Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375
Note: You will access all of these articles from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
Rubric Detail
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Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Ra ...
Rubric Detail Select Grid View or List View to change the rubr.docxtoddr4
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
Points Range: 5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Points Range: 4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
Points Range: 0 (0%) - 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.
Points Range: 9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Points Range: 8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
Points Range: 7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
Points Range: 0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the .
Portfolio Assignment The Role of the Nurse Informaticist in Syste.docxstilliegeorgiana
Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation
Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
· Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
· Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
· Let your citations match your references
Submit your completed Role Description.
Submission and Grading Information
· RUBRIC
· Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
77 (77%) - 85 (85%)
An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly define in detail a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse's participation in the steps of the SDLC.
68 (68%) - 76 (76%)
A role description is provided for the Assignment and supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses define a graduate-level nurse's participation in the steps of the SDLC.
The responses explain the impact of the graduate-level nurse's participation in the steps of the SDLC.
60 (60%) - 67 (67%)
A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse's participation in the steps of the SDLC.
The responses defining the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
The responses explaining the impact of the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
0 (0%) - 59 (59%)
A vague and inac ...
Rubric Detail Quality of Work SubmittedThe extent of which wo.docxtoddr4
Rubric Detail
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.--
Levels of Achievement:
Excellent 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Good 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Fair 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Poor 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Quality of Work Submitted:
The purpose of the paper is clear.--
Levels of Achievement:
Excellent 5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Good 4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
Fair 3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
Poor 0 (0%) - 3 (3%)
No purpose statement was provided.
Feedback:
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.--
Levels of Achievement:
Excellent 9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Good 8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
Fair 7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
Poor 0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.--
Levels of Achievement:
Excellent 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
Good 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Fair 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Poor 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Feedback:
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required re.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Advanced practice nurses often treat patients with vein and artery d.docxcoubroughcosta
Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.
To Prepare
Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.
To Complete
Write a 2- to 3-page paper that addresses the following:
All papers submitted include a title page, introduction, summary, and references
Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.
References:
Huether, S. E., & McCance, K. L. (2017).
Understanding pathophysiology
(6th ed.). St. Louis, MO: Mosby.
Chapter 23, “Structure and Function of the Cardiovascular and Lymphatic Systems”
This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.
Chapter 24, “Alterations of Cardiovascular Function”
This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular .
Rubric for patho AssignmentExcellentGoodPoorQuality of.docxhealdkathaleen
Rubric for patho Assignment
Excellent
Good
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
0 (0%) - 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.
9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
18 (18%) - 20 (20%)
Synthesizes and justifies (defends, explains, valida ...
Term Paper GuidelinesIt should be 6 to 8 pages long. This is a .docxmehek4
Term Paper Guidelines
It should be 6 to 8 pages long.
This is a research paper, so you should be sure to include a works cited page. The best term paper project to work on is one that excites and interests you. Below is a list of suggested topics; you may choose from this list or come up with a topic on your own. This is a research paper. You should cite at least three non-internet sources (books, academic journals, encyclopedias). Citing internet sources is allowed, but don’t confine yourself to these. Try to find sources that have been prepared for publication in a peer reviewed setting. If you write a biographical paper, be sure to do more than just tell the story of the life of your subject; place their life in the context of the religious tradition with which they are associated, indicating how their life exemplifies that tradition.
Monasticism: its nature and its place as a path to sanctity in Christianity.
Prayer: its purpose, the ways it is practiced, and its role in everyday life.
The Sacred: how it is conceived and experienced in different religious traditions
Mysticism: its nature and the different forms it takes.
Art: the role it plays in developing religious feeling and tradition. (e.g.: Eastern Orthodox icons)
Symbols: their origin and meaning in different religious traditions.
Authority over tradition: how it is established, and the role it plays in different religious traditions.
Saintliness: how human piety and sanctity are conceived and recognized.
Salvation: how it is conceived and how an individual achieves it.
Sacred Law: how it is established and the role in plays in religious life.
Prophecy and Revelation: their nature and the role they play in religious traditions.
Science and Secularism: how have religious traditions reacted to these modern movements?
Music: the role it plays in worship.
Diet: the role played by dietary restrictions in a religious life.
Sin: how it is conceived and overcome in the monotheistic traditions.
Caring for the community: the role Rabbis, Priests or Ministers, and Imams play in community life
Cults: their relationship to mainstream religious traditions.
Architecture: how the design of sacred space reflects different religious beliefs.
Sexuality and gender roles in religious traditions.
Miracles: their significance in the monotheistic traditions.
Reform of traditions: how this arises and how it transforms religious traditions and communities.
War: the attitudes taken by religious traditions towards conflict and violence.
God: how the divine is conceived and worshipped in different religious traditions.
Fundamentalism in the monotheistic traditions: what it means and how it is expressed.
These figures might make interesting subjects for biographical papers:
Abraham Malcolm X Martin Luther King St. Paul
King David Mother Theresa Ibn Arabi Elie Wiesel
Martin Luther Saladin The Baal Shem Tov
Application: Part 1 - Developing an Advocacy Campaign
The f ...
BUS 225 Project Four TemplatePress Release(Replace the bracketVannaSchrader3
BUS 225 Project Four TemplatePress Release
(Replace the bracketed text with your responses. Remove this note before submitting to your instructor.)
[INSERT ATTENTION GRABBING HEADLINE IN ALL CAPS.]
[Insert strong lead sentence.]
[Address the key points appropriate for external audiences.]
[Summarize the diversification decision.]
[Explain why the decision was made.]
[Explain where in the marketplace the new products are launching.]
[Identify who benefits from this product in both the company and the community.]
[Insert closing paragraph incorporating the who, what, when, where, and why.]
[your name]
Sales Department Manager
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Module5_Case Study_Assignment_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain both the neurological and musculoskeletal pathophysiologic processes of why the patient presents these symptoms.
Points:
Points Range:
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation.
Feedback:
Points:
Points Range:
25 (25%) - 27 (27%)
The response describes the patient symptoms.
The response includes accurate, explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation.
Feedback:
Points:
Points Range:
23 (23%) - 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate.
The response includes explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by explanations that are vague or based on inappropriate evidence/research.
Feedback:
Points:
Points Range:
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing.
The response does not include explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms, or the explanations are ...
Rubric Detail Select Grid View or List View to change the rubr.docxtoddr4
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
Points Range: 5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Points Range: 4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
Points Range: 0 (0%) - 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.
Points Range: 9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Points Range: 8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
Points Range: 7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
Points Range: 0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the .
Portfolio Assignment The Role of the Nurse Informaticist in Syste.docxstilliegeorgiana
Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation
Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
· Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
· Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
· Let your citations match your references
Submit your completed Role Description.
Submission and Grading Information
· RUBRIC
· Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
77 (77%) - 85 (85%)
An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly define in detail a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse's participation in the steps of the SDLC.
68 (68%) - 76 (76%)
A role description is provided for the Assignment and supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses define a graduate-level nurse's participation in the steps of the SDLC.
The responses explain the impact of the graduate-level nurse's participation in the steps of the SDLC.
60 (60%) - 67 (67%)
A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse's participation in the steps of the SDLC.
The responses defining the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
The responses explaining the impact of the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
0 (0%) - 59 (59%)
A vague and inac ...
Rubric Detail Quality of Work SubmittedThe extent of which wo.docxtoddr4
Rubric Detail
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.--
Levels of Achievement:
Excellent 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Good 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Fair 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Poor 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Quality of Work Submitted:
The purpose of the paper is clear.--
Levels of Achievement:
Excellent 5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Good 4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
Fair 3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
Poor 0 (0%) - 3 (3%)
No purpose statement was provided.
Feedback:
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.--
Levels of Achievement:
Excellent 9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Good 8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
Fair 7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
Poor 0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.--
Levels of Achievement:
Excellent 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
Good 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Fair 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Poor 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Feedback:
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required re.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Advanced practice nurses often treat patients with vein and artery d.docxcoubroughcosta
Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.
To Prepare
Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.
To Complete
Write a 2- to 3-page paper that addresses the following:
All papers submitted include a title page, introduction, summary, and references
Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.
References:
Huether, S. E., & McCance, K. L. (2017).
Understanding pathophysiology
(6th ed.). St. Louis, MO: Mosby.
Chapter 23, “Structure and Function of the Cardiovascular and Lymphatic Systems”
This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.
Chapter 24, “Alterations of Cardiovascular Function”
This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular .
Rubric for patho AssignmentExcellentGoodPoorQuality of.docxhealdkathaleen
Rubric for patho Assignment
Excellent
Good
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
0 (0%) - 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.
9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
18 (18%) - 20 (20%)
Synthesizes and justifies (defends, explains, valida ...
Term Paper GuidelinesIt should be 6 to 8 pages long. This is a .docxmehek4
Term Paper Guidelines
It should be 6 to 8 pages long.
This is a research paper, so you should be sure to include a works cited page. The best term paper project to work on is one that excites and interests you. Below is a list of suggested topics; you may choose from this list or come up with a topic on your own. This is a research paper. You should cite at least three non-internet sources (books, academic journals, encyclopedias). Citing internet sources is allowed, but don’t confine yourself to these. Try to find sources that have been prepared for publication in a peer reviewed setting. If you write a biographical paper, be sure to do more than just tell the story of the life of your subject; place their life in the context of the religious tradition with which they are associated, indicating how their life exemplifies that tradition.
Monasticism: its nature and its place as a path to sanctity in Christianity.
Prayer: its purpose, the ways it is practiced, and its role in everyday life.
The Sacred: how it is conceived and experienced in different religious traditions
Mysticism: its nature and the different forms it takes.
Art: the role it plays in developing religious feeling and tradition. (e.g.: Eastern Orthodox icons)
Symbols: their origin and meaning in different religious traditions.
Authority over tradition: how it is established, and the role it plays in different religious traditions.
Saintliness: how human piety and sanctity are conceived and recognized.
Salvation: how it is conceived and how an individual achieves it.
Sacred Law: how it is established and the role in plays in religious life.
Prophecy and Revelation: their nature and the role they play in religious traditions.
Science and Secularism: how have religious traditions reacted to these modern movements?
Music: the role it plays in worship.
Diet: the role played by dietary restrictions in a religious life.
Sin: how it is conceived and overcome in the monotheistic traditions.
Caring for the community: the role Rabbis, Priests or Ministers, and Imams play in community life
Cults: their relationship to mainstream religious traditions.
Architecture: how the design of sacred space reflects different religious beliefs.
Sexuality and gender roles in religious traditions.
Miracles: their significance in the monotheistic traditions.
Reform of traditions: how this arises and how it transforms religious traditions and communities.
War: the attitudes taken by religious traditions towards conflict and violence.
God: how the divine is conceived and worshipped in different religious traditions.
Fundamentalism in the monotheistic traditions: what it means and how it is expressed.
These figures might make interesting subjects for biographical papers:
Abraham Malcolm X Martin Luther King St. Paul
King David Mother Theresa Ibn Arabi Elie Wiesel
Martin Luther Saladin The Baal Shem Tov
Application: Part 1 - Developing an Advocacy Campaign
The f ...
BUS 225 Project Four TemplatePress Release(Replace the bracketVannaSchrader3
BUS 225 Project Four TemplatePress Release
(Replace the bracketed text with your responses. Remove this note before submitting to your instructor.)
