanding use of
appropriate academic
literature that
substantiates thinking
and arguments that
considers evidence-
based practice rel ...
Week 2 The Clinical Question77 unread replies.2525 replies..docxcockekeshia
Week 2: The Clinical Question
77 unread replies.2525 replies.
Your capstone change project begins this week when you identify a practice issue that you believe needs to change. The practice issue must pertain to a systematic review that you must choose from a List of Approved Systematic Reviews (Links to an external site.)Links to an external site. for the capstone project.
· Choose a systematic review from the list of approved reviews based on your interests or your practice situation.
· Formulate a significant clinical question related to the topic of the systematic review that will be the basis for your capstone change project.
· Relate how you developed the question.
· Describe the importance of this question to your clinical practice previously, currently, or in the future.
· Describe what a research-practice gap is.
· Collapse Subdiscussion
Julie White
Julie White
SundayOct 29 at 9:39am
Manage Discussion Entry
Opening Post_Julie
On a daily basis, healthcare providers are faced with an array of clinical decisions to be made in an efficient and timely manner. Translating evidence into best practices is one way to achieve this. Without current best evidence, practice is rapidly outdated, often to the detriment of the patient. Evidence based practice is the conscientious use of current best practice in making decisions about patient care (Sackett, Richardson, Rosenberg, & Hayes, 2000). It is important for health care professionals to ask questions about their current clinical practice. In this week’s threaded discussion you will ask that burning question that you ask in your daily care of your patients.
You’ll need to focus on asking the right questions, narrowing the questions to one that is nurse driven and the need for change is evident. The question that you formulate will be the question for your Capstone Project.
The process of reviewing scholarly articles for a change in practice is an important part of the development of any type of research project that can lead to a change in practice. As you are appraising the systematic review and other scholarly articles for your change project, think about areas of the article such as sample size, the population, type of study, discussion and limitations. Critiquing a research article will allow you to evaluate the scientific merit of the study and decide how the results may be useful in practice.
ReplyReply to Comment
·
Collapse Subdiscussion
Adele Allen
Adele Allen
SundayOct 29 at 12:58pm
Manage Discussion Entry
Hello Professor and Classmates,
Nurses are called to rely on current research to guide evidence-based practice. The research on a topic can be vast and contradictory. Traditional reviews of the evidence are no longer appropriate. The information sifting called for with the wealth of information available is too great a task. The reviewer needs guidelines to ensure bias is minimized and th.
f NSB010 Student CPS Guide Page 7 of 81 Intro .docxssuser454af01
f
NSB010 Student CPS Guide Page 7 of 81
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Guidelines for documentation
S
Situation:
Identify patient and what is new for that shift
B
Background:
What are the relevant pieces of information about your client medical history?
A
Assessment:
What is new about your client’s condition? What happened during your shift
R
Recommendation: What is the plan for the next shift?
PATIENT PROGRESS NOTE
Happy Valley Nursing Home
Victoria Park Road
KELVIN GROVE QLD 4154
Bed: 4
URN: QUT302872
PATIENT: Sam Shepherd
DOB: 31/05/1936 (81yo) Date of Admission: 10/05/2015
Date/
Time
Notes
13/07/20151420
1420
Mr Shepherd has had three loose bowels motions this shift and was incontinent for all of these. He has a history of
hypertension, AF, R) CVA 2010 L) sided weakness, glaucoma, Type II diabetic, and Asthma. Vital signs assessed – BP 130/90, PR
88(irreg), R 16, temp 36.5oC. Complaining of abdominal cramping in the lower quadrants, pain score 5/10. Dr
Trainer has been notified and has requested a stool sample to be sent to pathology and to give Panadol x 2 for pain. Panadol given
at 13:30 and Mr Shepherd stated that this had given him some relief – pain score 3/10. Mr Shepherd is to remain on bed rest with
toilet privileges. Stool sample has not yet been collected.
M. Smith (SMITH)RN
S B
A R
The patients’ medical file is a legal document. When writing
in a patient’s medical file:
§ Writing must be legible and in black or blue pen
§ Any mistakes are to be crossed out with a single
line then signed and dated
§ All entries need to have a date and time, and be
signed with your designation
§ Don’t leave blank space.
IF IT ISN’T DOCUMENTED IT HAS NOT
OCCURRED
Assessment Task 1
Assessment name: Critique of a Video Vignette
Learning outcomes
measured:
1. Critique a health assessment, recognising normal health
parameters and identifying actual and potential health problem
/ s and accurately document findings.
2. Apply knowledge of the key NMBA Registered Nurse
Standards for Nursing Practice, National Safety and Quality
Health Service Standards and national health priorities for
effective and appropriate decision making, planning and action.
3. Apply the underpinning knowledge of anatomy, physiology and
pathophysiology to support evidence-based decisions for
planning and action.
4. Apply clinical reasoning, decision making and communication
skills to inform care planning of fundamental safe person-
centred nursing care across the lifespan.
Length: 750 words
Estimated time to
complete task:
Approximately 3 - 5 hours
Weighting: Satisfactory or Unsatisfactory
Individual/Group: Individual
Authentic Assessment: Yes
Formative/Summative: Formative but mandatory
How ...
students often do not remember or are not able to apply a large amount of the content they learn in the classroom. Strategies to increase retention and critical thinking were presented. Brain-based learning and active learning methods work together with increased faculty-student interaction to improve both cognitive and affective learning. Specific examples from the undergraduate nursing classroom were noted and explained. Experiential learning, clinical reasoning scenarios in the classroom, roleplay, audio/visual aids, case studies, learning with peers, and deliberate practice with feedback were some examples of active learning covered in this presentation. Allowing repeated sessions for practice and time for reflection were other strategies that the presenters found helpful. Creating a climate of warmth and reducing threat in the classroom was emphasized as essential for increasing student learning and retention.
evidence based practice is best for the people working with patients
ebp should be used by the heath care provider.
ebp based upon clinical experties
best research evidence
patient preference and values
Midlevel Operations: Exploring New Expsoures with Allied Health ProvidersSedgwick
Jayme T. Vaccaro, J.D.
Director, Professional Liability Claims
Sedgwick Claims Management Services, Inc.
