The purpose of this assignment is to evaluate your ability to formulBHANU281672
This document provides instructions for completing a literature review assignment. Students are asked to choose a clinical problem in their practice area, formulate a research question, and summarize at least 8 relevant research studies published between 2015-present in a 5-page literature review. The review should include sections on introduction, methods, results, discussion, and conclusion. Studies should be original research, systematic reviews, meta-analyses or clinical practice guidelines. The search strategy and databases used should also be described.
For this assignment, select a peer reviewed journal article relaarnit1
This document provides instructions for an assignment requiring students to select a peer-reviewed journal article relating to problem solving, decision making, or intelligence theory discussed in class. The article must be from a peer-reviewed journal obtained from the university library and must be a research study with methods, results and discussion sections utilizing a cognitive or behavioral theory. Students must write a 1,000-1,250 word article review addressing the major findings and conclusions of the study, implications for psychology, how professionals may benefit, the study's methodology and participants, and at least one strength and limitation of the research.
Essay topic1 essay topic2essaylearner first narnit1
1. The document provides templates and guidelines for submitting essays and care plans for a nursing course. It includes sections for topics, reviewing subject material, discussion, and conclusions.
2. The essay submission format requires a minimum 1,000 word essay following the specified template. This includes a 200 word review of subject section to state facts, a 600 word discussion section for opinions and applications, and a 200 word conclusions section.
3. The nursing care plan form template outlines sections for patient information, nursing diagnosis, assessment data, goals and outcomes, interventions and rationale, and an evaluation of outcomes and plan revisions. It provides examples of how to complete each section.
This document discusses qualitative research methods, specifically focus groups and in-depth interviews. It provides an overview of the steps in qualitative research and describes focus groups and in-depth interviews as two leading qualitative methods. Focus groups involve a discussion among 5-12 participants guided by a moderator on predefined topics. In-depth interviews are one-on-one extensive conversations between a participant and interviewer. The document discusses when each method is most appropriate to use and how to analyze and interpret the data collected.
Lesson 28 drawing logical conclusions from research findingsmjlobetos
This document provides guidance on writing effective conclusions for research findings. It discusses that conclusions represent inferences drawn from study findings and should not contain measurements. It also outlines strategies for writing conclusions, such as ensuring they are intertwined with the introduction, draw inferences from findings, and specifically answer any problems stated. The document recommends conclusions be clear, concise, original, and accurate without introducing new information.
This document outlines the marking criteria for Assignment 1 Part B of the HSNS 366 course. It discusses the criteria for ethical review, teamwork, content, and analysis. Students must complete a Smart Sparrow learning module, review ethical principles, and apply them to an ethical case study. They must also identify factors for successful teamwork and recommend strategies for the case study. The assignment requires clear definitions, focused research, logical ideas applied to the topic, and literature to support responses. Deductions may be applied for issues like formatting, word limits, or errors. The final mark for this sample paper was 24/30.
This document outlines and compares several types of research methods: naturalistic observation, case studies, surveys, correlational studies, and psychological testing. It discusses the advantages and limitations of each method. Naturalistic observation involves observing behavior in natural environments but the presence of observers can alter behavior. Case studies allow extensive data collection from a single case but have limited generalizability. Surveys can gather large amounts of information quickly but rely on self-reported data. Correlational studies assess relationship strengths but cannot determine causation. Psychological testing provides standardized results but tests must be rigorously validated.
This is a Walden University course (EDUC 8102-6), LG7: Self Analysis of RKA Quiz #6 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The purpose of this assignment is to evaluate your ability to formulBHANU281672
This document provides instructions for completing a literature review assignment. Students are asked to choose a clinical problem in their practice area, formulate a research question, and summarize at least 8 relevant research studies published between 2015-present in a 5-page literature review. The review should include sections on introduction, methods, results, discussion, and conclusion. Studies should be original research, systematic reviews, meta-analyses or clinical practice guidelines. The search strategy and databases used should also be described.
For this assignment, select a peer reviewed journal article relaarnit1
This document provides instructions for an assignment requiring students to select a peer-reviewed journal article relating to problem solving, decision making, or intelligence theory discussed in class. The article must be from a peer-reviewed journal obtained from the university library and must be a research study with methods, results and discussion sections utilizing a cognitive or behavioral theory. Students must write a 1,000-1,250 word article review addressing the major findings and conclusions of the study, implications for psychology, how professionals may benefit, the study's methodology and participants, and at least one strength and limitation of the research.
Essay topic1 essay topic2essaylearner first narnit1
1. The document provides templates and guidelines for submitting essays and care plans for a nursing course. It includes sections for topics, reviewing subject material, discussion, and conclusions.
2. The essay submission format requires a minimum 1,000 word essay following the specified template. This includes a 200 word review of subject section to state facts, a 600 word discussion section for opinions and applications, and a 200 word conclusions section.