[INSERT ATTENTION GRABBING HEADLINE IN ALL CAPS.]
[Insert strong lead sentence.]
[Address the key points appropriate for external audiences.]
[Summarize the diversification decision.]
[Explain why the decision was made.]
[Explain where in the marketplace the new products are launching.]
[Identify who benefits from this product in both the company and the community.]
[Insert closing paragraph incorporating the who, what, when, where, and why.]
[your name]
Sales Department Manager
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Module5_Case Study_Assignment_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain both the neurological and musculoskeletal pathophysiologic processes of why the patient presents these symptoms.
Points:
Points Range:
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation.
Feedback:
Points:
Points Range:
25 (25%) - 27 (27%)
The response describes the patient symptoms.
The response includes accurate, explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation.
Feedback:
Points:
Points Range:
23 (23%) - 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate.
The response includes explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by explanations that are vague or based on inappropriate evidence/research.
Feedback:
Points:
Points Range:
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing.
The response does not include explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms, or the explanations are ...
Final ProjectOnce you graduate and obtain your first job out of .docxtjane3
Final Project
Once you graduate and obtain your first job out of your Master of Social Work program, you may be asked to identify the gaps in services at your new agency. You may be asked to create a new group or help to identify a new evidence-based intervention that can be introduced to the clients. Understanding how to research the current literature, and then choose and evaluate an intervention, is an important component of being a successful social worker. For this course, you have researched new and interesting interventions that are currently being used with children, adolescents, adults, and the elderly. Further, you have explored the importance of connecting theory to practice.
For this Assignment, use will practice steps in Evidence-Based Practice. 1) You will think of a practice problem. 2) You then conduct a literature review on available research. 3) You will evaluate the evidence to determine which intervention to use. 4) You will consider client values and your clinical expertise. 5) You will think about what you hope the client gains from this intervention (i.e., decreased depression, increased quality of life, decreased PTSD symptoms) and consider how you might measure this change.
To prepare:
· Use the population of the Elderly/Ageing.
· Choose a presenting problem (depression, family conflict, homelessness, etc.) related to the population of interest.
· Conduct a literature review focused on the presenting problem within the population of interest.
Submit a 9 page scholarly paper supported with a minimum of sixpeer-reviewed articles as references. In the paper, you should:
· Briefly describe the population and presenting problem you are focusing on for this assignment.
· Provide a review of the articles you reviewed from this project and explain what you learned from conducting this research.
· Briefly describe at least 2 evidence-based interventions currently used for your chosen population when addressing this particular problem. Provide supporting references when explaining the evidence behind the interventions.
· Explain which of these interventions you might choose to use and why.
· Consider client values and your clinical expertise and how those might affect your decision of which intervention to use.
· Describe how you might apply the specific skills and techniques of the chosen intervention.
· Briefly explain how you could measure the outcomes of this intervention.
· Explain any cultural considerations that you need to take into account when working with this population or the particular presenting problem.
· Discuss how the Code of Ethics applies when working with this particular presenting problem and population.
· Explain how you would apply a trauma-informed lens when working with this population.
Support your Final Project with specific references to the resources. Be sure to provide full APA citations for your references.
The Final Project will be evaluated according to the Final Project Rubric, located below.
Review the concepts of informatics as presented in the Resourcjosephineboon366
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
Excellent Good Fair Poor Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Points Range: 32 (32%) - 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.
Includes: 3 or more peer-reviewed sources and 2 or more course resources.
Points Range: 28 (28%) - 31 (31%)
The presentation explains the concept of a knowledge worker.
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.
Includes: 2 peer-reviewed sources and 2 course resources.
Points Range: 25 (25%) - 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.
Includes: 1 peer-reviewed sources and 1 course resources.
Points Range: 0 (0%) - 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.
Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.
Points Range: 14 (14%) - 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
Points Range: 12 (12%) - 13 (13%)
The presentation provides an infographic that helps ...
In the Discussion for this module, you considered the interaction ofjacmariek5
In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?
Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.
To Prepare:
Review the concepts of technology application as presented in the Resources.
Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.
The Assignment: (4-5 pages)
In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:
Describe the project you propose.
Identify the stakeholders impacted by this project.
Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
Identify the technologies required to implement this project and explain why.
Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
Rurbic:
In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:
· Describe the project you propose.
· Identify the stakeholders impacted by this project.
· Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples.
· Identify the technologies required to implement this project and explain why.
· Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.--
Levels of Achievement:Excellent 77 (77%) - 85 (85%) The response accurately and thoroughly describes in detail the project proposed.
The response accurately and clearly identifies the stakeholders impacted by the project proposed.
The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.
The response accurately and clea ...
Rubric Detail Select Grid View or List View to change the ru.docxhealdkathaleen
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week1_Discussion_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Main Posting:
Writing
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Points Range: 0 (0%) - 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
Main Posting:
Timely and full participation
Points Range: 10 (10%) - 10 (1 ...
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docxhallettfaustina
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docxtoltonkendal
EDUC 815
Final Exam Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Introduction
10 points
Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript.
9 points
Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript.
1 to 8 points
Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand.
0 points
Not present
Participants
14 to 15 points
Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size.
13 points
Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size.
1 to 12 points
Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size.
0 points
Not present
Setting
14 to 15 points
Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated.
13 points
Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features.
1 to 12 points
Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features.
0 points
Not present
Research Design
14 to 15 points
Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature.
13 points
Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature.
1 to 12 points
Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature.
0 points
Not present
Instrumentation
24 to 25 points
Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients.
22 to 23 points
Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .
Name NURS 490 RN Capstone Reflection RubricDescription NURS 49.docxherthaweston
Name: NURS 490 RN Capstone Reflection Rubric
Description: NURS 490 RN Capstone Reflection Rubric
· Grid View
· List View
Proficient
Acceptable
Approaches Expectations
Not Meeting Expectations
Content
Points Range:35.2 (35.20%) - 40 (40.00%)
The writer clearly and effectively responds to the assignment. The writer thoughtfully and eloquently evaluates his/her effectiveness at meeting the program essential(s), and ponders the future as it relates to this accomplishment. The writer makes clear and meaningful connections between academics and real-world applications. The student is aptly able to describe growth and development in becoming a professional nurse.
Points Range:30.4 (30.40%) - 34.8 (34.80%)
The response to the assignment is generally adequate, but may not be thorough. The writer includes minimal evaluation of his/her effectiveness at meeting the program essential(s), and vaguely ponders the future as it relates to this accomplishment. The writer makes vague or unclear connections between academics and real-world applications on some occasions. The student is able to describe growth and development in becoming a professional nurse, but it may be vague or unclear in places.
Points Range:24 (24.00%) - 30 (30.00%)
An attempt to effectively respond to the assignment is clear; however, the writer digresses or misses several components of the assignment. A reflective evaluation is attempted, but it is unclear or unrelated. Real-world connections may be unrealistic or inaccurate. The student attempts to describe growth and development in becoming a professional nurse, but fails to do so.
Points Range:0 (0.00%) - 23.6 (23.60%)
The writer does not respond to the assignment topic in any way. No evaluation of the essentials and one’s effectiveness at meeting them is made. No real-world connections are made. The student fails to include growth and development in becoming a professional nurse.
Supporting Evidence and Detail
Points Range:26.4 (26.40%) - 30 (30.00%)
There is one clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated. The student directly references relevant assignments/ course work in his/her reflection.
Points Range:22.8 (22.80%) - 26.1 (26.10%)
There is one topic, but it may be vague or poorly stated. Main ideas are clear but are not well supported by detailed information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated, but there may be no direct connections made within the reflection, or vice versa.
Points Range:18 (18.00%) - 22.5 (22.50%)
An attempt to stay on topic is clear, but there may be several areas of digression. Main ideas are hidden and unclear, and have little or no clear support or detail. Some assignments or course work may be referenced or showcased, but it is not connected to the essent ...
Name NURS 490 RN Capstone Reflection RubricDescription NURS 49.docxdohertyjoetta
Name: NURS 490 RN Capstone Reflection Rubric
Description: NURS 490 RN Capstone Reflection Rubric
· Grid View
· List View
Proficient
Acceptable
Approaches Expectations
Not Meeting Expectations
Content
Points Range:35.2 (35.20%) - 40 (40.00%)
The writer clearly and effectively responds to the assignment. The writer thoughtfully and eloquently evaluates his/her effectiveness at meeting the program essential(s), and ponders the future as it relates to this accomplishment. The writer makes clear and meaningful connections between academics and real-world applications. The student is aptly able to describe growth and development in becoming a professional nurse.
Points Range:30.4 (30.40%) - 34.8 (34.80%)
The response to the assignment is generally adequate, but may not be thorough. The writer includes minimal evaluation of his/her effectiveness at meeting the program essential(s), and vaguely ponders the future as it relates to this accomplishment. The writer makes vague or unclear connections between academics and real-world applications on some occasions. The student is able to describe growth and development in becoming a professional nurse, but it may be vague or unclear in places.
Points Range:24 (24.00%) - 30 (30.00%)
An attempt to effectively respond to the assignment is clear; however, the writer digresses or misses several components of the assignment. A reflective evaluation is attempted, but it is unclear or unrelated. Real-world connections may be unrealistic or inaccurate. The student attempts to describe growth and development in becoming a professional nurse, but fails to do so.
Points Range:0 (0.00%) - 23.6 (23.60%)
The writer does not respond to the assignment topic in any way. No evaluation of the essentials and one’s effectiveness at meeting them is made. No real-world connections are made. The student fails to include growth and development in becoming a professional nurse.
Supporting Evidence and Detail
Points Range:26.4 (26.40%) - 30 (30.00%)
There is one clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated. The student directly references relevant assignments/ course work in his/her reflection.
Points Range:22.8 (22.80%) - 26.1 (26.10%)
There is one topic, but it may be vague or poorly stated. Main ideas are clear but are not well supported by detailed information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated, but there may be no direct connections made within the reflection, or vice versa.
Points Range:18 (18.00%) - 22.5 (22.50%)
An attempt to stay on topic is clear, but there may be several areas of digression. Main ideas are hidden and unclear, and have little or no clear support or detail. Some assignments or course work may be referenced or showcased, but it is not connected to the essent.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docxbartholomeocoombs
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Rubric Detail A rubric lists grading criteria that instruct.docxrobert345678
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
Name: Week 7 Video Presentation
Description: Up to 10% deduction may be implemented for not following APA style standards (e.g., references and in-text citations).
Grid ViewList View
Poor
Satisfactory
Good
Excellent
Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
10.5 (10.50%) - 11.85 (11.85%)
Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
Walden University M.S. in NursingFormative Evaluation Criteria f.docxcelenarouzie
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
Assignment InstructionsFinal Research Paper Leadership and Ma.docxstandfordabbot
Assignment Instructions
Final Research Paper: Leadership and Management topic
The purpose of this assignment is to synthesize and apply the knowledge you gained in class into a well-written research paper. For this assignment, you will conduct research and write a paper containing the two elements:
Part I: Choose one of the listed topics
· Implementing change on a nursing unit (Student must incorporate an example and a change theory)
· Leadership traits for successfully managing in the clinical arena.