Jayme.Vaccaro@sedgwickcms.com
www.sedgwick.com
TEST BANK For Critical Thinking, Clinical Reasoning, and Clinical Judgment A ...robinsonayot
TEST BANK For Critical Thinking, Clinical Reasoning, and Clinical Judgment A Practical Approach 7th Edition by Rosalinda Alfaro-LeFevre, Verified Chapters 1 - 7, Complete Newest Version.pdf
TEST BANK For Critical Thinking, Clinical Reasoning, and Clinical Judgment A Practical Approach 7th Edition by Rosalinda Alfaro-LeFevre, Verified Chapters 1 - 7, Complete Newest Version.pdf
Test bank for critical care nursing a holistic approach 11th edition morton f...robinsonayot
Test bank for critical care nursing a holistic approach 11th edition morton fontaine.pdf
Test bank for critical care nursing a holistic approach 11th edition morton fontaine.pdf
Obtaining Patient Information and Anxiety in Novice Nursing Students ,Article...jour644
Obtaining Patient Information and Anxiety in Novice Nursing Students , Obtaining Patient Information and Anxiety , During the First Clinical Rotation Journal of Comprehensive Nursing Research and Care ,Obtaining Patient Information and Anxiety, Obtaining Patient Information and Anxiety in Novice Nursing , Obtaining Patient Information , Anxiety in Novice Nursing Students ,
https://gexinonline.com/uploads/articles/article-jcnrc-143.pdf
Obtaining Patient Information and Anxiety in Novice Nursing Students , Obtaining Patient Information and Anxiety ,
During the First Clinical Rotation
Department of Nursing, Biola University, 13800 Biola Avenue, La Mirada, California 90639, USA
Journal of Comprehensive Nursing Research and Care
TEST BANK For Principles of Pediatric Nursing Caring for Children, 8th Editio...rightmanforbloodline
TEST BANK For Principles of Pediatric Nursing Caring for Children, 8th Edition by Kay Cowen; Laura Wisely, Verified Chapters 1 - 31, Complete Newest Version
Group Presentation Once during the quarter, each student will.docxgilbertkpeters11344
Group Presentation
: Once during the quarter, each student will prepare a brief presentation on a specific neighborhood, a racial or cultural group, or a historical event, migration or shift in the urban landscape,
related to the themes for that week
. Students will select preferred weeks in advance and be scheduled by Week 2 as best as your professor can allow. The presentation is open in form and format but should be 20 minutes in duration, consist mostly of your own original words and discussion, but involve some form of visual, quotes, or data, and represent some amount of additional research beyond the readings for that week, and include 5 or more questions for discussion to be presented to the class. Your group grade will reflect an average of 4 grades in content, delivery, relevance and engagement with the class in discussion.
.
Group Presentation Outline
•
Slide 1: Title slide
•
This contains your topic title, your names, and the course.
•
Slide 2: Introduction slide
•
Remember that you are presenting this information to others. Acknowledge the audience, and mention the purpose of the
presentation.
•
This slide should contain at least 50–100 words of speaker notes.
•
Slides 3–10 (or more): Content slides
•
Describe the topic and structure
•
Outline and discuss the issues/components each separately
•
Discuss theories, laws, policies, and other labor relations related topics
•
Provide support for your perspective and analysis
•
Lessons learned documented, what you have learned
•
Conclusion
•
The slides should each contain at least
50–100 words of speaker notes.
•
Final slide(s): Reference slide(s)
•
List your references according to the APA sty
.
More Related Content
Similar to 400764 - Transition to Graduate Practice Learning Guide – .docx
Week 2 The Clinical Question77 unread replies.2525 replies..docxcockekeshia
Week 2: The Clinical Question
77 unread replies.2525 replies.
Your capstone change project begins this week when you identify a practice issue that you believe needs to change. The practice issue must pertain to a systematic review that you must choose from a List of Approved Systematic Reviews (Links to an external site.)Links to an external site. for the capstone project.
· Choose a systematic review from the list of approved reviews based on your interests or your practice situation.
· Formulate a significant clinical question related to the topic of the systematic review that will be the basis for your capstone change project.
· Relate how you developed the question.
· Describe the importance of this question to your clinical practice previously, currently, or in the future.
· Describe what a research-practice gap is.
· Collapse Subdiscussion
Julie White
Julie White
SundayOct 29 at 9:39am
Manage Discussion Entry
Opening Post_Julie
On a daily basis, healthcare providers are faced with an array of clinical decisions to be made in an efficient and timely manner. Translating evidence into best practices is one way to achieve this. Without current best evidence, practice is rapidly outdated, often to the detriment of the patient. Evidence based practice is the conscientious use of current best practice in making decisions about patient care (Sackett, Richardson, Rosenberg, & Hayes, 2000). It is important for health care professionals to ask questions about their current clinical practice. In this week’s threaded discussion you will ask that burning question that you ask in your daily care of your patients.
You’ll need to focus on asking the right questions, narrowing the questions to one that is nurse driven and the need for change is evident. The question that you formulate will be the question for your Capstone Project.
The process of reviewing scholarly articles for a change in practice is an important part of the development of any type of research project that can lead to a change in practice. As you are appraising the systematic review and other scholarly articles for your change project, think about areas of the article such as sample size, the population, type of study, discussion and limitations. Critiquing a research article will allow you to evaluate the scientific merit of the study and decide how the results may be useful in practice.
ReplyReply to Comment
·
Collapse Subdiscussion
Adele Allen
Adele Allen
SundayOct 29 at 12:58pm
Manage Discussion Entry
Hello Professor and Classmates,
Nurses are called to rely on current research to guide evidence-based practice. The research on a topic can be vast and contradictory. Traditional reviews of the evidence are no longer appropriate. The information sifting called for with the wealth of information available is too great a task. The reviewer needs guidelines to ensure bias is minimized and th.
f NSB010 Student CPS Guide Page 7 of 81 Intro .docxssuser454af01
f
NSB010 Student CPS Guide Page 7 of 81
In
tro
C
P
S
1
C
P
S
2
C
P
S
3
C
P
S
4
C
P
S
5
C
P
S
6
C
P
S
7
C
P
S
8
C
P
S
9
Guidelines for documentation
S
Situation:
Identify patient and what is new for that shift
B
Background:
What are the relevant pieces of information about your client medical history?