3. The nursing care plan form template outlines sections for patient information, nursing diagnosis, assessment data, goals and outcomes, interventions and rationale, and an evaluation of outcomes and plan revisions. It provides examples of how to complete each section.
This document discusses qualitative research methods, specifically focus groups and in-depth interviews. It provides an overview of the steps in qualitative research and describes focus groups and in-depth interviews as two leading qualitative methods. Focus groups involve a discussion among 5-12 participants guided by a moderator on predefined topics. In-depth interviews are one-on-one extensive conversations between a participant and interviewer. The document discusses when each method is most appropriate to use and how to analyze and interpret the data collected.
Lesson 28 drawing logical conclusions from research findingsmjlobetos
This document provides guidance on writing effective conclusions for research findings. It discusses that conclusions represent inferences drawn from study findings and should not contain measurements. It also outlines strategies for writing conclusions, such as ensuring they are intertwined with the introduction, draw inferences from findings, and specifically answer any problems stated. The document recommends conclusions be clear, concise, original, and accurate without introducing new information.
This document outlines the marking criteria for Assignment 1 Part B of the HSNS 366 course. It discusses the criteria for ethical review, teamwork, content, and analysis. Students must complete a Smart Sparrow learning module, review ethical principles, and apply them to an ethical case study. They must also identify factors for successful teamwork and recommend strategies for the case study. The assignment requires clear definitions, focused research, logical ideas applied to the topic, and literature to support responses. Deductions may be applied for issues like formatting, word limits, or errors. The final mark for this sample paper was 24/30.
This document outlines and compares several types of research methods: naturalistic observation, case studies, surveys, correlational studies, and psychological testing. It discusses the advantages and limitations of each method. Naturalistic observation involves observing behavior in natural environments but the presence of observers can alter behavior. Case studies allow extensive data collection from a single case but have limited generalizability. Surveys can gather large amounts of information quickly but rely on self-reported data. Correlational studies assess relationship strengths but cannot determine causation. Psychological testing provides standardized results but tests must be rigorously validated.
This is a Walden University course (EDUC 8102-6), LG7: Self Analysis of RKA Quiz #6 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The document provides guidance on publishing research, including why researchers should publish, possible publication venues and types, tips for quality publications, and how to set about the publishing process. It discusses framing research topics, conducting literature reviews, stating study aims and objectives, describing methods, presenting results, and structuring discussions. Formatting and style guidelines are also covered.
This document discusses key concepts related to research, including:
1. Research is defined as a systematic process involving a question, collection of data, and analysis/interpretation of that data to increase understanding.
2. The main steps in conducting research are identifying a problem, reviewing literature, specifying a research purpose, collecting and analyzing data, and reporting/evaluating findings.
3. A research question guides the research process by focusing efforts on collecting and analyzing information from multiple sources to present an original argument. Characteristics of a good research question include being specific, clear, and referring to the problem or phenomenon under study.
A Meta-Analysis of the Effects of Writing and Writing Instruction on Reading ...Pubrica
Meta-analysis is a technique for summarising the direction and amount of effects found in a collection of empirical investigations looking at the same underlying phenomenon.
Reference : https://bit.ly/3JSmFcK
Our services : https://pubrica.com/services/research-services/meta-analysis/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
This document outlines different types of educational research, including quantitative and qualitative traditions. Quantitative research can be experimental, involving manipulation of factors, or nonexperimental through descriptive, comparative or correlational methods. Qualitative research involves phenomenological studies, ethnography, grounded theory or case studies. There are also four categories of educational research: basic, applied, action, and evaluation research. The document also defines key research variables and outlines the typical format for reporting research findings.
Unit v assignment in unit iv, you completed a safety and health BHANU281672
This document provides instructions for an assignment to develop a lesson plan for safety and health training. It outlines a series of exercises to complete that will help meet the identified learning objectives for the selected training topic. The exercises include identifying reading materials, describing the training location and trainer, drafting details of the lesson/presentation, and developing classroom activities. The final exercise has the student describe how attendance would be documented. Completing all the exercises will help the student demonstrate communicating safety and health training in the workplace.
Part 1 advocacy and policy reform compare and contrast three nuPOLY33
This document provides guidelines for a course reflection assignment in NUR3655. It outlines the purpose, course outcomes, requirements, and grading criteria for a reflective essay where students will:
1) Reflect on course readings, discussions and activities regarding preparedness in specific BSN competencies related to healthcare policy and advocacy.
2) Include a self-assessment of skills, knowledge and abilities gained in three to six pages using examples from the course to support assertions about selected competencies.
3) Conclude by summarizing benefits of pertinent BSN competencies pertaining to evidence-based practice.
The reflection will be graded on introduction, reflection content, conclusion, writing clarity, and APA format.