· Quality improvement in the nursing unit or system
· Mentorship in nursing
· Preceptor programs for nursing leaders
· Solving incivility in the work place, How can a nurse manager help? (conflict resolution)
· Legal Issues within the nursing unit
· Promotion of ethical behaviors within the nursing unit (student must create a plan and implementation strategy)
· Nursing Unit Strategic Planning
· Compare and contrast the following new roles for the changing health care arena:
. Nurse Navigators, Clinical Nurse Leaders, and Leaders in Patient-Centered Care
Part II: Evaluate how the topic applies to 2 of the following course competencies.
· Integrate concepts related to leadership into the professional nursing role.
· Analyze the philosophy, goals, and organizational structure of a healthcare system in relationship to the delivery of quality healthcare.
· Compare selected theories of leadership, management, and organizations in relation to healthcare agencies.
· Identify how collaborative leadership styles might be utilized in various community agencies to enhance the role of the nurse leader.
· Examine change theory, change management, conflict resolution, and strategies to promote innovation.
· Explain principles of continuous quality improvement (CQI) and the process of quality planning, improvement, and control.
· Discuss the management process and its impact on the delivery of optimal healthcare.
· Analyze how accountability, advocacy, and collaboration augment the management of care.
· Describe the meaning of teamwork in respect to the health care team
· Identify the essential components of a business plan
· Analyze various organization structure/management theories as they relate to nursing practice
In addition to the assignment specifics above, your paper should:
· Be 3-4 pages, not including the title and reference pages.
· Source(s) should be integrated into the paragraphs. Use in-text citations pointing to evidence in the literature that supports your ideas.
· Incorporate a minimum of two (2) peer-reviewed sources into your paper.
· Use current APA format to style your paper and to cite your sources.
· Include a title page and a reference page listing the sources you used. Be sure to plan enough time for proofreading and editing.
Review the rubric for further information on how your assignment will be graded.
Meets Expectations
Mostly Meets Expectations
Approaching Expectations
Does Not Meet Expectations
Content
Points Range:54 (36.
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-pageMalikPinckney86
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens ...
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-page.docxtoddr4
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens.
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Rubric Detail Select Grid View or List View to change the .docxWilheminaRossi174
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Name: SOCW_6361_Week6_Assignment_Rubric EXIT
Grid View List View
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Submit a
proposal that
addresses the
following:
Provide a brief
synopsis of
the social
problem you
selected in
Week 2.
Provide a brief
synopsis of
the policy you
selected in
Week 4.
Explain your
selection of a
policy—why,
as a policy
advocate, did
you select this
speci�c policy
to promote
change
regarding the
social
problem?
8.1 (9%) - 9 (10%)
Meets
expectations
and exceeds by
drawing
connections
between prior
social work
experience and
goals for
advocacy in the
selection of a
policy. Two or
more scholarly
resources are
used to support
response.
7.2 (8%) - 8.01
(8.9%)
The response
contains a
clear and
concise
synopsis of
the social
problem
selected in
Week 2 and of
the policy
selected in
Week 4.
The response
accurately
incorporates
concepts from
the Learning
Resources or
relevant topics
from other
research to
explain why
the policy was
selected as a
vehicle for
policy
advocacy and
social change.
At least one
scholarly
resource is
used to
support
response.
6.3 (7%) - 7.11
(7.9%)
The response
provides a
synopsis, but
the required
explanation is
vaguely
developed or
does not
clearly set a
foundation for
advocacy.
0 (0%) - 6.21
(6.9%)
The response
fails to or
does not
attempt to
address all
aspects of the
prompt.
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Identify the
person or
group who
enacted the
policy and
explain their
motivation or
reason for
advocating for
this policy.
How does the
reason di�er
from your own
advocacy and
change goals?
16.2 (18%) - 18
(20%)
Meets
expectations
and exceeds by
incorporating
relevant and/or
added examples
to highlight
di�erent
motivations for
advocacy and
social change.
14.4 (16%) -
16.02 (17.8%)
The response
accurately
identi�es the
person or
group who
enacted the
policy and
proposes
logical
motivations or
reasons for
developing
this policy.
The response
compares how
that reason
di�ers from
student’s
advocacy and
change goals.
12.6 (14%) -
14.22 (15.8%)
The response
attempts to
explain the
motivation or
reason for
advocating
this policy for
the identi�ed
person or
group, but the
connections
are vague or
inaccurate in
parts.
The response
attempts to
make the
required
comparison,
but the details
between
di�erent
motivations
are not clearly
de�ned.
0 (0%) - 12.42
(13.8%)
The response
fails to or
does not
attempt to
explore the
motivations
for developing
the policy.
Response
does not
demonstrate
connection to
the Learning
Resources.
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Describe the
ways in which.
RESOURCES NEEDED FOR WK 4 ASSIGNMENT1. httpguides.library.c.docxsjennifer395
RESOURCES NEEDED FOR WK 4 ASSIGNMENT
1. http://guides.library.cornell.edu/scholarlyjournals
2. http://naepub.com/reporting-research/2016-26-3-3/
3. https://nursingeducationexpert.com/critical-appraisal/
4. https://academicguides.waldenu.edu/foundationscoursedocs/IntroToTheWaldenLibrary
5. https://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving
6. https://academicguides.waldenu.edu/foundationscoursedocs/IdentifyingEvaluating
7. https://academicguides.waldenu.edu/writingcenter/home
8. https://academicguides.waldenu.edu/library/subject/nursing
9. https://academicguides.waldenu.edu/writingcenter/webinars/technical
Pls, There should be introduction and conclusion in each paper.
Template to use
Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Research Article:Include full citation in APA format, as well as link or search details (such as DOI)
Professional Practice Use:
One or more professional practice uses of the theories/concepts presented in the article
Research Analysis Matrix
Add more rows if necessary
Strengths of the Research
Limitations of the Research
Relevancy to Topic of Interest
Notes
Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the following:
· Describe your approach to identifying and analyzing peer-reviewed research
· Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
· Identify at least one resource you intend to use in the future to find peer-reviewed research
RUBRIC for Assignment wk 4
Excellent
Good
Fair
Poor
Using the Week 4 Part 4 section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
· The topic of interest you have selected.
· Correctly formatted APA citation of the article you selected, along with link or search details.
· Identify a professional practice use of the theories/concepts presented in the article.
18 (18%) - 20 (20%)
The response clearly identifies the topic of interest selected.
The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details.
The response clearly identifies and describes in detail a professional practice use o.
Discussion question
Discussion: Cardiovascular Alterations
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.
To Prepare
· Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.
By Day 3
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.
Rubric to follow
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
35 (35%) - 39 (39%)
Responds to most of the discussion questi ...
Assignment Developing Organizational Policies and PracticesAbramMartino96
Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
· Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
RUBRIC
Name:
NURS_6053_Module02_Week03_Assignment_Rubric
·
Grid View
·
List View
Excellent
Good
Fair
Poor
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
23 (23%) - 25 (25%)
The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.
20 (20%) - 22 (22%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected.
18 (18%) - 19 (19%)
The response identifies at least two competing needs impacting the healthcare issue/stressor sele ...
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
More Related Content
Similar to Required ReadingsAmerican Nurses Association. (2014). Psychiat.docx
Final ProjectOnce you graduate and obtain your first job out of .docxtjane3
Final Project
Once you graduate and obtain your first job out of your Master of Social Work program, you may be asked to identify the gaps in services at your new agency. You may be asked to create a new group or help to identify a new evidence-based intervention that can be introduced to the clients. Understanding how to research the current literature, and then choose and evaluate an intervention, is an important component of being a successful social worker. For this course, you have researched new and interesting interventions that are currently being used with children, adolescents, adults, and the elderly. Further, you have explored the importance of connecting theory to practice.
For this Assignment, use will practice steps in Evidence-Based Practice. 1) You will think of a practice problem. 2) You then conduct a literature review on available research. 3) You will evaluate the evidence to determine which intervention to use. 4) You will consider client values and your clinical expertise. 5) You will think about what you hope the client gains from this intervention (i.e., decreased depression, increased quality of life, decreased PTSD symptoms) and consider how you might measure this change.
To prepare:
· Use the population of the Elderly/Ageing.
· Choose a presenting problem (depression, family conflict, homelessness, etc.) related to the population of interest.
· Conduct a literature review focused on the presenting problem within the population of interest.
Submit a 9 page scholarly paper supported with a minimum of sixpeer-reviewed articles as references. In the paper, you should:
· Briefly describe the population and presenting problem you are focusing on for this assignment.
· Provide a review of the articles you reviewed from this project and explain what you learned from conducting this research.
· Briefly describe at least 2 evidence-based interventions currently used for your chosen population when addressing this particular problem. Provide supporting references when explaining the evidence behind the interventions.
· Explain which of these interventions you might choose to use and why.
· Consider client values and your clinical expertise and how those might affect your decision of which intervention to use.
· Describe how you might apply the specific skills and techniques of the chosen intervention.
· Briefly explain how you could measure the outcomes of this intervention.
· Explain any cultural considerations that you need to take into account when working with this population or the particular presenting problem.
· Discuss how the Code of Ethics applies when working with this particular presenting problem and population.
· Explain how you would apply a trauma-informed lens when working with this population.
Support your Final Project with specific references to the resources. Be sure to provide full APA citations for your references.
The Final Project will be evaluated according to the Final Project Rubric, located below.
Review the concepts of informatics as presented in the Resourcjosephineboon366
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
Excellent Good Fair Poor Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Points Range: 32 (32%) - 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.
Includes: 3 or more peer-reviewed sources and 2 or more course resources.
Points Range: 28 (28%) - 31 (31%)
The presentation explains the concept of a knowledge worker.
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.
Includes: 2 peer-reviewed sources and 2 course resources.
Points Range: 25 (25%) - 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.
Includes: 1 peer-reviewed sources and 1 course resources.
Points Range: 0 (0%) - 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.
Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.
Points Range: 14 (14%) - 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
Points Range: 12 (12%) - 13 (13%)
The presentation provides an infographic that helps ...
In the Discussion for this module, you considered the interaction ofjacmariek5
In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?
Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.
To Prepare:
Review the concepts of technology application as presented in the Resources.
Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.
The Assignment: (4-5 pages)
In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:
Describe the project you propose.
Identify the stakeholders impacted by this project.
Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
Identify the technologies required to implement this project and explain why.
Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
Rurbic:
In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:
· Describe the project you propose.
· Identify the stakeholders impacted by this project.
· Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples.
· Identify the technologies required to implement this project and explain why.
· Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.--
Levels of Achievement:Excellent 77 (77%) - 85 (85%) The response accurately and thoroughly describes in detail the project proposed.
The response accurately and clearly identifies the stakeholders impacted by the project proposed.
The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.
The response accurately and clea ...
Rubric Detail Select Grid View or List View to change the ru.docxhealdkathaleen
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week1_Discussion_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Main Posting:
Writing
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Points Range: 0 (0%) - 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
Main Posting:
Timely and full participation
Points Range: 10 (10%) - 10 (1 ...
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docxhallettfaustina
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docxtoltonkendal
EDUC 815
Final Exam Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Introduction
10 points
Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript.
9 points
Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript.
1 to 8 points
Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand.
0 points
Not present
Participants
14 to 15 points
Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size.
13 points
Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size.
1 to 12 points
Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size.
0 points
Not present
Setting
14 to 15 points
Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated.
13 points
Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features.
1 to 12 points
Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features.
0 points
Not present
Research Design
14 to 15 points
Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature.
13 points
Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature.
1 to 12 points
Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature.