A
Assessment:
What is new about your client’s condition? What happened during your shift
R
Recommendation: What is the plan for the next shift?
PATIENT PROGRESS NOTE
Happy Valley Nursing Home
Victoria Park Road
KELVIN GROVE QLD 4154
Bed: 4
URN: QUT302872
PATIENT: Sam Shepherd
DOB: 31/05/1936 (81yo) Date of Admission: 10/05/2015
Date/
Time
Notes
13/07/20151420
1420
Mr Shepherd has had three loose bowels motions this shift and was incontinent for all of these. He has a history of
hypertension, AF, R) CVA 2010 L) sided weakness, glaucoma, Type II diabetic, and Asthma. Vital signs assessed – BP 130/90, PR
88(irreg), R 16, temp 36.5oC. Complaining of abdominal cramping in the lower quadrants, pain score 5/10. Dr
Trainer has been notified and has requested a stool sample to be sent to pathology and to give Panadol x 2 for pain. Panadol given
at 13:30 and Mr Shepherd stated that this had given him some relief – pain score 3/10. Mr Shepherd is to remain on bed rest with
toilet privileges. Stool sample has not yet been collected.
M. Smith (SMITH)RN
S B
A R
The patients’ medical file is a legal document. When writing
in a patient’s medical file:
§ Writing must be legible and in black or blue pen
§ Any mistakes are to be crossed out with a single
line then signed and dated
§ All entries need to have a date and time, and be
signed with your designation
§ Don’t leave blank space.
IF IT ISN’T DOCUMENTED IT HAS NOT
OCCURRED
Assessment Task 1
Assessment name: Critique of a Video Vignette
Learning outcomes
measured:
1. Critique a health assessment, recognising normal health
parameters and identifying actual and potential health problem
/ s and accurately document findings.
2. Apply knowledge of the key NMBA Registered Nurse
Standards for Nursing Practice, National Safety and Quality
Health Service Standards and national health priorities for
effective and appropriate decision making, planning and action.
3. Apply the underpinning knowledge of anatomy, physiology and
pathophysiology to support evidence-based decisions for
planning and action.
4. Apply clinical reasoning, decision making and communication
skills to inform care planning of fundamental safe person-
centred nursing care across the lifespan.
Length: 750 words
Estimated time to
complete task:
Approximately 3 - 5 hours
Weighting: Satisfactory or Unsatisfactory
Individual/Group: Individual
Authentic Assessment: Yes
Formative/Summative: Formative but mandatory
How ...
students often do not remember or are not able to apply a large amount of the content they learn in the classroom. Strategies to increase retention and critical thinking were presented. Brain-based learning and active learning methods work together with increased faculty-student interaction to improve both cognitive and affective learning. Specific examples from the undergraduate nursing classroom were noted and explained. Experiential learning, clinical reasoning scenarios in the classroom, roleplay, audio/visual aids, case studies, learning with peers, and deliberate practice with feedback were some examples of active learning covered in this presentation. Allowing repeated sessions for practice and time for reflection were other strategies that the presenters found helpful. Creating a climate of warmth and reducing threat in the classroom was emphasized as essential for increasing student learning and retention.
evidence based practice is best for the people working with patients
ebp should be used by the heath care provider.
ebp based upon clinical experties
best research evidence
patient preference and values
Midlevel Operations: Exploring New Expsoures with Allied Health ProvidersSedgwick
Jayme T. Vaccaro, J.D.
Director, Professional Liability Claims
Sedgwick Claims Management Services, Inc.
Jayme.Vaccaro@sedgwickcms.com
www.sedgwick.com
TEST BANK For Critical Thinking, Clinical Reasoning, and Clinical Judgment A ...robinsonayot
TEST BANK For Critical Thinking, Clinical Reasoning, and Clinical Judgment A Practical Approach 7th Edition by Rosalinda Alfaro-LeFevre, Verified Chapters 1 - 7, Complete Newest Version.pdf
TEST BANK For Critical Thinking, Clinical Reasoning, and Clinical Judgment A Practical Approach 7th Edition by Rosalinda Alfaro-LeFevre, Verified Chapters 1 - 7, Complete Newest Version.pdf
Test bank for critical care nursing a holistic approach 11th edition morton f...robinsonayot
Test bank for critical care nursing a holistic approach 11th edition morton fontaine.pdf
Test bank for critical care nursing a holistic approach 11th edition morton fontaine.pdf
Obtaining Patient Information and Anxiety in Novice Nursing Students ,Article...jour644
Obtaining Patient Information and Anxiety in Novice Nursing Students , Obtaining Patient Information and Anxiety , During the First Clinical Rotation Journal of Comprehensive Nursing Research and Care ,Obtaining Patient Information and Anxiety, Obtaining Patient Information and Anxiety in Novice Nursing , Obtaining Patient Information , Anxiety in Novice Nursing Students ,
https://gexinonline.com/uploads/articles/article-jcnrc-143.pdf
Obtaining Patient Information and Anxiety in Novice Nursing Students , Obtaining Patient Information and Anxiety ,
During the First Clinical Rotation
Department of Nursing, Biola University, 13800 Biola Avenue, La Mirada, California 90639, USA
Journal of Comprehensive Nursing Research and Care
TEST BANK For Principles of Pediatric Nursing Caring for Children, 8th Editio...rightmanforbloodline
TEST BANK For Principles of Pediatric Nursing Caring for Children, 8th Edition by Kay Cowen; Laura Wisely, Verified Chapters 1 - 31, Complete Newest Version
Group Presentation Once during the quarter, each student will.docxgilbertkpeters11344
Group Presentation
: Once during the quarter, each student will prepare a brief presentation on a specific neighborhood, a racial or cultural group, or a historical event, migration or shift in the urban landscape,
related to the themes for that week
. Students will select preferred weeks in advance and be scheduled by Week 2 as best as your professor can allow. The presentation is open in form and format but should be 20 minutes in duration, consist mostly of your own original words and discussion, but involve some form of visual, quotes, or data, and represent some amount of additional research beyond the readings for that week, and include 5 or more questions for discussion to be presented to the class. Your group grade will reflect an average of 4 grades in content, delivery, relevance and engagement with the class in discussion.