This document provides instructions for a final paper assignment on long-term health care. Students must write an 8-10 page paper on a topic related to long-term care, applying the scientific method and including an introduction, statement of problem, discussion, and conclusion section. The paper must be informed by at least 5 scholarly sources cited in APA format. Topics include family adaptation to Alzheimer's, placement in long-term care, financing, ethics, regulations, innovations, access, and technology in long-term care.
This document provides guidance on writing a literature review. It states that the literature review is an evaluation and synthesis of literature, not a summary. Key information should be identified using a matrix. The review should identify themes across articles and include comparisons of different points of view or research outcomes. It should relate the study to previous research and evaluate literature to define important aspects being examined or to substantiate the conceptual framework. The content should be drawn from peer-reviewed sources or have justification for other sources. The review synthesizes literature on the topic being investigated.
The final exam is due xxxx20xx. late assignments will not be accBHANU281672
The document outlines requirements for a final exam project. Students must choose one of two options: 1) a research report on a topic related to software engineering or 2) a question/answer bank derived from assigned course materials. The research report option requires a scholarly paper that follows specific formatting guidelines and includes chapters on introduction, literature review, methodology, findings, and conclusions. The question/answer bank option requires students to create at least 10 multiple choice, fill-in-the-blank, multiple answer, or essay questions for each assigned chapter, for a total of 130 questions. Both options are worth 800 points and must be submitted by the specified due date to receive credit.
The conclusion section examines the results to determine if they answer the research question. It compares the results within themselves and to other literature to interpret and explain the findings. Generalizations and conclusions are derived, and recommendations are made for applying the results or future research. Recommendations suggest how to improve limitations of the study and include areas for future research with an example. The chapter concludes the research report by summarizing key findings, answering research questions, and providing recommendations.
University of Utah Internal Medicine - Journal Club CurriculumBrian Locke
This document describes changes made to a medical residency journal club to make it more useful and enjoyable for trainees. The changes included: 1) Framing discussions around a clinical practice guideline and supporting literature as they relate to a patient case; 2) Having two residents critically appraise the guideline and literature using worksheets; 3) Creating facilitator guides to help prepare teaching points for different study designs; and 4) Repeating the same topic for successive resident cohorts. A survey found residents rated the new format as more effective for learning across different domains compared to the traditional format.
Do’s and Don’ts in writing a scientific literature review for health care res...Pubrica
This document provides guidance on writing an effective literature review for healthcare research. It discusses the purpose of a literature review, which is to explore previous related research, understand areas of conflict or need for further study, and justify the current research methodology. The document also offers "do's and don'ts" for writing a literature review, such as having a clear research question, using recent and relevant citations, and critically analyzing cited studies. Finally, it emphasizes that a well-structured literature review allows the current research to contribute to the ongoing discussion about the topic.
The document discusses evidence-based practices for instructional design. It recommends that courses be designed based on high-quality research rather than fads, opinions, politics, or ideology. Instructional methods should demonstrate effectiveness by answering questions about how the method improves learning and under what conditions. Researchers should focus on experimental studies with control groups, random assignment, and appropriate outcome measures that are similar to their own situations. When experiments find no effect, it may be because the treatment was ineffective, the sample size was too small, measures were insensitive, treatment implementation was inadequate, material was too easy, or confounding variables differed between groups.
The conclusion section examines the results to determine if they answer the research question. It compares the results within themselves and to other literature to interpret and explain the findings. Generalizations and conclusions are derived, and recommendations are made for applying the results or future research. Recommendations suggest how to improve limitations of the study and include areas for future research with an example. The chapter concludes the research report by summarizing key findings, answering research questions, and providing recommendations.
This document discusses various research tools used for data gathering, including checklists, interview guides, letters, questionnaires, and questions. It describes different types of questions like closed-end, open-end, dichotomous, trichotomous, rating scales, and more. Researchers can use these tools and questions to gather descriptive, relational, or causal information for their studies. Questionnaires can be self-made or standardized instruments validated for specific research purposes.
Crafting Meaningful and Measurable Learning ObjectivesLearning o.docxbuffydtesurina
Crafting Meaningful and Measurable Learning Objectives
Learning objectives lay the foundation for a lesson. As the quote above alludes to, they (learning objectives) provide not only a starting point, but also a destination. When crafted meaningfully, learning objectives can provide nurse educators with measurable and observable behaviors. In addition, when communicated early, often, and clearly, learning objectives can better address student, staff, and patient learning needs.
Learning needs, or gaps in knowledge, range from concepts and attitudes to psychomotor skills. In addition, the learning needs of baccalaureate nursing students will differ greatly from the learning needs of doctoral nursing students. Likewise, the learning needs of cardiac patients will differ from those of diabetic patients. In effect, the learning experiences in which each audience engages must be carefully and meaningfully tailored towards their specific needs.
To prepare
·
Select an audience of learners (nursing students, nursing staff, or patients) that you are interested in teaching.
·
Reflect on the diverse learning needs of this specific audience and select one to further investigate for your Discussion*.