0 points
Not present
Instrumentation
24 to 25 points
Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients.
22 to 23 points
Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .
Name NURS 490 RN Capstone Reflection RubricDescription NURS 49.docxherthaweston
Name: NURS 490 RN Capstone Reflection Rubric
Description: NURS 490 RN Capstone Reflection Rubric
· Grid View
· List View
Proficient
Acceptable
Approaches Expectations
Not Meeting Expectations
Content
Points Range:35.2 (35.20%) - 40 (40.00%)
The writer clearly and effectively responds to the assignment. The writer thoughtfully and eloquently evaluates his/her effectiveness at meeting the program essential(s), and ponders the future as it relates to this accomplishment. The writer makes clear and meaningful connections between academics and real-world applications. The student is aptly able to describe growth and development in becoming a professional nurse.
Points Range:30.4 (30.40%) - 34.8 (34.80%)
The response to the assignment is generally adequate, but may not be thorough. The writer includes minimal evaluation of his/her effectiveness at meeting the program essential(s), and vaguely ponders the future as it relates to this accomplishment. The writer makes vague or unclear connections between academics and real-world applications on some occasions. The student is able to describe growth and development in becoming a professional nurse, but it may be vague or unclear in places.
Points Range:24 (24.00%) - 30 (30.00%)
An attempt to effectively respond to the assignment is clear; however, the writer digresses or misses several components of the assignment. A reflective evaluation is attempted, but it is unclear or unrelated. Real-world connections may be unrealistic or inaccurate. The student attempts to describe growth and development in becoming a professional nurse, but fails to do so.
Points Range:0 (0.00%) - 23.6 (23.60%)
The writer does not respond to the assignment topic in any way. No evaluation of the essentials and one’s effectiveness at meeting them is made. No real-world connections are made. The student fails to include growth and development in becoming a professional nurse.
Supporting Evidence and Detail
Points Range:26.4 (26.40%) - 30 (30.00%)
There is one clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated. The student directly references relevant assignments/ course work in his/her reflection.
Points Range:22.8 (22.80%) - 26.1 (26.10%)
There is one topic, but it may be vague or poorly stated. Main ideas are clear but are not well supported by detailed information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated, but there may be no direct connections made within the reflection, or vice versa.
Points Range:18 (18.00%) - 22.5 (22.50%)
An attempt to stay on topic is clear, but there may be several areas of digression. Main ideas are hidden and unclear, and have little or no clear support or detail. Some assignments or course work may be referenced or showcased, but it is not connected to the essent ...
Name NURS 490 RN Capstone Reflection RubricDescription NURS 49.docxdohertyjoetta
Name: NURS 490 RN Capstone Reflection Rubric
Description: NURS 490 RN Capstone Reflection Rubric
· Grid View
· List View
Proficient
Acceptable
Approaches Expectations
Not Meeting Expectations
Content
Points Range:35.2 (35.20%) - 40 (40.00%)
The writer clearly and effectively responds to the assignment. The writer thoughtfully and eloquently evaluates his/her effectiveness at meeting the program essential(s), and ponders the future as it relates to this accomplishment. The writer makes clear and meaningful connections between academics and real-world applications. The student is aptly able to describe growth and development in becoming a professional nurse.
Points Range:30.4 (30.40%) - 34.8 (34.80%)
The response to the assignment is generally adequate, but may not be thorough. The writer includes minimal evaluation of his/her effectiveness at meeting the program essential(s), and vaguely ponders the future as it relates to this accomplishment. The writer makes vague or unclear connections between academics and real-world applications on some occasions. The student is able to describe growth and development in becoming a professional nurse, but it may be vague or unclear in places.
Points Range:24 (24.00%) - 30 (30.00%)
An attempt to effectively respond to the assignment is clear; however, the writer digresses or misses several components of the assignment. A reflective evaluation is attempted, but it is unclear or unrelated. Real-world connections may be unrealistic or inaccurate. The student attempts to describe growth and development in becoming a professional nurse, but fails to do so.
Points Range:0 (0.00%) - 23.6 (23.60%)
The writer does not respond to the assignment topic in any way. No evaluation of the essentials and one’s effectiveness at meeting them is made. No real-world connections are made. The student fails to include growth and development in becoming a professional nurse.
Supporting Evidence and Detail
Points Range:26.4 (26.40%) - 30 (30.00%)
There is one clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated. The student directly references relevant assignments/ course work in his/her reflection.
Points Range:22.8 (22.80%) - 26.1 (26.10%)
There is one topic, but it may be vague or poorly stated. Main ideas are clear but are not well supported by detailed information. The student showcases relevant assignment(s) and course work that support the essentials and outcomes indicated, but there may be no direct connections made within the reflection, or vice versa.
Points Range:18 (18.00%) - 22.5 (22.50%)
An attempt to stay on topic is clear, but there may be several areas of digression. Main ideas are hidden and unclear, and have little or no clear support or detail. Some assignments or course work may be referenced or showcased, but it is not connected to the essent.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docxbartholomeocoombs
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Rubric Detail A rubric lists grading criteria that instruct.docxrobert345678
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
Name: Week 7 Video Presentation
Description: Up to 10% deduction may be implemented for not following APA style standards (e.g., references and in-text citations).
Grid ViewList View
Poor
Satisfactory
Good
Excellent
Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
10.5 (10.50%) - 11.85 (11.85%)
Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
Walden University M.S. in NursingFormative Evaluation Criteria f.docxcelenarouzie
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
Assignment InstructionsFinal Research Paper Leadership and Ma.docxstandfordabbot
Assignment Instructions
Final Research Paper: Leadership and Management topic
The purpose of this assignment is to synthesize and apply the knowledge you gained in class into a well-written research paper. For this assignment, you will conduct research and write a paper containing the two elements:
Part I: Choose one of the listed topics
· Implementing change on a nursing unit (Student must incorporate an example and a change theory)
· Leadership traits for successfully managing in the clinical arena.
· Quality improvement in the nursing unit or system
· Mentorship in nursing
· Preceptor programs for nursing leaders
· Solving incivility in the work place, How can a nurse manager help? (conflict resolution)
· Legal Issues within the nursing unit
· Promotion of ethical behaviors within the nursing unit (student must create a plan and implementation strategy)
· Nursing Unit Strategic Planning
· Compare and contrast the following new roles for the changing health care arena:
. Nurse Navigators, Clinical Nurse Leaders, and Leaders in Patient-Centered Care
Part II: Evaluate how the topic applies to 2 of the following course competencies.
· Integrate concepts related to leadership into the professional nursing role.
· Analyze the philosophy, goals, and organizational structure of a healthcare system in relationship to the delivery of quality healthcare.
· Compare selected theories of leadership, management, and organizations in relation to healthcare agencies.
· Identify how collaborative leadership styles might be utilized in various community agencies to enhance the role of the nurse leader.
· Examine change theory, change management, conflict resolution, and strategies to promote innovation.
· Explain principles of continuous quality improvement (CQI) and the process of quality planning, improvement, and control.
· Discuss the management process and its impact on the delivery of optimal healthcare.
· Analyze how accountability, advocacy, and collaboration augment the management of care.
· Describe the meaning of teamwork in respect to the health care team
· Identify the essential components of a business plan
· Analyze various organization structure/management theories as they relate to nursing practice
In addition to the assignment specifics above, your paper should:
· Be 3-4 pages, not including the title and reference pages.
· Source(s) should be integrated into the paragraphs. Use in-text citations pointing to evidence in the literature that supports your ideas.
· Incorporate a minimum of two (2) peer-reviewed sources into your paper.
· Use current APA format to style your paper and to cite your sources.
· Include a title page and a reference page listing the sources you used. Be sure to plan enough time for proofreading and editing.
Review the rubric for further information on how your assignment will be graded.
Meets Expectations
Mostly Meets Expectations
Approaching Expectations
Does Not Meet Expectations
Content
Points Range:54 (36.
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-pageMalikPinckney86
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens ...
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-page.docxtoddr4
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens.
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Rubric Detail Select Grid View or List View to change the .docxWilheminaRossi174
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Name: SOCW_6361_Week6_Assignment_Rubric EXIT
Grid View List View
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Submit a
proposal that
addresses the
following:
Provide a brief
synopsis of
the social
problem you
selected in
Week 2.
Provide a brief
synopsis of
the policy you
selected in
Week 4.
Explain your
selection of a
policy—why,
as a policy
advocate, did
you select this
speci�c policy
to promote
change
regarding the
social
problem?
8.1 (9%) - 9 (10%)
Meets
expectations
and exceeds by
drawing
connections
between prior
social work
experience and
goals for
advocacy in the
selection of a
policy. Two or
more scholarly
resources are
used to support
response.
7.2 (8%) - 8.01
(8.9%)
The response
contains a
clear and
concise
synopsis of
the social
problem
selected in
Week 2 and of
the policy
selected in
Week 4.
The response
accurately
incorporates
concepts from
the Learning
Resources or
relevant topics
from other
research to
explain why
the policy was
selected as a
vehicle for
policy
advocacy and
social change.
At least one
scholarly
resource is
used to
support
response.
6.3 (7%) - 7.11
(7.9%)
The response
provides a
synopsis, but
the required
explanation is
vaguely
developed or
does not
clearly set a
foundation for
advocacy.
0 (0%) - 6.21
(6.9%)
The response
fails to or
does not
attempt to
address all
aspects of the
prompt.
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Identify the
person or
group who
enacted the
policy and
explain their
motivation or
reason for
advocating for
this policy.
How does the
reason di�er
from your own
advocacy and
change goals?
16.2 (18%) - 18
(20%)
Meets
expectations
and exceeds by
incorporating
relevant and/or
added examples
to highlight
di�erent
motivations for
advocacy and
social change.
14.4 (16%) -
16.02 (17.8%)
The response
accurately
identi�es the
person or
group who
enacted the
policy and
proposes
logical
motivations or
reasons for
developing
this policy.
The response
compares how
that reason
di�ers from
student’s
advocacy and
change goals.
12.6 (14%) -
14.22 (15.8%)
The response
attempts to
explain the
motivation or
reason for
advocating
this policy for
the identi�ed
person or
group, but the
connections
are vague or
inaccurate in
parts.
The response
attempts to
make the
required
comparison,
but the details
between
di�erent
motivations
are not clearly
de�ned.
0 (0%) - 12.42
(13.8%)
The response
fails to or
does not
attempt to
explore the
motivations
for developing
the policy.
Response
does not
demonstrate
connection to
the Learning
Resources.
Exceeds
Expectation
90%–100%
Meets
Expectation
80%–89%
Fair
70%–79%
Needs
Improvement
0%–69%
Describe the
ways in which.
RESOURCES NEEDED FOR WK 4 ASSIGNMENT1. httpguides.library.c.docxsjennifer395
RESOURCES NEEDED FOR WK 4 ASSIGNMENT
1. http://guides.library.cornell.edu/scholarlyjournals
2. http://naepub.com/reporting-research/2016-26-3-3/
3. https://nursingeducationexpert.com/critical-appraisal/
4. https://academicguides.waldenu.edu/foundationscoursedocs/IntroToTheWaldenLibrary
5. https://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving
6. https://academicguides.waldenu.edu/foundationscoursedocs/IdentifyingEvaluating
7. https://academicguides.waldenu.edu/writingcenter/home
8. https://academicguides.waldenu.edu/library/subject/nursing
9. https://academicguides.waldenu.edu/writingcenter/webinars/technical
Pls, There should be introduction and conclusion in each paper.