.
Group Presentation Outline
•
Slide 1: Title slide
•
This contains your topic title, your names, and the course.
•
Slide 2: Introduction slide
•
Remember that you are presenting this information to others. Acknowledge the audience, and mention the purpose of the
presentation.
•
This slide should contain at least 50–100 words of speaker notes.
•
Slides 3–10 (or more): Content slides
•
Describe the topic and structure
•
Outline and discuss the issues/components each separately
•
Discuss theories, laws, policies, and other labor relations related topics
•
Provide support for your perspective and analysis
•
Lessons learned documented, what you have learned
•
Conclusion
•
The slides should each contain at least
50–100 words of speaker notes.
•
Final slide(s): Reference slide(s)
•
List your references according to the APA sty
.
Group PortionAs a group, discuss and develop a paper of 10 p.docxgilbertkpeters11344
Group Portion
As a group, discuss and develop a paper of 10 pages that addresses the following questions. Work together to determine who will complete each section:
Who will comprise your planning committee? Explain.
Identify public- and private-sector partner agencies and elected officials (if any) that should serve on the planning committee.
What are the component parts of the plan (be specific and detailed)? Explain.
What participating agencies may be more or less involved in which parts of the plan development? Explain.
Are there subject matter experts (SMEs) or other entities that should be involved in any one specific area of the plan development? Explain.
Based upon the emergency management concept of incident management that includes the phases of preparedness and mitigation, response, and recovery, identify the actions that will need to be taken in each phase as they relate to the hazard you have selected.
Identify the major challenges that the community and responders will encounter when responding to the hazard.
What solutions exist (e.g., mutual aid, contract services) to overcome those challenges? Explain in detail.
What should be the short- and long-term recovery goals of the community following this event’s occurrence?
Be sure to reference all sources using APA style.
Please add your file.
Individual Portion
Develop a PowerPoint presentation of 6–7 slides that provides details about your plan.
Include speaker notes of 200–300 words that will be used when presenting the plan to your superiors.
.
Group Behavior in OrganizationsAt an organizational level,.docxgilbertkpeters11344
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Group assignment Only responsible for writing 275 words on the foll.docxgilbertkpeters11344
Group assignment: Only responsible for writing 275 words on the following
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
GroupgrAssignment content:
Access
the
Prison Rape Elimination Act
website.
Write
a 1,000- to 1,400-word report for an audience of potential new employees in human services in a correctional setting in which you:
Summarize current and future civil rights issues that affect the criminal justice system.
Identify why PREA affects the future of corrections.
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
Explain options for advocacy.
Identify
boundaries in advocacy for human service workers.
Format
your resources consistent with APA guidelines.
.
Group 2 WG is a 41-year-old female brought herself into the ER la.docxgilbertkpeters11344
Group 2: WG is a 41-year-old female brought herself into the ER last night asking to "detox from vodka." She tells you she has a long-standing history of alcohol dependence with multiple relapses. She also reports that she has experienced alcohol withdrawal seizures before. Current CIWA-Ar is 17. She denies any past medical history but lab work indicates hepatic insufficiency (LFTs x3 ULN). All other lab work is normal. She denies taking any medications.
How will you manage this patient’s withdrawal syndrome?
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references are required (other than your text). Plagiarism and grammatical errors free.
.
Group 2 Discuss the limitations of treatment for borderline and.docxgilbertkpeters11344
Group 2: Discuss the limitations of treatment for borderline and histrionic PD and what can be done from a psychopharmacological perspective.
Post must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
).
.
Group 3 Discuss the limitations of treatment for antisocial and.docxgilbertkpeters11344
Group 3: Discuss the limitations of treatment for antisocial and narcissistic PD and what can be done from a psychopharmacological perspective.
Post your initial response by Wednesday at midnight. Respond to at least one student
with a different assigned DB question
by Sunday at midnight. Both responses must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
). attached lecture for the theme.
.
Group 1 Describe the differences between Naloxone, Naltrexone, .docxgilbertkpeters11344
Group 1: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone. Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery). Please discuss the implications of differences in the clinical setting (including pre-hospital)
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references is required (other than your text). Plagiarism and grammatical errors free.
.
Grotius, HobbesDevelopment of INR – Week 3HobbesRelati.docxgilbertkpeters11344
Grotius, Hobbes
Development of INR – Week 3
Hobbes
Relationship between Natural Law and Law of Nations?
Mediated by the idea of the state of nature as the predicament of insecurity:
Natural right: self-preservation.
Natural law: the observation of promises and contracts.
For states: minimum observation of natural law in the form of consenting to agreements.
Written agreement: treaty-making
Unwritten agreements: customary law
Hobbes
State of Nature: the condition in which individuals find themselves in a perpetual condition of war.
Natural right to self-preservation:
We each have the right to judge what is in our interest for self-preservation.
Conflict occurs because of:
Competition
Diffidence
Glory
Different meanings for words in the State of Nature; no ability in the State of Nature to determine whose judgment is valid (Wolin).
Life in the state of nature: “Solitary, poor, nasty, brutish, and short”
Commonwealth
Commonwealth by institution:
Social contract: it is the collective agreement among all individuals in the state of nature to establish:
Sovereign power
Able to speak and act for a multiplicity of people (which becomes a unified group).
State
The unity of sovereign power and the unified people.
Sovereign is the man or assembly that carries the person of the State.
State is the Leviathan: the mortal God on earth.
Sovereigns come and go but the State remains.
Consequences
The implication: fear is displaced from the condition of the state of nature to the relation between individual and state.
What continues to bind the state is fear of a return to the State of Nature:
the relation between individual and state is one of protection in exchange for obedience.
Private vs. public conscious: does one need to truly believe (i.e. like a Christian) or does the appearance of belief suffice?
“belief and unbelief never follow men’s commands.”
Loyalty only to those that are in power?
Historical context: The Norman Yoke and the English Civil Wars
Stability should not sacrificed as a result of ‘injustice’.
The rise of the ‘mechanical’ centralized administrative state.
Grotius
Dutch legal theorist 16th century;
Along with Vitoria and Gentili laid the foundation for the Law of Nations (Public European Law) on Natural Law.