·
Review the article, Writing Learning Objectives that Help You Teach and Students Learn (Part 1), and the links to the Lesson Plan Tutorials, which are located in this week’s Learning Resources. Reflect on the examples and non-examples of action verbs. Then, consider the action verbs that you might select to address the identified learning need.
·
Review the
Crafting Learning Objectives
document, which is located in this week’s Learning Resources. Then, craft at least two learning objectives—relevant to the learning need that you identified, which follow the format required of the Nursing Education specialization.
·
Consider learning activities that might align to these learning objectives. For example, if the learning objective is to demonstrate the ability to accurately take a patient’s blood pressure, the activity should involve students practicing the process of blood pressure readings; if the learning objective is to compare learning theories, the activity may include a small group discussion.
·
Consider how each activity could be used to meaningfully assess student, staff, or patient learning.
·
Keeping the audience and learning need in mind, create a description of a learning activity that aligns to the objectives.
* Select an audience and learning need about which you are genuinely interested. You will keep this focus (audience, learning need, learning objectives) and expand on it over the next three Discussions.
Questions to be addressed in my paper:
1.
the audience and learning need that you have selected.
2.
Describe the learning activity that you might use to address this need and identify at least two appropriate learning objectives.
3.
Explain how each objective aligns to the learning activity, as well as how each objective ca.
Professional Organization Links American.docxwrite22
1. The document discusses joining a professional nursing organization to advance one's career in nursing informatics.
2. It provides objectives and requirements for a practicum project involving analysis of a problem observed during a nursing informatics practicum using at least three peer-reviewed sources.
3. The assignment requires describing an issue, analyzing it using nursing informatics concepts and theories, evaluating how consistently it was addressed, and proposing an alternative evidence-based approach.
Professional Organization Links American.docxbkbk37
1. The document discusses joining a professional nursing organization and describes objectives for a practicum project in nursing informatics.
2. Students are asked to analyze a problem observed during their practicum, discuss it using concepts from nursing informatics, and formulate a new evidence-based approach.
3. Several professional organizations in nursing informatics are listed that could provide resources and advance careers.
NURS-6052N-37, Essent of Evidence-Based Pract.2017Discussion-1.docxcarlibradley31429
NURS-6052N-37, Essent of Evidence-Based Pract.2017
Discussion:-1
Nursing Research and Evidence-Based Practice
In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.
Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).
To prepare:
Consider a recent clinical experience in which you were providing care for a patient.
Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
What questions have you thought about in a particular area of care such as a procedure or policy?
Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.
Learning Resources
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”
This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.
Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”
The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.
Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research.
Analyze a Current Health Care Problem or Issue.docxwrite22
The document provides instructions for an assignment to analyze a current health care problem or issue. Students are asked to write a 4-6 page paper identifying a problem, analyzing its causes and affected populations, discussing potential solutions and their implementation requirements, and analyzing the ethical implications of one proposed solution. The document provides topics to choose from, references for further research, and a scoring guide for evaluation.
Developing A Health Care Perspective Letter.docxwrite5
This document analyzes patient safety issues in healthcare. It identifies the main causes of patient safety issues as diagnostic errors, contextual errors, and communication errors. It discusses how these errors can harm patients. The document proposes implementing electronic health records and improving communication between healthcare professionals as potential solutions to increase patient safety. It acknowledges some ethical implications of these solutions, such as privacy violations, data inaccuracies, and challenges during implementation. Overall, the document analyzes a current healthcare problem and proposes a solution while discussing relevant ethical considerations.
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
The document provides guidance on publishing research, including why researchers should publish, possible publication venues and types, tips for quality publications, and how to set about the publishing process. It discusses framing research topics, conducting literature reviews, stating study aims and objectives, describing methods, presenting results, and structuring discussions. Formatting and style guidelines are also covered.
This document discusses key concepts related to research, including:
1. Research is defined as a systematic process involving a question, collection of data, and analysis/interpretation of that data to increase understanding.
2. The main steps in conducting research are identifying a problem, reviewing literature, specifying a research purpose, collecting and analyzing data, and reporting/evaluating findings.
3. A research question guides the research process by focusing efforts on collecting and analyzing information from multiple sources to present an original argument. Characteristics of a good research question include being specific, clear, and referring to the problem or phenomenon under study.
A Meta-Analysis of the Effects of Writing and Writing Instruction on Reading ...Pubrica
Meta-analysis is a technique for summarising the direction and amount of effects found in a collection of empirical investigations looking at the same underlying phenomenon.
Reference : https://bit.ly/3JSmFcK
Our services : https://pubrica.com/services/research-services/meta-analysis/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
This document outlines different types of educational research, including quantitative and qualitative traditions. Quantitative research can be experimental, involving manipulation of factors, or nonexperimental through descriptive, comparative or correlational methods. Qualitative research involves phenomenological studies, ethnography, grounded theory or case studies. There are also four categories of educational research: basic, applied, action, and evaluation research. The document also defines key research variables and outlines the typical format for reporting research findings.