Template to use
Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Research Article:Include full citation in APA format, as well as link or search details (such as DOI)
Professional Practice Use:
One or more professional practice uses of the theories/concepts presented in the article
Research Analysis Matrix
Add more rows if necessary
Strengths of the Research
Limitations of the Research
Relevancy to Topic of Interest
Notes
Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the following:
· Describe your approach to identifying and analyzing peer-reviewed research
· Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
· Identify at least one resource you intend to use in the future to find peer-reviewed research
RUBRIC for Assignment wk 4
Excellent
Good
Fair
Poor
Using the Week 4 Part 4 section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
· The topic of interest you have selected.
· Correctly formatted APA citation of the article you selected, along with link or search details.
· Identify a professional practice use of the theories/concepts presented in the article.
18 (18%) - 20 (20%)
The response clearly identifies the topic of interest selected.
The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details.
The response clearly identifies and describes in detail a professional practice use o.
Discussion question
Discussion: Cardiovascular Alterations
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.
To Prepare
· Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.
By Day 3
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.
Rubric to follow
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
35 (35%) - 39 (39%)
Responds to most of the discussion questi ...
Assignment Developing Organizational Policies and PracticesAbramMartino96
Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
· Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
RUBRIC
Name:
NURS_6053_Module02_Week03_Assignment_Rubric
·
Grid View
·
List View
Excellent
Good
Fair
Poor
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
23 (23%) - 25 (25%)
The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.
20 (20%) - 22 (22%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected.
18 (18%) - 19 (19%)
The response identifies at least two competing needs impacting the healthcare issue/stressor sele ...
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.
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.
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You can refer to information you obtained from the Potential Participant Interviews. You
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.
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Mother of the Year
In recognition of superlative parenting
Elizabeth Nino
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2012 Mother of the Year
May 9, 2012
MOM
Smash That Like Button: Facebook’s Chris Cox Is Messing with One of the Most Valuable Features on the Internet
Inside Facebook’s Decision to Blow Up the Like Button
The most drastic change to Facebook in years was born a year ago during an off-site at the Four Seasons Silicon Valley, a 10-minute drive from headquarters. Chris Cox, the social network’s chief product officer, led the discussion, asking each of the six executives around the conference room to list the top three projects they were most eager to tackle in 2015. When it was Cox’s turn, he dropped a bomb: They needed to do something about the “like” button.
The like button is the engine of Facebook and its most recognized symbol. A giant version of it adorns the entrance to the company’s campus in Menlo Park, Calif. Facebook’s 1.6 billion users click on it more than 6 billion times a day—more frequently than people conduct searches on Google—which affects billions of advertising dollars each quarter. Brands, publishers, and individuals constantly, and strategically, share the things they think will get the most likes. It’s the driver of social activity. A married couple posts perfectly posed selfies, proving they’re in love; a news organization offers up what’s fun and entertaining, hoping the likes will spread its content. All those likes tell Facebook what’s popular and should be shown most often on the News Feed. But the button is also a blunt, clumsy tool. Someone announces her divorce on the site, and friends grit their teeth and “like” it. There’s a devastating earthquake in Nepal, and invariably a few overeager clickers give it the ol’ thumbs-up.
Changing the button is like Coca-Cola messing with its secret recipe. Cox had tried to battle the like button a few times before, but no idea was good enough to qualify for public testing. “This was a feature that was right in the heart of the way you use Facebook, so it needed to be executed really well in order to not detract and clutter up the experience,” he says. “All of the other attempts had failed.” The obvious alternative, a “dislike” button, had been rejected on the grounds that it would sow too much negativity.
Cox told the Four Seasons gathering that the time was finally right for a change, now that Facebook had successfully transitioned a majority of its business to smartphones. His top deputy, Adam Mosseri, took a deep breath. “Yes, I’m with you,” he said solemnly.
Later that week, Cox brought up the project with his boss and longtime friend. Mark Zuckerberg’s response showed just how much leeway Cox has to take risks with Facebook’s most important service. “He said something like, ‘Yes, do it.’ He was fully supportive,” Cox says. “Good luck,” he remembers Zuckerberg telling him. “That’s a hard one.”
The solution would eventually be named Reactions. It will arrive .
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
- ViCAP Alerts - Unusual Weapons
- Bulletin Reports
Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
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About LEB
- History - Author Guidelines (pdf)
- Editorial Staff - Editorial Release Form (pdf)
Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Most people agree we live in stressful times. Does stress and reactions to stress contribute to illness? Explain why or why not. Support your opinions with information from the text.
Make sure to reference and cite your textbook as well as any other source you may use to support your answers to the question. Your initial post must include appropriate APA references at the end.
.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Required Readings
American Nurses Association. (2014). Psychiatric-mental health
nursing: Scope and standards of practice (2nd ed.). Washington,
DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced
practice psychiatric nurse: A how-to guide for evidence-based
practice (2nd ed.). New York, NY: Springer Publishing
Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy”
(pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington,
DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically
appraise an article. Nature Clinical Practice. Gastroenterology
& Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon,
M., in Nature Reviews Gastroenterology & Hepatology, Vol.
6/Issue 2. Copyright 2009 by Nature Publishing Group.
Reprinted by permission of Nature Publishing Group via the
Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy
to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu,
I. (2016). Couple psychoanalytic psychotherapy as the treatment
of choice: Indications, challenges, and benefits. Psychoanalytic
2. Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the
psychoanalytic process as performance art. Psychoanalytic
Psychology, 33(supplement 1), S153–S172.
doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic
psychotherapy: Revisiting the debate between
classical/commitment and analytic therapies. Psychoanalytic
Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion
of its theoretical implications for both online and offline
therapeutic technique. Psychoanalytic Psychology, 30(2), 281–
299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a
diverse society. Psychoanalytic Psychology, 30(3), 471–487.
doi:10.1037/a0031375
Note: You will access all of these articles from the Walden
Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a
therapeutic relationship: Mary Boyle [Video file]. Baltimore,
MD: Author.
Provided courtesy of the Laureate International Network of
Universities.
Note: The approximate length of this media piece is 2 minutes.
3. Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work
reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with
a minimum of 75% containing exceptional breadth and depth
about each of the assignment topics.
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a
minimum of 50% containing good breadth and depth about each
of the assignment topics.
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic
is either not addressed or inadequately addressed.
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two
or more required topics are either not addressed or inadequately
addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
Points Range: 5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which
4. delineates all required criteria.
Points Range: 4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not
descriptive.
Points Range: 3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
Points Range: 0 (0%) - 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.
Points Range: 9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually
explore key concepts.
Points Range: 8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
Points Range: 7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
Points Range: 0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from
topics.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video,
required readings, and textbook) and credible outside resources.
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points
and integrates 2 or more credible outside sources, in addition to
2-3 course resources to suppport point of view.
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource
and 2-3 course resources to support major points and point of
view.
5. Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3
resources to support major points and point of view.
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1
resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student's ability to:
Synthesize (combines various components or different ideas
into a new whole) material in course resources (i.e. video,
required readings, textbook) and outside, credible resources by
comparing different points of view and highlighting similarities,
differences, and connections.
Points Range: 18 (18%) - 20 (20%)
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Applies meaning to the field of advanced
nursing practice.
Points Range: 16 (16%) - 17 (17%)
Summarizes information gleaned from sources to support major
points, but does not synthesize.
Points Range: 14 (14%) - 15 (15%)
Identifies but does not interpret or apply concepts, and/or
strategies correctly; ideas unclear and/or underdeveloped.
Points Range: 0 (0%) - 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts,
and/or strategies.
Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points
that support well developed ideas, flow logically, and
demonstrate continuity of ideas. Sentences are clearly
structured and carefully focused--neither long and rambling nor
short and lacking substance.
Points Range: 5 (5%) - 5 (5%)
6. Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity
Points Range: 4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity 80% of the time.
Points Range: 3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity 60%- 79% of the time.
Points Range: 0 (0%) - 3 (3%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity < 60% of the time.
Written Expression and Formatting
English writing standards: Correct grammar, mechanics, and
proper punctuation
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) - 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation
errors.
Points Range: 0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Written Expression and Formatting
The paper follows correct APA format for title page, headings,
font, spacing, margins, indentations, page numbers, running
head, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) - 4 (4%)
Contains a few (1-2) APA format errors.
Points Range: 3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) APA format errors.
7. Points Range: 0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6640_Week3_Assignment1_Rubric
COUPLE PSYCHOANALYTIC
PSYCHOTHERAPY AS THE TREATMENT
OF CHOICE:
Indications, Challenges and Benefits
Berta Aznar-Martínez, PhD, Carles Pérez-Testor, PhD, MD,
Montserat Davins, PhD, and Inés Aramburu, PhD
Universitat Ramon Llull
Including couple treatment in psychoanalysis has required the
setting of new
parameters beyond the classical psychoanalytical setting, in
which the treatment
is individual. This article aims to define the clinical criteria for,
and benefits of,
recommending couple treatment rather than individual
psychoanalysis or psy-
chotherapy, and to identify the challenges and demands that this
has entailed for
psychoanalysis, from the standpoint of the analysis itself and
also that of the
therapeutic relationship. Couple therapy is a very complex
endeavor since a host
of factors must be borne in mind. The present paper discusses
the specific
features of these factors and how they influence the diverse
8. mechanisms in the
analytical relationship. A clinical vignette is included in order
to demonstrate
the mechanisms that influence therapeutic work in couple
psychoanalytic
treatment.
Keywords: couple psychotherapy, therapeutic relationship,
transference, coun-
tertransference, psychoanalysis, conjoint treatment
In psychoanalysis, couple treatment has required the setting of
new parameters beyond the
classical psychoanalytical setting. Thanks to the contributions
of Dicks (1967), Pichon
Riviere (1971), and Kaës (1976), who might be seen as
representatives of the leading
psychoanalytical schools (English, Argentine, and French,
respectively) in the fields of
This article was published Online First March 23, 2015.
Berta Aznar-Martínez, PhD and Carles Pérez-Testor, PhD, MD,
Facultat de Psicologia,
Ciències de l’Educació i de l’Esport Blanquerna and Institut
Universitari de Salut Mental Vidal i
Barraquer, Universitat Ramon Llull; Montserat Davins, PhD,
Institut Universitari de Salut Mental
Vidal i Barraquer, Universitat Ramon Llull; Inés Aramburu,
PhD, Facultat de Psicologia, Ciències
de l’Educació i l’Esport Blanquerna and Institut Universitari de
Salut Mental Vidal i Barraquer,
Universitat Ramon Llull.
This article is based upon work supported by the agreement
between the Universitat Ramon
9. Llull and the Departament d’Economia i Coneixement de la
Generalitat de Catalunya.
Correspondence concerning this article should be addressed to
Berta Aznar-Martínez, PhD,
FPCEE Blanquerna. C/Císter 34. 08022. Barcelona, Spain. E-
mail: [email protected]
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14. psychotherapy the treatment
of choice rather than individual treatment are issues that are
still under discussion. Zeitner
(2003, p. 349) describes the typical ways in which couple
consultation and therapy are
practiced by psychoanalysts as a “supplemental or even second-
rate treatment which is
palliative, supportive, informative, or preparatory for the real
therapy—psychoanalysis or
psychotherapy,” a view which shows that couple treatment is
not held in high esteem by
some psychoanalysts. However, couple therapy has the potential
to provide valuable
insights concerning individual and shared psychic organization,
and also the dynamic
functioning of marriage (Scharff, 2001).