Moves away from a theological conceptualization of Natural Law to a secular one.
Develops the notion of Natural Rights which becomes key for understanding human morality and law.
Notion of natural right emerged out of the massacre of St. Bartholomew (25 August 1572).
Attempted to establish limitation on the Sovereign’s power:
notion of individual right that the state cannot transgress.
Grotius: “a RIGHT is a moral quality annexed to the person, justly entitling him to possess some privilege, or to perform some particular act”
Four Fundamental Rights
1) the right for others not to take my possessions.
2) the right of restoration of property in case of injury.
3) honoring promises.
4) punish wrongdoing.
Natural.
GROUP 1 Case 967-- A Teenage Female with an Ovarian MassCLI.docxgilbertkpeters11344
GROUP 1: Case 967-- A Teenage Female with an Ovarian Mass
CLINICAL HISTORY
A teenage female presented with secondary amenorrhea (https://www.healthline.com/health/secondary-amenorrhea#causes). The patient had 1 menstrual cycle 3 years ago and has had no menses since. Laboratory work-up was negative for pregnancy test, mildly increased calcium level (11.7 mg/dL, normal range: 8.5-10.2 mg/dL) and CA 125 (43 Units/ml, normal range: 0-20 Units/ml). Prolactin, TSH, AFP, Inhibin A, Inhibin B and CEA were normal. Imaging revealed a 13 x 11.8 x 8.6 cm, predominately cystic left pelvis mass, with multiple internal septations. Her past medical history was not contributory. Patient underwent left salpingo-oophorectomy (https://www.healthline.com/health/salpingo-oophorectomy), omentectomy (https://moffitt.org/cancers/ovarian-cancer/omentectomy/) and tumor debulking (https://en.wikipedia.org/wiki/Debulking) with intraoperative frozen section consultation.
GROSS EXAMINATION
The 930.9 g tubo-ovarian complex consisted of a 20.0 x 16.0 x 8.0 cm large mass, with no recognizable normal ovarian parenchyma grossly and an unremarkable fallopian tube. The cut surface was gray, "fish-flesh", soft with foci of hemorrhage and necrosis.
MICROSCOPIC EXAMINATION
Microscopically, the majority of main tumor was growing in large nests, sheets and cords with focal follicle-like structures and geographic areas of necrosis. It was predominantly composed of small cells with hyperchromatic nuclei, round to oval nucleus with irregular nuclear contour, inconspicuous to occasional conspicuous nucleoli and minimal cytoplasm. This component was variably admixed with a population of larger cells, which as the name implies composed of cells with abundant eosinophilic cytoplasm, with central or eccentric round to oval nuclei, pale chromatin and prominent nuclei. Both, the small and large cell components demonstrated brisk mitotic activity. All staging biopsies and omentectomy were composed of large cell component.
An extensive panel of immunohistochemical stains was performed. Overall, the staining pattern was strong and diffuse in small cell component compared to patchy weak staining pattern in the large cell component.
FINAL DIAGNOSIS
Small cell carcinoma (https://en.wikipedia.org/wiki/Small-cell_carcinoma) of the ovary, hypercalcemic type (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4939673/)
DISCUSSION
Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT) is an aggressive and highly malignant tumor affecting the women under 40. It was first described as a distinct entity by Dickersin et al in 1982 (1). Fewer than 500 cases have been described in the literature and it accounts for less than 1% of all ovarian cancer diagnoses. Due to the initial consideration of epithelial origin, the term of SCCOHT has been used to distinguish this entity from its mimicker, the neuroendocrine or pulmonary type (2). In fact epithelial origin of SCCOHT was recently challenged as new imm.
Greek Drama Further Readings and Short Report GuidelinesOur s.docxgilbertkpeters11344
Greek Drama: Further Readings and Short Report Guidelines
Our study of Greek drama will begin with an overview of Greek theater in general and focus on Aeschylus’ Agamemnon (Norton rental text, Vol. A). You will be completing a quiz/worksheet on Agamemnon (open book) and that play will be the focus of our class from March 26 through April 2. After that, each of you will have the opportunity to focus more intensively on one of three other Greek plays, Sophocles’ Philoctetes, Euripides’ Medea, or Aristophanes’ Lysistrata.
I will be asking you to submit a short report that focuses primarily on the play you chose to study in more depth. Your first task, though, is to choose which of the three plays you want to work on. Here are brief overviews of the three plays.
Sophocles’ Philoctetes(available in the Sophocles II purchase text). Philoctetes, an outstanding Greek warrior, was abandoned by Odysseus, Agamemnon and Menelaos on the way to fight in Troy because they could not bear the agonies of his suffering from a poisonous snake bite. The hero, an exceptional archer who wields the bow of Heracles, has been living in isolation on the wild island of Lemnos for nine years. Now the Greek forces have received a prophecy that they cannot conquer Troy without Philoctetes’ help. Odysseus, whom Philoctetes hates, and Neoptolemus, the son of Achilles, are sent to lure Philoctetes back to the war, by persuasion, treachery or force.
Euripides’ Medea (available in Norton rental text, Vol. A. Medea, the sorceress who helped the hero Jason find the Golden Fleece and also helped save his life, is living with Jason in exile from her homeland with their two children. She has learned that, in order to advance his fortune and social standing, Jason wants to jilt Medea and marry a younger woman. Out of despair and rage, Medea contrives to take revenge against Jason in the most horrific way she can.
Aristophanes’ Lysistrata (available in Norton rental text, Vol. A). Fed up with the emotional and economic hardships caused by the Peloponnesian War (431-404 BC), the Athenian and Spartan women, under the leadership of Lysistrata, unite to undertake two group actions: first, to refuse to have sex with their men until the men agree to stop fighting and, second, to cut off funding for the war by occupying the Athenian treasury. Aristophanes’ comedy still raises questions today about who should wield political power and why, as well as about how much humans really value peace.
NOTE: While I am requiring you to focus on only one of the three plays, I strongly encourage you to read all three. I will be saying something about each of the three plays before the short report is due, after we spend some time with Aeschylus’ Agamemnon.