Unit v assignment in unit iv, you completed a safety and health BHANU281672
This document provides instructions for an assignment to develop a lesson plan for safety and health training. It outlines a series of exercises to complete that will help meet the identified learning objectives for the selected training topic. The exercises include identifying reading materials, describing the training location and trainer, drafting details of the lesson/presentation, and developing classroom activities. The final exercise has the student describe how attendance would be documented. Completing all the exercises will help the student demonstrate communicating safety and health training in the workplace.
Part 1 advocacy and policy reform compare and contrast three nuPOLY33
This document provides guidelines for a course reflection assignment in NUR3655. It outlines the purpose, course outcomes, requirements, and grading criteria for a reflective essay where students will:
1) Reflect on course readings, discussions and activities regarding preparedness in specific BSN competencies related to healthcare policy and advocacy.
2) Include a self-assessment of skills, knowledge and abilities gained in three to six pages using examples from the course to support assertions about selected competencies.
3) Conclude by summarizing benefits of pertinent BSN competencies pertaining to evidence-based practice.
The reflection will be graded on introduction, reflection content, conclusion, writing clarity, and APA format.
This document provides instructions for a final paper assignment on long-term health care. Students must write an 8-10 page paper on a topic related to long-term care, applying the scientific method and including an introduction, statement of problem, discussion, and conclusion section. The paper must be informed by at least 5 scholarly sources cited in APA format. Topics include family adaptation to Alzheimer's, placement in long-term care, financing, ethics, regulations, innovations, access, and technology in long-term care.
This document provides guidance on writing a literature review. It states that the literature review is an evaluation and synthesis of literature, not a summary. Key information should be identified using a matrix. The review should identify themes across articles and include comparisons of different points of view or research outcomes. It should relate the study to previous research and evaluate literature to define important aspects being examined or to substantiate the conceptual framework. The content should be drawn from peer-reviewed sources or have justification for other sources. The review synthesizes literature on the topic being investigated.
The final exam is due xxxx20xx. late assignments will not be accBHANU281672
The document outlines requirements for a final exam project. Students must choose one of two options: 1) a research report on a topic related to software engineering or 2) a question/answer bank derived from assigned course materials. The research report option requires a scholarly paper that follows specific formatting guidelines and includes chapters on introduction, literature review, methodology, findings, and conclusions. The question/answer bank option requires students to create at least 10 multiple choice, fill-in-the-blank, multiple answer, or essay questions for each assigned chapter, for a total of 130 questions. Both options are worth 800 points and must be submitted by the specified due date to receive credit.
The conclusion section examines the results to determine if they answer the research question. It compares the results within themselves and to other literature to interpret and explain the findings. Generalizations and conclusions are derived, and recommendations are made for applying the results or future research. Recommendations suggest how to improve limitations of the study and include areas for future research with an example. The chapter concludes the research report by summarizing key findings, answering research questions, and providing recommendations.
University of Utah Internal Medicine - Journal Club CurriculumBrian Locke
This document describes changes made to a medical residency journal club to make it more useful and enjoyable for trainees. The changes included: 1) Framing discussions around a clinical practice guideline and supporting literature as they relate to a patient case; 2) Having two residents critically appraise the guideline and literature using worksheets; 3) Creating facilitator guides to help prepare teaching points for different study designs; and 4) Repeating the same topic for successive resident cohorts. A survey found residents rated the new format as more effective for learning across different domains compared to the traditional format.
Do’s and Don’ts in writing a scientific literature review for health care res...Pubrica
This document provides guidance on writing an effective literature review for healthcare research. It discusses the purpose of a literature review, which is to explore previous related research, understand areas of conflict or need for further study, and justify the current research methodology. The document also offers "do's and don'ts" for writing a literature review, such as having a clear research question, using recent and relevant citations, and critically analyzing cited studies. Finally, it emphasizes that a well-structured literature review allows the current research to contribute to the ongoing discussion about the topic.
The document discusses evidence-based practices for instructional design. It recommends that courses be designed based on high-quality research rather than fads, opinions, politics, or ideology. Instructional methods should demonstrate effectiveness by answering questions about how the method improves learning and under what conditions. Researchers should focus on experimental studies with control groups, random assignment, and appropriate outcome measures that are similar to their own situations. When experiments find no effect, it may be because the treatment was ineffective, the sample size was too small, measures were insensitive, treatment implementation was inadequate, material was too easy, or confounding variables differed between groups.
The conclusion section examines the results to determine if they answer the research question. It compares the results within themselves and to other literature to interpret and explain the findings. Generalizations and conclusions are derived, and recommendations are made for applying the results or future research. Recommendations suggest how to improve limitations of the study and include areas for future research with an example. The chapter concludes the research report by summarizing key findings, answering research questions, and providing recommendations.