The purpose of this article, therefore, is to provide further
insight into the clinical
indications for couple psychotherapy, its benefits, and how to
go about this type of
treatment. It also aims to examine the new challenges and
demands that openness to
welcoming couples into therapy has brought for psychoanalysis,
from the standpoints of
the analysis itself and the therapeutic relationship. Couple
therapy has several clinical
characteristics which differentiate it from individual therapy
and these are highlighted in
the paper.
Why Couple Psychoanalytic Psychotherapy?
Couple therapy is an area of psychotherapeutic practice that is
long on history but short
on tradition (Gurman & Fraenkel, 2002). The evolving patterns
15. in theory and practice in
couple treatment over more than 80 years can be seen as having
four distinct phases: (a)
nontheoretical marriage counseling training (1930 –1963); (b)
psychoanalytic experimen-
tation (1931–1966); (c) incorporation of family therapy (1963–
1985); and (d) refinement,
extension, diversification, and integration (1986 to the present
day) (Gurman & Fraenkel,
2002; Gurman & Snyder, 2011). According to Segalla (2004),
recent cultural shifts have
had a considerable impact on the ways in which psychoanalysis
and psychotherapy are
conducted and couple therapy has much to gain from
postmodern theorizing. Analysts
have mainly applied their methods to the individual rather than
to the troubled dyad
(Zeitner, 2003) even though 50% to 60% of their patients
seeking therapy do so because
of some kind of disorder in their intimate or other significant
relationships (Sager, 1976).
Moreover, as Gurman (2011) notes, partners in troubled
relationships are more likely to
suffer from anxiety, depression, suicidal impulses, substance
abuse, acute and chronic
medical problems, and many other pathologies.
In Segalla’s view (2004), emphasis on intersubjective and
relational perspectives has
had a major influence on the way the treatment process is
conceptualized. The dyad is seen
as an “interactive system” and the couple treatment is based on
awareness of this system
of mutual influence and regulation. Working with couples
affords compelling evidence for
the existence of a “psychology of interaction” and the ways in
16. which emotional difficulties
are, in part, determined by these factors (Dicks, 1967).
Similarly, de Forster and Spivacow (2006) hold that what
couple treatment adds to the
contribution of the classical Freudian model is the role of “the
intersubjective,” which
varies according to the type of psychic suffering. This
dimension has crucial importance
with regard to much of the distress in a relationship and must
have a place in the design
of therapy. All psychic functioning is constituted by both the
intrasubjective (in that
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2 AZNAR-MARTÍNEZ, PÉREZ-TESTOR, DAVINS, AND
ARAMBURU
the psychic determinants come from the inner world), and the
intersubjective (in that the
psychic determinants include the “other” and the intersubjective
context in which the
subject functions). The latter factors are fundamental in much
of the suffering which
21. occurs in a couple’s love life and relationship. Hence, in couple
treatment, certain factors
are of particular importance: “the partner, bidireccionality, the
unconscious interconnec-
tions and the interweaving of the phantasies of both partners”
(de Forster & Spivacow,
2006, p. 255). The psychic determinant of the suffering must be
sought in an aspect of the
functioning of the psyche which is not part of the Freudian
psychic apparatus but which
lies, rather, in the link between the members of the couple (the
“intersubjective”). If this
is not taken into account in the choice of a suitable treatment,
the intersubjective
dimension might be neglected in individual work. Since each
partner has become closely
associated with the other’s painful internal objects, conjoint
psychoanalytic couple therapy
has the potential of dealing with deeply ingrained, largely
unconscious constellations that
are usually thought to be treatable only by means of
psychoanalysis or intensive individual
analytic psychotherapy (Scharff, 2001). Nevertheless, it seems
clear that conjoint treat-
ments are vastly superior to individual treatments for couple
distress (Gurman, 1978).
As for the clinical criteria for recommending psychoanalysis or
intensive psychoan-
alytic psychotherapy versus couple treatment, Links and
Stockwell (2002) have described
the clinical indications for couple therapy in the case of
narcissistic personality disorder.
We believe that these criteria can be applied in any case where
couple therapy would seem
to be indicated. First, Links and Stockwell state that the
22. partners’ capacity for dealing
openly with feelings of anger or rage must be assessed before
deciding on couple
treatment, although these will be worked on during treatment if
one member of the couple
is unable to deal with or express feelings that might be
humiliating or that could prompt
an attack on the other partner. In such cases we believe that
individual treatment should
precede couple therapy. Second, the person’s level of
defensiveness, openness to the need
for a relationship, and ability to have this dependency gratified
should be evaluated as
well. If one of the partners does not want to continue and
improve the relationship the
treatment will not be useful. This is not necessarily the case
when both members of
the couple want to separate or divorce. The important point in
these circumstances is that
the aim of treatment is shared by both parties and this can be
assessed by the therapist
in the preliminary interviews. If, after some sessions, it
becomes clear that the objective
is not shared by both members, the treatment will not be
fruitful. Assessment of
vulnerability is important. Some people feel that having their
partners listening to
interpretations could be belittling and humiliating and couple
therapy could then be
counterproductive. Third, the complementarity of the couple
must be analyzed, together
with the roles each one plays in the couple. If this
complementarity exists, the couple can
often make progress. In other words, when the therapist can
show the couple that they are
both participating in the dynamics of their relationship and that,
23. whether they like it or not,
each of them is (or has been) benefitting from the relationship,
the treatment can be
helpful. If both partners can see that each of them has
personality aspects that benefit the
other, they will be better able to understand their situation (as
will be explained in more
detail below). If a couple fulfils these three criteria, they can
probably work together and
establish, or reestablish, a stable marriage with a significant
degree of complementarity
based on more positive symmetrical patterns.
Lemaire (1977) lists some conditions indicating couple
treatment, namely: (a) that
both members agree to having therapy, although as we shall see
below, this rarely
happens; (b) that they can distinguish between improved
communication and continuing
to stay together (when couples come to therapy they frequently
have communication
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28. problems and improving communication is one of the first goals
of the treatment in order
to be able to explore other issues later on (phantasies, families
of origin . . .)); and (c) that
the therapist can intervene freely (more or less) without feeling
bothered by the contra-
dictions of the other two conditions. In this same vein, Bueno
Belloch (1994) and Castellví
(1994) emphasize that limits to couple treatment appear when:
(a) when one of the
partners is forced by the other to come to the therapy and there
is no change after some
sessions; (b) when it is feared that the new understanding that
each person acquires in
therapy can be used pathologically; (c) when both partners form
an alliance against the
therapist and frustrate all his or her efforts to bring about
change; and (d) when it becomes
necessary to suggest individual therapy for one of the partners
because the conflict cannot
be addressed in conjoint treatment.
According to de Forster and Spivacow (2006), another reason
for opting for couple
treatment is that our discipline must take a flexible approach,
catering to the needs of men
and women of our time, and to what society demands. Reforms
in divorce law, more
liberal attitudes about sexual expression, increased availability
of contraception, and the
greater economic and political power of women have all raised
the expectations of
committed relationships so that their requirements now go well
beyond economic viability
and assuring procreation (Gurman, 2011). Likewise, Segalla
29. (2004), drawing on her own
clinical practice and that of other psychoanalysts, states that the
demand for couple
therapy is now considerably greater, and this seems to suggest a
cultural shift in which
efforts are being made to save marriages rather than simply to
divorce. Moreover, there
are signs that would seem to support the clinical contention that
relationships in later life
can influence patterns of attachment established during
childhood (Clulow, 2003). Mar-
riage can therefore be a potentially therapeutic institution, a
unique opportunity for
reworking unresolved problems from the past, which can be
aided by a skilled therapist
(Gurman, 1992). In this case, the analyst needs to take into
account a number of factors
which will be described below.
Psychopathology of the Couple Relationship
According to Balint (Family Discussion Bureau, 1962), the
inner life of the dyad consists
of one partner’s desires, hopes, disillusions, and fears
interacting with similar aspects of
the other partner’s internal world. Theories on conjugal life are
based on this interaction.
There is progress and regression in the relationship of a couple,
and this is described by
Dicks (1967) and further detailed by Willi (1978) and, later in
Spain, by Font (1994). The
members of a couple strive to gratify needs and desires which
date from very early stages
in their lives, and they may attain this gratification when their
regressive or progressive
desires are accepted by their partner. Need for support,
30. tenderness, affection, or devotion
can be requested and fulfilled within the couple relationship
(Font & Pérez Testor, 2006).
Ruszczynski and Fisher (1995) have meticulously described the
role of projective
identification in psychoanalytic psychotherapy with couples. As
is well known, projective
identification entails the capacity to induce the other to feel
what is being projected, and
it has a central role in the psychoanalytic understanding of the
couple. Phenomena like
projection, introjection, and retroprojection (the projection into
the partner of what the
other partner has introjected from a previous projection of his
or her partner) exist in all
couples and are fed and interact constantly in a back-and-forth
interplay of projections.
We believe Hoffman’s conceptualization (1983) is useful for
understanding this
phenomenon as it divides it into three unconsciously acted out
parts:
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35. ARAMBURU
1. Each member of the couple chooses what to see from all the
characteristics of the
other; one’s partner offers a host of signals, including the
characteristics the
other chooses and is most likely to perceive. Other features,
however, seem to be
blurred or hidden by the partner.
2. Once the partner’s characteristics have been chosen, they
seem to confirm each
member’s own internal vision of the world and expectations;
this suggests that
each partner tends to interpret the chosen characteristics in
accordance with old
family relationships. Each member of the couple chooses real
facts from their
partner, but then constructs a history of those facts based on his
or her own
previous relationships.
3. Each partner unconsciously influences the other in order to
test what they already
know or believe; this unconscious communication appears in the
couple through
the mechanism of interpersonal projective identification
(Ruszczynski, 1992).
Eventually, the intensity and repetition of problematic
interactions begins to
dominate the couple-experience, and this tends to polarize the
members (Gold-
klank, 2009). If this happens, the couple may seek counseling
and, indeed, this
36. is the kind of couple we tend to find in clinical practice.
Along similar lines, Shimmerlik (2008) notes that the patterns
of couple relationships
are formed in the enactive domain through a nonconscious
implicit process of commu-
nication, part of which is stored in the implicit domain and
remains embedded and enacted
in one’s most intimate relationship, and can therefore only be
accessed within the context
of this relationship.
Another way of conceptualizing these processes happening
unconsciously between
partners, and which we believe is useful in diagnosis and hence
in subsequent treatment,
is based on Dicks’ (1967) concept of collusion within couples.
By collusion (which
derives from coludere or interplay between two people) we
mean the unconscious
agreement that forges a complementary relationship in which
each party develops parts of
themselves that the other needs, and gives up other parts of
themselves which they project
onto their partner (Dicks, 1967; Font & Pérez Testor, 2006;
Willi, 1978). Other prominent
authors have similarly conceptualized this unconscious
interplay between the members of
a couple as an unconscious base (Puget & Berenstein, 1988),
dominant internal object
(Teruel, 1974) and conjugality (Nicolò, 1995).