Guidelines for Short Report on Greek Drama
For the short report on Greek drama, please write complete, incisiveresponses to each of the following five topics or questions concerning the play—Philoctetes,Medea or Lysistrata—that you h.
Graph 4 (You must select a different graph than one that you hav.docxgilbertkpeters11344
Graph 4 (You must select a different graph than one that you have previously discussed)
Select a data presentation from chapter 6 of the text (Grey Section).
Answer the following:
What is the visual that you selected?
What is the purpose of the visual?
What kind of data should be compiled in the selected visual?
What kinds of data should not be compiled in the selected visual?
How can you avoid making the visual misleading?
.
Graphs (Help! Really challenging assignment. Would appreciate any bi.docxgilbertkpeters11344
Graphs (Help! Really challenging assignment. Would appreciate any bit of help!)
Family tree's and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file. Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made into a function, it should be if you plan on using the logic again.
Finally, I want you to make data assertions within the
FamilyTree
class that enforce certain "rules" that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph.
As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the total number of methods within the classes themselves. The user should be able to add, remove, and modi.
Grandparenting can be highly rewarding. Many grandparents, though, u.docxgilbertkpeters11344
Grandparenting can be highly rewarding. Many grandparents, though, unexpectedly become guardians and raise small children. How might this responsibility affect their normal course of adult development? What components might require transitions? How would a professional counselor encourage these older guardians in their new roles? Just need 135 words (ASAP)!
.
Great Marketing Moves The evolving art of getting noticed Ov.docxgilbertkpeters11344
Great Marketing Moves The evolving art of getting noticed
Over three decades,
Inc.
has seen entrepreneurs, often with little cash but lots of creativity)', produce clever marketing campaigns time and again. Here are 3U classic examples from the archives. —
Kelly Fairdoth
Make a article summary from 2-3 paragraphs.
.
“GREAT MIGRATION”
Dr. G. J. Giddings
Characteristics
Human
Propelled – push-pull (E. Lee, 1966)
Impactful – consequential … cause/effect
Dynamic – leaderless …democratic …
Demographics
Demographics
1.2 million, 1915-’30
6.4 million, 1980
(Caribbean:
140,000,1899-1937)
Precursors
Post-Reconstruction, 1877-1914
Rural - Urban
Westward – “Black Exodus”
Henry Adams (LA)
89,000 migrants/interest
Benjamin “Pap” Singleton (TN)
“Advantage of Living in a Free State”
Thousands migrated
Emigration
Bishop Henry M. Turner,
Mary Ann Shadd Cary
Precursors …
U.S. Empire
Berlin Conf.,1884
Philippines, 1898
Puerto Rico, Guam
Hawaii,
(Cuba)
Haiti, (1915-’34)
U.S. Virgin Isl.,1916
Guyana, 1941
Atkinson Airstrip
6
Great Migration
Caribbean
140,000,1899-1937
M. M. Garvey
C. Powel
DJ Kool Herc
S. Chisholm
G. J. Giddings
Great Migration
“PUSH”
-Boll weevil, 1915/6
-Mississippi flood, 1927
-Racist Terroism
-Racist laws: Jim Crow
Great Migration
“PULL”
E. World War I, 1914-1919
(367,000 AAs served)
European immigration desisted
Chicago Defender
“To die from the bite of frost is more glorious than by the hands of a lynch mob”
“Every Black man for the sake of his wife and daughter should lave even at a financial sacrifice every spot in the south where his worth is not appreciated enough to give him the standing of a man and a citizen in the community.”
Great Migration
IMPACT
Detroit, MI
611 % increase
Urban League, 1911
National League of Urban Conditions among Negroes, NY
Rep. Oscar DePriest (R)
Chicago Alderman, 1915; U.S. Rep, 1929-’35
1970s: Chicago had more Blacks than Mississippi!
Harlem Renaissance, 1919-1932
L. Hughes, “Negro Artist …”
Some pastors followed migrants.
Return Migration/RE-PATRIATION
Post-Industrial
“Reverse migration”
1980-present
Service economy
“Sun Belt” industrial service areas
Destinations
Atlanta, GA; Charlotte, NC, Houston, TX, …
(F&H, chap. 23)
GREAT MIGRATION
Franklin & Higginbotham (F&H)
1, (12),13, 14, 15, 16, 17, 19, 23 …
Great Migration
The Warmth of Other Suns, 2010
Isabel Wilkerson, Pulitzer laureate
National Book Critics Circle award
“best non-fiction ...” NY Times
1,200 interviews
I.M. Gladney
G. Starling
R. P. Foster
Wilkerson …
Ida Mae Gladney
1934
MS – Chicago, IL
Wilkerson …
George Starling
1945
Florida–New York
(.
Grand theory and Middle-range theoryHow are Nursing Theories c.docxgilbertkpeters11344
Grand theory and Middle-range theory
How are Nursing Theories classified?
What are the differences between grand theory and middle-range Theory?
Examples of grand Theory and Middle range Theory?
Write an Essay.
Use the APA style 7
Avoid plagiarism by submitting your work to SafeAssign.
.
Grand Rounds Hi, and thanks for attending this case presen.docxgilbertkpeters11344
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Graduate Level Writing Required.DUEFriday, February 1.docxgilbertkpeters11344
Graduate Level Writing Required.
DUE:
Friday, February 14, 2020 by 5pm Eastern Standard Time.
Resources: U.S. Department of Labor, Bureau of Labor Statistics, U.S. Department of Labor Wages, U.S. Department of Education, U.S. Census Bureau
Based
on
Dallas, Texas
Write a 900- to 1,050-word paper in which you analyze the criminal profile of Dallas, Texas.
Include the following information in your analysis:
-Characterization of the city in terms of social and intellectual context
-Identity of social factors that contribute to crime
-Linking of events or attitudes to a description of beliefs people living there would accept for explaining criminal behavior
-Consideration of changes in land use, property values, transportation, and retail as one moves away from the city center
-If there are changes, what distance do you estimate exist between these areas?
-How noticeable are the changes?
-Discussion of whether or not zones of transition apply to this city
-Identification of criminal hot spots
-Relevant data to support answers
-How your findings relate to the role of socioeconomic status and values in criminological theory
-Identification and rationale for the choice of one sociologic theory that best explains the crime in your chosen city
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work. ZERO Plagiarism.