This document discusses various research tools used for data gathering, including checklists, interview guides, letters, questionnaires, and questions. It describes different types of questions like closed-end, open-end, dichotomous, trichotomous, rating scales, and more. Researchers can use these tools and questions to gather descriptive, relational, or causal information for their studies. Questionnaires can be self-made or standardized instruments validated for specific research purposes.
Crafting Meaningful and Measurable Learning ObjectivesLearning o.docxbuffydtesurina
Crafting Meaningful and Measurable Learning Objectives
Learning objectives lay the foundation for a lesson. As the quote above alludes to, they (learning objectives) provide not only a starting point, but also a destination. When crafted meaningfully, learning objectives can provide nurse educators with measurable and observable behaviors. In addition, when communicated early, often, and clearly, learning objectives can better address student, staff, and patient learning needs.
Learning needs, or gaps in knowledge, range from concepts and attitudes to psychomotor skills. In addition, the learning needs of baccalaureate nursing students will differ greatly from the learning needs of doctoral nursing students. Likewise, the learning needs of cardiac patients will differ from those of diabetic patients. In effect, the learning experiences in which each audience engages must be carefully and meaningfully tailored towards their specific needs.
To prepare
·
Select an audience of learners (nursing students, nursing staff, or patients) that you are interested in teaching.
·
Reflect on the diverse learning needs of this specific audience and select one to further investigate for your Discussion*.
·
Review the article, Writing Learning Objectives that Help You Teach and Students Learn (Part 1), and the links to the Lesson Plan Tutorials, which are located in this week’s Learning Resources. Reflect on the examples and non-examples of action verbs. Then, consider the action verbs that you might select to address the identified learning need.
·
Review the
Crafting Learning Objectives
document, which is located in this week’s Learning Resources. Then, craft at least two learning objectives—relevant to the learning need that you identified, which follow the format required of the Nursing Education specialization.
·
Consider learning activities that might align to these learning objectives. For example, if the learning objective is to demonstrate the ability to accurately take a patient’s blood pressure, the activity should involve students practicing the process of blood pressure readings; if the learning objective is to compare learning theories, the activity may include a small group discussion.
·
Consider how each activity could be used to meaningfully assess student, staff, or patient learning.
·
Keeping the audience and learning need in mind, create a description of a learning activity that aligns to the objectives.
* Select an audience and learning need about which you are genuinely interested. You will keep this focus (audience, learning need, learning objectives) and expand on it over the next three Discussions.
Questions to be addressed in my paper:
1.
the audience and learning need that you have selected.
2.
Describe the learning activity that you might use to address this need and identify at least two appropriate learning objectives.
3.
Explain how each objective aligns to the learning activity, as well as how each objective ca.
Professional Organization Links American.docxwrite22
1. The document discusses joining a professional nursing organization to advance one's career in nursing informatics.
2. It provides objectives and requirements for a practicum project involving analysis of a problem observed during a nursing informatics practicum using at least three peer-reviewed sources.
3. The assignment requires describing an issue, analyzing it using nursing informatics concepts and theories, evaluating how consistently it was addressed, and proposing an alternative evidence-based approach.
Professional Organization Links American.docxbkbk37
1. The document discusses joining a professional nursing organization and describes objectives for a practicum project in nursing informatics.
2. Students are asked to analyze a problem observed during their practicum, discuss it using concepts from nursing informatics, and formulate a new evidence-based approach.
3. Several professional organizations in nursing informatics are listed that could provide resources and advance careers.
NURS-6052N-37, Essent of Evidence-Based Pract.2017Discussion-1.docxcarlibradley31429
NURS-6052N-37, Essent of Evidence-Based Pract.2017
Discussion:-1
Nursing Research and Evidence-Based Practice
In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.
Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).
To prepare:
Consider a recent clinical experience in which you were providing care for a patient.
Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
What questions have you thought about in a particular area of care such as a procedure or policy?
Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.
Learning Resources
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”
This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.
Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”
The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.
Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research.
Analyze a Current Health Care Problem or Issue.docxwrite22
The document provides instructions for an assignment to analyze a current health care problem or issue. Students are asked to write a 4-6 page paper identifying a problem, analyzing its causes and affected populations, discussing potential solutions and their implementation requirements, and analyzing the ethical implications of one proposed solution. The document provides topics to choose from, references for further research, and a scoring guide for evaluation.
Developing A Health Care Perspective Letter.docxwrite5
This document analyzes patient safety issues in healthcare. It identifies the main causes of patient safety issues as diagnostic errors, contextual errors, and communication errors. It discusses how these errors can harm patients. The document proposes implementing electronic health records and improving communication between healthcare professionals as potential solutions to increase patient safety. It acknowledges some ethical implications of these solutions, such as privacy violations, data inaccuracies, and challenges during implementation. Overall, the document analyzes a current healthcare problem and proposes a solution while discussing relevant ethical considerations.