The concept of collusion starts with the idea that couples are
formed on the basis of
personal styles that are complemented with flows and reflows,
or with projection, intro-
37. jection, and retroprojection. These kinds of bonds arise within
all couples, albeit differ-
ently in each couple, and they can be grouped into clusters
based on admiration, care, or
dependency. Although certain levels of admiration, care, or
dependency are needed in all
couples, it is important for the health of the couple that they
occur alternately and not
rigidly. All couples have bonding styles in which certain
characteristic features predom-
inate, but pathology appears when the bonding style becomes
rigid (Pérez Testor & Pérez
Testor, 2006). One example of this was a couple treated in our
center. The woman had
always spent much of her time caring for her husband, and the
husband let himself be
cared for, which allowed both partners to meet their primary
needs (caregiver-care
receiver). Then the woman was diagnosed with breast cancer
and they had to change roles,
but neither member was able to take on the opposite role and
pathology appeared. The
couple came to us seeking help mainly because of this inability
to change roles. Accord-
ingly, we believe that collusion becomes pathological when the
roles of each partner
become so rigid that it is difficult to exchange them. In keeping
with this idea, Fisher and
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5COUPLE PSYCHOANALYTIC PSYCHOTHERAPY
Crandell (2001), referring to the attachment theory, state that
the hallmark of secure
attachment is the ability of each partner to change their
positions of depending and being
depended on by one another in a flexible and appropriate
manner.
Psychoanalytical Treatment of the Couple
As we have noted, during the 20th century many
psychoanalytical therapists came to
accept the usefulness of welcoming couples and families into
their practice, in contrast
with the classical tendency of working only with individual
patients (talking cure). This
new framework has given rise to many questions and studies on
the techniques adopted
by the therapist, sometimes leading to reconsideration of the
classical boundaries of the
psychoanalytical setting. The scope of couple therapy has
evolved substantially in psy-
choanalysis, and the object relations orientation has made a
major contribution to the field
by giving couple therapists insights into the defensive,
communicative, and structure-
building functions of unconscious processes, resistance, and
work on transference
(Sander, 2004; Scharff & Scharff, 1991; Sharpe, 2000; Slipp,
43. 1988). As mentioned before,
the role of “the intersubjective” is crucially important with
regard to much of the suffering
in a couple’s relationship and thus should have a place in the
design of therapy. When
including this dimension, the couple’s analyst needs to bear in
mind some important
aspects that will eventually appear during the treatment.
In couple therapy, we often find that what initially attracted
each partner to the other
lies at the heart of their complaints (Felmlee, 2001; White &
Hatcher, 1984). Now,
collusively, they choose those aspects of their partner that
confirm their worst fears about
themselves and their partner. Mutual needs, often on an archaic
level, are stimulated in
couple relationships. Frustration and disappointment of these
developmental needs often
lead to marital conflict. In many couples, difficulties can be
understood as mutual attempts
to rectify the deficits of their injured selves (Livingstone,
1995). According to Kaës
(1976), one great benefit of couple therapy is that it may hold
out a chance to reelaborate
the unconscious alliances, pacts, and contracts that come from
intergenerational and
transgenerational psychological transmissions and that have
remained embedded in the
couple. In the clinical setting, the roles and rules adopted by
couples often appear as
stemming from intergenerationally transmitted anxieties about
unresolved dilemmas in
both members’ birth families. In this sense, Robert (2006)
defines the couple as the place
where a person once again acts out and sometimes attempts to
44. retain his or her infantile
side, regardless of the cost. Helping both members of the couple
to recognize that their
fears are fundamentally similar is crucial in overcoming
disillusionment and polarization,
and enables them to integrate solutions that they initially view
as inimical (Goldklank,
2009). When both members of the couple accept responsibility
for their own personal
contributions, blame and shame are somehow alleviated and the
quality of their relation-
ship is enhanced (Scharff & Scharff, 2004).
In psychoanalytic couple therapy, as we view it, the therapist
plays an active role in
which interpretative capacity is his or her main instrument.
Stressing psychoanalytic
techniques to maintain a state of harmony, providing a secure
base, recognizing nonverbal
signals of unconscious associations, and processing emotionally
laden interactions are all
important when working with couples (Scharff & Scharff,
2004). In Teruel’s opinion
(1970), the destructive force of a couple can be managed by
means of proper interpreta-
tions and the gradual acquisition of insight through introjection
or internalization of what
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the therapist does and represents for the couple in terms of his
or her interaction in their
marriage.
No doubt, the main difficulty in couple therapy lies herein: how
to interpret. Like
Lemaire (1980) and Castellví (1994), we would say that the
interpretative focal point is
the couple, not one member or the other but both of them
together, their relationship, and
their collusion, which is in keeping with the intersubjective
dimension of couple treat-
ment. If we avoid the risk noted by Teruel (1970) and which
Thomas (cited in Pérez Testor
& Pérez Testor, 2006) summarizes as “individual interpretation
in public,” and focus
instead on interpreting their collusion, we may be able to help
both partners gain
awareness of the functioning of their unconscious, which has
led them to act out their
conflicts. When interpreting from an interpersonal perspective,
the couple therapist affirms
that each member of the couple is complaining about something
that truly exists, but to
which they both somehow contribute (Goldklank, 2009).
The mobilization of each partner’s unconscious defenses is
coordinated and takes on
50. the guise of resistance emerging spontaneously in the session.
Generally speaking,
progress is slowly made with the therapist’s interventions, in
which analysis of the
defenses and anxieties of one partner is often used to analyze
the other’s defenses and
anxieties in a pattern that is usually back-and-forth. The
therapist tries to interpret the
collusion by showing the defenses and anxieties which have led
the couple to form this
specific kind of internal dominant object (Teruel, 1974).
The work of acute understanding and integration of
interpretations is performed in the
same way as in psychoanalysis or psychoanalytic
psychotherapies. However, perhaps
acute understanding of one of the partners is quicker and more
precise than with the other.
It is then wiser to adopt the pace of the slower one since a
greater capacity for insight in
one member of the couple can become a weapon used against
the other if the therapist’s
interventions do not set limits. In other words, it is important to
adjust the pace of the
treatment’s progress to the slower or more fragile of the two
partners.
The therapist must be aware of the nature of this movement,
bear it in mind, and only
use interpretation when it can be addressed to both partners, in
accordance with the
intersubjective dimension that shapes the design of couple
treatment. The responses to the
therapist’s interventions may come from either partner and they
often react, each one
offering rich associative material.
51. The theoretical underpinnings and intentionality of the
interpretations correspond
equally to both transferential and extratransferential types. Both
entail an effort to show
the couple what they do not know about themselves, to reveal
those parts of their inner
world that are repressed or disassociated so that they can
recover them and reintegrate
them into their psychological system as a whole. There are no
totally and exclusively new
experiences solely determined by external conditions. Rather,
all of them are filtered to a
greater or lesser degree through the primitive internal object
relations that survive in
the unconsciousness of the person’s entire life. In couple
therapy, the goal is to
interpret the “here and now” of what happens in the session.
Extratransferential
interpretations are more frequent. They are expressed and
revealed in the couple’s daily
lives and permeate any event and relationship outside the
session. Technically speaking,
the best course of action after every extratransferential
interpretation is for the therapist to
try to identify and interpret the unconscious motives and
fantasies which have led the
couple to bring certain facts and situations to the session and,
on the basis of this, proceed
to the transferential interpretation itself (Pérez Testor & Pérez
Testor, 2006). Nevertheless,
it is difficult for all of these internal conflicts to be expressed
in transference at any one
point. Whatever the characteristic features and technique of
each therapist, in the thera-
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7COUPLE PSYCHOANALYTIC PSYCHOTHERAPY
peutic function the couple relives the fundamental structure of
internally shared object
relations. Yet other nuances and particularities of these
relations will never be manifested.
They require present actual realities in order to emerge and
develop. Hence, the couple’s
internal world never appears as whole in the transference.
Elements of it, both the most
pathological ones and those pertaining to the healthier parts of
the personality may be
displaced, disassociated, or represented outside the therapeutic
session (Lemaire, 1980;
Lemaire, 1998; Nicolò, 1999). The members of each couple
reflect their life events in
keeping with features of their own particular characters which
are not always present in
therapeutic transference. If they are not interpreted, the
conflicts, anxieties, and defenses
that have given rise to them may remain hidden and unchanged.
One reason given by classical analysts as an argument against
57. couple or family therapy
was the idea that it would be problematic because of major
complications stemming from
the multiple transferences and countertransferences entailed in
the process. As described
above, in psychoanalytic couple therapies today, which include
orientations from the
theoretical school of object relations, transference and
countertransference are perceived
as dynamics inherent to the therapeutic relationship (Kaswin-
Bonnefond, 2006). None-
theless, dealing with countertransferential responses in this kind
of therapy is an even
more complex challenge. In the same vein, Pérez Testor and
Pérez Testor (2006) noted
that the greatest difficulty facing couple therapists is managing
countertransference. This
is often manifested in the form of extreme fatigue, which tends
to lessen with experience.
If all psychotherapy involves observing the different levels at
which the patient’s words
can be understood, or the different transferential and
countertransferential movements,
these levels are necessarily multiplied in couple psychotherapy.
The therapist will expe-
rience countertransference intensely. It is important, therefore,
to be prepared to deal with
and contain a joint attack by both partners, who form an
alliance to attack the psycho-
therapist who exposes their collusion.
The therapist must be aware of and alert to positive and
negative transference toward
him by each patient, separately and by the couple as a unit, as
well as his or her own
positive or negative countertransference toward them.
58. Sometimes, a second professional
acting as a cotherapist may serve to attenuate some of the
transferential and countertrans-
ferential feelings, rebalance the therapy system, and improve
the therapeutic process. For
instance, if a cotherapist who is the opposite sex of the therapist
is included in the
treatment of a heterosexual couple, this will help to bring out
the transferences in a
different more balanced way.
As we know, the therapist’s countertransference begins with
first impressions, and it
is important for the therapist not to take these as absolute truths
or see his or her personal
values and preferences as ideals by which to measure patients
(Ehrenberg, 1992). How-
ever, these initial impressions, both verbal and nonverbal, are
unconscious communica-
tions from the patients. A therapist who, unaware of his or her
own countertransferential
reactions, acts them out, runs the risk of entering into collusion
with the couple and
participating in the dynamics of their relationship (Goldklank,
2009). Slipp (1988) claims
that in couple therapies based on object relations theory there is
an interaction between the
intersubjective worlds of the therapist and the dyad. It is
essential that the therapist should
be knowledgeable about the processes of projective
identification and disassociation that
influence the multiple transferences and countertransferences
toward the therapist, and
that are at work between the patients themselves. Objective
countertransferential re-
sponses of the therapist, adequately thought out and processed,
59. (Kaslow, Kaslow, &
Farber, 1999), must be employed when interpreting the
interpersonal patterns used by the
couple to keep their relationship functioning in its maladaptive
way.
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In addition to transference toward the therapist and the
therapist’s own countertrans-
ference, there are other mechanisms at work between the
members of the couple. These
might be described as transferential-countertransferential
(projections, introjections, and
retroprojections). As a result, both partners not only experience
their own transferential
needs but they also have other subjective experiences in
response to their partner’s
transference toward them. The couple therapist must be aware
of the intricate nature of
these experiences. Working on patients’ transferences toward
the therapist empowers
64. them to build a structure and develop the capacity to nurture
each other (Livingstone,
1995).