-Must Be Graduate Level Writing.
.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. on a busy acute combined medical /
surgical ward. You have arrived for an evening shift and receive
handover from the staff from the
previous shift.
You have been allocated to care for the following five patients.
1. Steven is a 27 year old who presented with acute appendicitis
via the Emergency Department
that required emergency appendectomy overnight. He is
currently NBM and has IV 0.9%
Sodium Chloride infusing at 100mls per hour. Steven is
complaining of abdominal pain and
has a temperature of 39.2. He has been reviewed by the surgical
team and has been ordered
intravenous Metronidazole 500mg TDS.
2. Peter is a 55 year old male who had an ERCP today
(endoscopic retrograde
cholangiopancreatograghy) and removal of gall stones x 3 after
persistent epigastric pain for
2 days. He is currently complaining of nausea and mild right
shoulder tip pain.
3. Phillip is a 68 year old male who has been admitted for
infective exacerbation of his COPD.
He is currently on nasal prongs at 2 litres a minute and is due
3. for his IV hydrocortisone
(100mg BD) and Piperacillin with Tazobactam (Tazocin) IV
(4.5G TDS). His oxygen saturation
is 94%.
4. John is 75 year old male who was admitted with chest pain
via the Emergency Department
earlier on in the day. He has a background history of angina and
coronary heart disease. He
has been commenced on an intravenous heparin infusion and
aspirin 100mg daily. The APTT
is to be kept between 50 to 75 seconds.
5. Melinda is a 42 year old female who presented with sudden
onset of severe headache. She
has been admitted under neurosurgery. Her CT scan revealed a
small (Grade 1)
subarachnoid haemorrhage from a cerebral artery aneurysm
which was successfully coiled in
the interventional radiology suite 5 days ago. She is currently
prescribed Nimodipine 60mg
oral tablets. She has
400764 - Transition to Graduate Practice
5. is 80/40. What is the
significance of this result and what could be contributing to the
hypotension? What would
be your response?
Resources
Prescribed textbooks and reading resources in Library list in
400764 vUWS site.
P
a
g
e
1
7
o
f 3
3
Marking criteria and standards: Written Assessment 4—Case
6. Study on essential skills for transitioning from student to RN
Criteria High Distinction Distinction Credit Pass Fail
Q1: Prioritises
and justifies initial
assessment and
care of patients.
Outstanding, clear, concise
and expert identification and
critical discussion of the
prioritisation and initial
assessment and care of the
four patients.
Interesting, complex,
original, cogent, excellent
critical discussion related to
prioritisation and initial
assessment and care of the
four patients.
Comprehensive, varied, clear,
cogent and effective critical
analysis of the prioritisation
and initial assessment and
care of the four patients.
Evidence and arguments are
cogently presented, and very
well supported with literature,
a very good grasp of current
knowledge related to
prioritisation and initial
assessment and care of the
7. four patients
Good description and critical
discussion of Good
explanation of the
prioritisation and initial
assessment and care of the
four patients.
Evidence and arguments are
cogently presented, and well
supported with literature, a
good grasp of current
knowledge related to
prioritisation and initial
assessment and care of the
four patients.
Adequate explanation and
discussion of the prioritisation
and initial assessment and
care of the four patients.
Some attempt at critical
discussion noted, but
arguments, evidence and
discussion points may not be
consistently and clearly
presented in relation to the
initial assessment and care of
the four patients.
Inadequate identification and
critical discussion of the
prioritisation and initial
assessment and care of the
8. four patients.
Poor or inadequate
substantiation from current,
research and evidence-based
literature noted.
The work fails to adequately
address discussion topic and
criteria as set.
Mark /15 13-15 11.5-12.5 10-11 7.5-9.5 ≤7.0
Q2. Rationalises
action for
additional
medication order
Outstanding, clear, concise
and expert identification and
critical discussion of the
significance of the
medication and rational for
intervention.
Interesting, complex,
original, cogent, excellent
critical discussion related to
the significance of the
medication order and
rational for intervention.
Comprehensive, varied, clear,
cogent and effective critical
analysis of the significance of
the medication and rational for
9. intervention.
Evidence and arguments are
cogently presented, and very
well supported with literature,
a very good grasp of current
knowledge related to the
significance of the medication
and rational for intervention.
Good description and critical
discussion of the significance
of the medication and
rational for intervention.
Evidence and arguments are
cogently presented, and well
supported with literature, a
good grasp of current
knowledge related to the
significance of the
medication and rational for
intervention.
Adequate explanation and
discussion of the significance
of the medication and rational
for intervention.
Some attempt at critical
discussion noted, but
arguments, evidence and
discussion points may not be
consistently and clearly
presented in relation to the
10. significance of the medication
and rational for intervention.
Inadequate identification and
critical discussion of the
significance of the medication
and rational for intervention.
Poor or inadequate
substantiation from current,
research and evidence-based
literature noted.
The work fails to adequately
address discussion topic and
criteria as set.
Mark /15 13-15 11.5-12.5 10-11 7.5-9.5 ≤7.0
P
a
g
e
1
8
o
f 3
3
11. Criteria High Distinction Distinction Credit Pass Fail
Q3. Relates
significance of
Heparin with
APTT result and
rationalises
intervention.
Outstanding, clear, concise
and expert identification and
critical discussion of the
significance of the
medication and rational for
intervention.
Interesting, complex,
original, cogent, excellent
critical discussion related to
the significance of the
medication order and
rational for intervention.
Comprehensive, varied, clear,
cogent and effective critical
analysis of the significance of
the medication and rational for
intervention.
Evidence and arguments are
cogently presented, and very
well supported with literature,
a very good grasp of current
knowledge related to the
significance of the medication
12. and rational for intervention.
Good description and critical
discussion of the
significance of the
medication and rational for
intervention.
Evidence and arguments are
cogently presented, and well
supported with literature, a
good grasp of current
knowledge related to the
significance of the
medication and rational for
intervention.
Adequate explanation and
discussion of the significance
of the medication and rational
for intervention.
Some attempt at critical
discussion noted, but
arguments, evidence and
discussion points may not be
consistently and clearly
presented in relation to the
significance of the medication
and rational for intervention.