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Best Practices Addressing a Current Health Care Problem Research.docxwrite31
This document provides instructions for an assessment on researching best practices addressing a current healthcare problem. Students are asked to select a healthcare problem or issue, research scholarly literature on the topic, and create an annotated bibliography summarizing 4 peer-reviewed sources. The annotated bibliography should provide an overview of each source and discuss how it relates to the topic. Students are also asked to analyze what they learned from their research. The goal is for students to develop research skills to find credible evidence and best practices to support decisions in healthcare.
Please do each part on separate attachement (do them individually .docxstilliegeorgiana
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import ...
Please do each part on separate attachement (do them individually .docxcherry686017
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import.
How to create Chapter One of Your Thesis 1.pptJessaBejer1
This document provides an overview of the key components that should be included in Chapter 1 of a thesis. Chapter 1 typically includes an introduction, background and setting, identification of the problem, purpose statement, research questions or objectives, assumptions, limitations, definition of terms, and significance of the study. Each section is described in detail to guide the writer in developing this important introductory chapter.
Walden ADHD Translating Evidence into Practice Data Collection Assignment.pdfsdfghj21
The office manager at a clinic is concerned about switching to a new brand of hand soap that is offered at a lower price. They ask the nurses to evaluate the new soap brand. The nurses will need to design a plan to collect data on the soap. This will include deciding who will try the soap, for how long, and how feedback will be collected through surveys or interviews. Proper data collection is important for making informed decisions.
InstructionsFinal ProjectThe Final Project should demonstrat.docxJeniceStuckeyoo
Instructions
Final Project
The Final Project should demonstrate an understanding of the reading assignments, class discussions, your own research and the application of new knowledge. It should utilize previous skills developed in foundational health care courses and apply them within the context and viewpoint of a health care administrator and their role in managing health and human services.
For the Final Project, select one of the following topics and conduct scholarly and professional research while integrating the course’s learning outcomes to address a selected topic:
Research specific leadership and management traits and theories necessary for managing a multidisciplinary and multicultural health care organization to promote organizational effectiveness.
Present how strategic planning, performance improvement, and information systems are interrelated and fundamental to the delivery of quality health care.
Examine the financial characteristics of health care delivery along with managing costs, revenues, and human resources.
Analyze ethical and legal concepts, including specific federal regulations, required of health care organizations to ensure the delivery of high quality health care that protects patient safety.
Research Requirements
Academic research and papers must meet certain standards of quality that are recognized by the academic community. What constitutes quality academic research?
The use of primary (original), credible sources written by experts in the field of study.
Ensuring secondary sources are supported by research in primary sources.
Making sure all research is relevant and that material used is pertinent to the area of study.
In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study) is required.
Keep in mind that educational websites may be appropriate, in some cases, but should be evaluated carefully.
The Ashford University Library offers many excellent databases and other resources to assist you in conducting scholarly research.
What sources are not acceptable for academic research and referencing?
Encyclopedias
Dictionaries
Wikipedia, other wikis, or blogs
Websites and other sources that do not provide quality researched materials (e.g., they do not use credible sources to support the information in the document).
All research must reflect professional academic protocol and must be documented according to APA standards as outlined in the Ashford Writing Center.
Creating the Final Project
You may choose to present your research is the form of an eight- to ten-page research paper (excluding title and reference pages) or a comprehensive 10- to 15-slide PowerPoint presentation (excluding title and reference slides) with detailed speaker notes. In either case, the content of the assignment must include each of the elements listed below:
Introduction
Describe the issue. Include why it was selected, the perspective of your approac.
Project Course Project Part 1—Identifying a Researchable Problem.docxanitramcroberts
Project: Course Project: Part 1—Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
Review the article,
“Formulating the Evidence Based Practice Question: A Review of the Frameworks,”
found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
Review the section beginning on page 75 of the course text, titled, “Developing and Refining Research Problems” in the course text
,( Marquis & Huston) which focuses on analyzing the feasibility of a research problem.
Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
(Refer to the PICOT question you earlier formulated for me on handwashing)
Generate at
least five questions
that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest.
Be prepared to explain your rationale
.
Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question? (once again refer to the PICO question you earlier formulated for me on:
Does hand washing and appropriate staff dressing among the surgical ward nurses reduce cross infection during patient management)
Note:
Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
Using the PICOT variables that you determined for your question,
develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.
To complete:
Write a
4-page paper that includes the following:
(1) A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
(2) The 5 questions you have generated and a description of how .
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
This document outlines the typical sections of an introduction chapter for a research study:
1. The background of the study provides context for the problem and its importance.
2. The statement of the problem and hypothesis indicates the purpose and specific questions of the investigation, including the general problem statement and hypotheses.
3. The theoretical and conceptual framework discusses theories and concepts supporting the study.
4. The significance of the study discusses the study's importance and contributions.
5. Definition of terms defines key terms used in the study.
The document outlines the typical sections included in an introduction chapter of a research study: background of the study, statement of the problem and hypothesis, theoretical and conceptual framework, significance of the study, and definition of terms. It provides guidance on developing each section, including stating the research problem and sub-problems, developing a hypothesis, and defining key terms. Examples are also provided.
The document provides guidelines for a pathophysiology nursing reflection paper assignment. It outlines the requirements, which include writing a 3-6 page paper in APA format reflecting on how a pathophysiology course helped students develop skills in 33 BSN essential competencies. Students must introduce their reflection, assess their learning as it relates to each competency using examples, and conclude by summarizing the benefits of the competencies for evidence-based practice. The guidelines also include grading criteria such as an 8-point introduction, 80-point reflection on competencies, 4-point conclusion, and points for writing clarity, citations, and formatting.
Please select a nice and favorite topic in Digital Forensics and w.docxstilliegeorgiana
Please select a nice and favorite topic in Digital Forensics and write a paragraph on it. Minimum of 200 Words – 4$
Write a nice Abstract on Above topic. – 6$
REQUIREMENTS
· Write a reflective essay after completed Complementary and Alternative Health Care course.
· The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
· Follow the directions and grading criteria closely.
· The length of the reflection is to be minimum three pages excluding title page and reference pages (1000 words).
· APA format is required with both a title page and reference page. Time New Roman 12 Font. Double space.
Guidelines
I. Write a Course Reflection Essay following the required components
a. Write a reflective essay after completedComplementary and Alternative Health Carecourse.
b. Follow the requirements directions.
1) Introduction.
· Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
· Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
2) Course Reflection.
· Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.
· Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:
1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery
in a variety of settings.
2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team
3. Demonstrate an awareness of complex organizational systems.
4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare teams.
6. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical
questions and describe the process of changing current practice.
7. Promote factors that create a culture of safety and caring.
8. Promote achievement of safe and quality outcomes of care for diverse populations.
9. Apply quality improvement processes to effectively implement patient safety initiat ...
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Integrating Critical Thinking into Medical Student Coursework
1. Integrating Critical Thinking into Medical Student Coursework Susan McGuinness, PhD, MLS Dominique Turnbow, MLIS, M.A. Educational Technology Candidate
2. Workshop Outcomes Categorize learning objectives based on Bloom's taxonomy Identify at least two critical thinking outcomes that can be incorporated into an existing course syllabus Identify library resources that can be used to support critical thinking assignments Create or modify at least one course assignment so that it includes a critical thinking component
3. Critical Thinking… …definitions. A brief history: 1910: Dewey. “Reflective” thinking 1930-60s: Glaser, Ennis. Further descriptions of critical thinking criteria 1980’s: Facione, Fisher. Incorporating attitudes and skills Critical thinking = logical reasoning + information seeking and evaluation EBM is an application of critical thinking in medicine Jenicek M, Hitchcock DL. Evidence-based practice: Logic and critical thinking in medicine. American Medical Association, 2005.
11. Be measureableABCD of objectives (according to Robert Mager) Include an audience Describe a behavior Describe the condition Describe the degree
12. Example 1 Be familiar with multiple information sources in order to find results for a variety of questions and audiences. Given a list of clinical questions and a list of library resources, the student will be able to select the best resource to answer each question .
13. Example 2 Understand the concept of health information literacy and effectively use appropriate consumer health information resources. ...the student will be able to define health literacy Given a list of definitions, the student will be able to recognize the best one for health literacy
14. Example 2 …and effectively use appropriate consumer health information resources. Given a consumer health question, the student will be able to select the best resource from a list. Given a consumer health question, the student will be able to identify search terms and use advanced search features successfully as determined by a librarian.
15. Practice Re-word a goal you have for your course into a critical thinking objective. Remember, it should Use a mid to high level of Bloom’s taxonomy Describe behavior – what you want students to be able to do? Be measurable – how will you know when it is achieved?
16. Activities Reflection Concept Mapping Journal clubs and discussions Problem-based learning exercises Case management plans
18. Students will be able to recall, define, recognize, etc. Resources that facilitate this: Access Medicine Up-to-Date Medical Letter Remembering
19. Students will construct meaning, interpret and make inferences. Resources that facilitate this: Access Medicine PubMed Understanding
20. Applying Students will use a procedure, demonstrate the execution of a process, or implement something. Resources that facilitate this: eMedicine MD Consult, Procedures Consult Clinical Pharmacology, Micromedex, Medical Letter National Guideline Clearinghouse
21. Analyzing Students will determine how parts of a system relate to each other and the overall system. Resources that facilitate this: class notes clinical experience library resources
22. Evaluating Students will make judgments based on criteria and standards. Resources that facilitate this: PubMed
23. Creating Students will put elements together into a new pattern or structure. Resources that facilitate this: All resources Imagination
24. Practice Create or modify a critical thinking assignment that you could use in one of your courses. Consider: What do you want students to be able to do Types of activities that would require students to do it Library resources that could be integrated