Inadequate identification and
critical discussion of the
significance of the medication
and rational for intervention.
13. Poor or inadequate
substantiation from current,
research and evidence-based
literature noted.
The work fails to adequately
address discussion topic and
criteria as set.
Mark /15 13-15 11.5-12.5 10-11 7.5-9.5 ≤7.0
Q4. Evaluates
clinical situation
and prioritises
patient
intervention and
calls for
assistance
Outstanding, clear, concise
and expert identification and
critical discussion on the
prioritisation of care and
calling for assistance.
Interesting, complex,
original, cogent, excellent
critical discussion related to
prioritisation of care and
calling for assistance.
Comprehensive, varied, clear,
cogent and effective critical
analysis on the prioritisation of
14. care and calling for
assistance.
Evidence and arguments are
cogently presented, and very
well supported with literature,
a very good grasp of current
knowledge related to
prioritisation of care and
calling for assistance.
Good description and critical
discussion on the
prioritisation of care and
calling for assistance.
Evidence and arguments are
cogently presented, and well
supported with literature, a
good grasp of current
knowledge related to
prioritisation of care and
calling for assistance.
Adequate explanation and
discussion on the prioritisation
of care and calling for
assistance.
Some attempt at critical
discussion noted, but
arguments, evidence and
discussion points may not be
15. consistently and clearly
presented in relation to
prioritisation of care and
calling for assistance.
Inadequate identification and
critical discussion on
prioritisation of care and
calling for assistance.
Poor or inadequate
substantiation from current,
research and evidence-based
literature noted.
The work fails to adequately
address discussion topic and
criteria as set.
Mark /10 8.5-10 7.5-8 6.5-7 5-6 ≤4.5
P
a
g
e
1
9
o
16. f 3
3
Criteria High Distinction Distinction Credit Pass Fail
Presentation and
Referencing
Flawless referencing, with all
references adequately and
correctly given, both in text
and in final reference list
according to designated APA
style.
Outstanding, publishable
level of writing style and use
of language evidenced.
Publishable or outstanding
level of clarity of expression
and scholarly writing style,
with no evidence of any
discriminatory use of
language noted in the work.
Expert, coherent, logical
organised sequencing.
Very good referencing, with
adequate and correct
references given both in text
17. and in final reference list
according to designated APA
style.
Excellent writing style and use
of language. No errors in
spelling, grammar, punctuation
or writing style
Very good, concise, clear,
academic writing style, with no
ambiguity issues and no
evidence of discriminatory
language noted in the work.
Very good, cogent, focused,
structured sequencing with
logically ordered flow of ideas.
Concise and orderly
Good, adequate referencing,
using a reasonable range of
current academic reference.
Very few minor referencing
style errors and following
designated APA conventions
both in text and in final
reference list.
Effective expression and
18. writing style. Minimal errors
in grammar, punctuation,
sentence construction,
paragraph construction or
spelling.
Clear concise clarity of
expression and scholarly
writing style, with no use of
discriminatory language
throughout.
Effective, structured
sequencing with logically
ordered flow of ideas.
Some minor referencing style
errors, but following
designated APA conventions
both in text and in final
reference list.
Adequate, sound writing style.
Limited vocabulary, with minor
errors in grammar, or spelling,
or sentence structure, or
paragraph structure that do not
impede meaning.
Satisfactory clarity of
expression and academic
writing style, but there may be
evidence of limited use of
19. language or areas of the work
which could have been more
clearly or better expressed.
No use of discriminatory
language throughout.
Adequate organisation and
logical sequencing of material
and major points.
Absent or unsatisfactory,
incorrect or inadequate
referencing.
More than 10% of the work
involves direct quotes.
Incorrect referencing style
used.
Poor writing style with errors in
expression, sentence
structure, paragraph structure,
spelling and punctuation that
impede meaning and
discussion.
Poor clarity, with ambiguity
issues noted. The writing style
impedes clarity of meaning
and adequate communication
of ideas and discussion. There
may be evidence of
discriminatory language in the
work.
20. Inadequate organisation and
logical sequencing, illogical
flow to presentation of ideas
and arguments.
Mark /5 5 4–4.5 3–3.5 2.5 ≤2
Comments:
Lecturer’s Signature: Date:
Weighting: /60 Grade:
6 pages
Apa
Sources:12
This is a case study not an essay.
STRICTLY:
-Follow the instructions on the learning guide (pages 15-19) for
assessment details.
NOTE: Question 1 is mistakenly written as 250 words instead of
750 words in the attached learning guide.
- Question 1 is 750 words NOT 250 words. It should explain the
care prioritised and rationalise why? It should also talk a bit
about the primary survey (ABCDEFG) as a initial response after
prioritisation
21. THE RESPONSE TO THE QUESTIONS SHOULD BE
ACCORDINGLY TO THE WEIGHT OF QUESTION. AS:
-Question 1 (750 words) weighs 15 marks.
-Question 2 (250 words) weighs 15 marks.
-Question 3 (250 words) weighs 15 marks.
-Question 4 (250 words) weighs 10 marks.
-All response should be NURSING based not medical officer or
doctors.
-The response should be in Australian context of nursing.
REFERENCES:
-Should include Text Books and Journal articles after year
2009. Must have intext referencing.
-Text Book references I would like you to include are:
Perry, A. G., Potter, P. A. & Ostendowf, W.A. (2010). Clinical
nursing skills and techniques (8th ed.). Missouri, MO:
Mosby/Elsevier.
Brown, D., & Edwards, H. (Eds.). (2012). Lewis’s medical-
surgical nursing: Assessment and management of clinical
problems (3rd ed.).Sydney, Australia: Elsevier
Le Mone, P., & Burke, K. (2011). Medical- surgical nursing:
Critical thinking in client care (Vol. 1). French’s Forest,
Australia: Pearson.
Bullock, S., Manias, E. & Galbraith, A., (2011). Fundamentals
of pharmacology. (6th ed.). Sydney, Australia: Pearson
Education Australia
THE ASSESSMENT SHOULD BE WRITTEN IN
AUSTRALIAN ENGLISH AND I WILL NOT ACCEPT THE
GRAMMATICAL ERRORS