As we have noted, couple therapy is very complex because a
host of factors must be
borne in mind. We shall now discuss the specific features of
these factors and how they
influence the diverse mechanisms in the analytical relationship.
The Therapeutic Relationship in Psychoanalytical Couple
Psychotherapy
In addition to the mechanisms that we have mentioned above,
couple psychotherapy is
also characterized by a series of specific features that make the
therapeutic relationship
more complex and require more effort by the analyst, who must
be attentive to the
different mechanisms that appear. When designing a couple
treatment, the analyst will
need to consider some points.
In couple therapy, there is a prior relationship between the
members of the couple and
this will naturally influence the relationship with the therapist
(Symonds & Horvath,
2004). There is a third person in the room who shares a history
of mutual frustration and
each partner’s failure with the other. Couples tend to seek
therapy together because each
partner has repeatedly failed to respond empathetically to the
other, or to offer the security
the other needs. Each one has felt hurt by his or her partner and
incapable of repairing the
ruptures in their bond, and the defensive postures they both
65. adopt create barriers to
communication and intimacy (Livingstone, 1995). Early
childhood experiences affect
each partner’s capacity for responding to the other’s
transferential needs and demands, as
well as giving rise to problems in the communication between
them. This situation often
immerses them in a pattern of repetition of actions that enslave
them. They are uncon-
sciously recreating past scenes while yet living in fear of
repeating them. They are facing
what Stolorow, Brandchaft, and Atwood (1987) have defined as
the fundamental conflict
that can be treated and worked on in couple treatment. The
marital conflicts and
dissatisfaction that the couple brings to treatment are frequently
the result of repeated
attempts to resolve a childhood dilemma and changing these
dynamics, which have
worked for so long, is a highly complex undertaking because, in
their resistance, the
couple will often hinder the analytical work.
Numerous authors have discussed the phenomenon, which often
occurs at the start of
couple psychotherapy, when one of the members is more
motivated than the other, or
when one of them forces the other to attend. It frequently
happens that the latter appears
to be incapable of describing the problem and has little
expectation of change. The other
partner has high expectations and is willing to work with the
therapist. Lemaire (1998)
says that, in these cases, it is important for the therapist to help
the partner who is less
motivated to express his or her malaise in the joint interview
66. until such a time as it would
seem they would benefit from working together. When, with
help from the therapist, the
less motivated partner feels that his or her suffering and
complaints are understood by the
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9COUPLE PSYCHOANALYTIC PSYCHOTHERAPY
other, they may come to share a real desire for therapy. As
Goldner (2004) notes, both
partners must be always defined as partners.
In most couples who seek therapy one partner believes that the
other is primarily
responsible for the couple’s troubles. The therapist must tell
them what they do not want
to admit: that the couple is trapped in a system that they have
jointly created. By means
of unconscious yet observable maneuvers, each member of the
couple prompts the other
to keep repeating the same kinds of behavior which are seen as
“problems.” In most
cases, interpreting the couple’s problems from the interpersonal
71. standpoint enables the
partners to come together to solve the conflict. As noted above,
interpretations of the
coconstruction of problems are crucial for couple therapy. Each
of the partners must
be supported in turn so they can develop the ability to set aside
their own needs and
shift the focus from their own subjective existence in order to
provide empathetic
support to the other. In part, this ability can be strengthened
through the bond with the
therapist as the therapist helps each member and thereby
reinforces their capacities
and psychological structure (Livingstone, 1995).
Couple therapy often takes place in a setting characterized by
conflict, emotional
tension, vulnerability, and threat. Resentment, frustration, and
hostility are frequently
present at the expense of the collaboration, mutual concern, and
respect which are so
crucial to the therapeutic relationship and psychoanalytical
work. Each partner feels
threatened by the other. Chaos and fear of suffering further
trauma prevail in this kind of
therapeutic situation. The reason for this maelstrom of primitive
emotions is that the
partner is the closest equivalent in adult life to the early bond
between mother and
baby (Dicks, 1967). In this regard, Alexander and Van der
Heide (1997) stress that
extremely intense displays of rage and aggression often appear
in couple psychother-
apy and these may trigger strong reactions in the therapist. The
hypothesis that the
origins of this rage and aggression are to be found in early
72. relational patterns and are
reactivated in the context of subsequent intense relations
provides valuable therapeu-
tic insight which can be interpreted in order to help the couples
in conflict to endure
destructive interactions that are apparently based on rage.
The intensity of countertransferential relations is an important
factor in the difficulty
entailed in the couple interview, especially in the case of couple
psychotherapy. The
presence of both members, with all the concomitant
countertransferential complexity,
triggers multiple effects mobilized by the symbolic relationship
of the primary scene.
These difficulties translate into the fatigue felt by the therapist
because of the need to
attend to the convoluted countertransference phenomenon.
All of the complexity of the transferential dynamics and
interplay of projections inside
the couple must be understood as intricate in a multisubjective
setting. In this setting, the
members of the couple have a subjective experience of
treatment and, more importantly,
of the therapist. One highly significant aspect of this experience
is the gradual revelation
of developmental needs to the therapist. Both members of the
couple need the therapist in
order to function in a way that improves their sense of self
cohesiveness and generates
self-esteem. When one partner threatens to deny the other’s
subjective experience, the
therapist must intervene to protect that person from feeling
invalidated. It is essential that
the therapist should not make the mistake of playing the role of
73. judge. Each subjective
position should be treated as valid, although neither should be
elevated to the status of
concrete reality. Only when this multisubjective standpoint is
encouraged can couple
sessions become a safe enough place for transferences and
narcissistic and archaic desires
to surface and thus be worked on. The process of gradually
creating— or negotiating—a
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vision of reality that encompasses the experience of all three
participants is essential in
transforming the marital conflict into empathetic mutual growth
in the relationship.
Certain skills and knowledge in the couple about the
transferential-countertransferen-
tial processes must be interpreted. Both have profound needs
that they hope their partner
will meet. Some of these needs may be met, while others are
78. not. The couple needs to
know which of these needs must be manifested and accepted,
and this is an extremely
complicated undertaking. They need to know how to listen and
allow feelings that may
frighten them if they are expressed, especially if this entails one
partner’s subjective
experience of the other in a way that contradicts his or her self-
image, or if it means
dealing with problems that the person is ashamed of. Each
partner must leave room for the
other to express this kind of feeling and, if they feel supported
by the therapist, who
realizes how difficult this is, the task can be made much easier.
Thanks to the therapist’s
listening and understanding, the couple gradually sees that their
ability to attain shared
objectives is strengthened in therapy. Another difficulty faced
by couples in treatment is
the resistance of both members to being the one who initiates
the change, since both
partners often show strong unconscious feelings of loyalty
toward the other, and they fear
that changing might mean leaving the other behind, perhaps
permanently. One partner
does not want to commit to change without the other. It is
important that the therapist
should describe in detail the extent to which this loyalty to one
another hinders their
growth. The other protective aspect of resistance to change lies
in the way each person
relates with his or her own defensive responses and accusations.
Each partner selfishly
tries to frame the other as the promoter of change in an attempt
to avoid being the first one
to abandon the old rules or even their partner. They perceive
79. their problematic refusal to
budge as being protective of the other but it is also defensive, a
kind of “couple contract”
(Goldklank, 2009).
What is more, the fact that the relationship includes three
people might also encourage
each partner to try to ally with the therapist against the other
partner, a factor that should
be borne in mind since the potential consequences of this
include abandonment of
treatment by the partner who feels excluded. For example, it is
not enough to be sensitive
to the person who is making an effort to express demands but
the therapist must also
maintain empathetic sensibility to the experience of the partner
who is the target of these
demands. In the triadic universe of couple therapy another
experience and an additional
subjectivity are included. In this setting, both partners bring an
insistent need to be at the
center of the treatment, to be understood, and unlike the analyst,
they do not have a strong
enough self-reflexive or empathetic capacity, and neither are
they able to subordinate their
own needs and bring their partner’s needs to the fore. In many
married couples, if the
partners did have these skills, there would be no need for
treatment. The therapist’s
difficulty when interpreting— bearing in mind that the situation
is triangular—is finding
the right moment and way to share the interpretation, which
should be joint, since one of
the members may feel attacked, or may try to establish an
individual alliance with the
therapist (Pérez Testor & Pérez Testor, 2006). In this case, if no
80. limits were laid down, a
constant alliance would be established between the therapist and
the partner who is better
able to understand their shared unconscious background
(Lemaire, 1998).
In couple therapy, everything that happens in the sessions has
consequences in the
couple’s real life which can then have a major effect in the
treatment. For example, one
member of the couple may reveal a fact or secret, which is
experienced as a betrayal by
the other, and this can lead to problems for the partners in their
daily life, which will, in
turn, affect the analytical relationship with the therapist and the
analysis itself. At this
point, extratransferential interpretation of what happens outside
of therapy will be ex-
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85. couple outside of therapy cannot be ignored (Pérez Testor &
Pérez Testor, 2006).
The couple’s individual capacities for working together are a
key factor in couple
treatment and an essential element in the success of the therapy.
The therapist may
influence and reinforce this capacity in the partners. Sometimes
a shift is needed toward
exploring the experience of the partner who listens to the
other’s demands so that they can
both develop a greater tolerance of the malaise. The therapist
must always be aware of the
multisubjective situation and the needs and vulnerabilities of
both partners. The most
difficult part is protecting the vulnerability of one of the
partners without losing sight of
the other. The therapist brings his or her own organizational
principles and subjective
sense of reality to the situation. We believe that the
contribution of the self-psychology
theory (Kohut, 1971) to couple treatment is interesting in terms
of its legitimation of both
subjects’ needs for development. A partner feeling that his or
her needs are labeled or
treated as infantile and/or undesirable, is likely to abandon
therapy or even rupture the
marital bond since reciprocal needs spur intense interactions
within the couple. Attention
must be paid to allaying each partner’s apprehension about
performing the other’s
developmental functions by exploring the fear that doing so
would totally block expres-
sion of the person’s own needs and desires.
Clinical Case
86. In order to illustrate the foregoing material, we now present a
clinical vignette of a couple
that came to our center seeking assistance. Pedro is 44 years old
and Cristina is 42. They
have been married for 15 years and have two children. Pedro
works as an administrative
assistant in a company manufacturing adhesive labels, and
Cristina is the sales manager
of a bank. At the first session, Cristina seemed very angry, hurt,
and disappointed while
her husband seemed contrite and repentant.
Cristina: I’ve been wanting to come here for a long time. I’ve
asked him to come many times
but he doesn’t believe in psychologists . . . but he finally agreed
to come . . .
Pedro: I don’t have anything against psychologists, but I didn’t
think we needed to come here.
We can fix things ourselves. Well, at least that’s what I used to
think. Now I think we need help.
Cristina: I just can’t take it anymore. Either we fix things or
I’m leaving him. Two weeks ago
I told him I wanted a divorce. At first he didn’t take me
seriously, but when he saw that I meant
it he called his mother to ask her for the name of a couple
therapist. And here we are.
Therapist: It seems that you both feel as if things have reached
the breaking point.
Pedro: No, no, it’s normal for couples to have their
disagreements and if they can’t solve them,
they have to go to the doctor . . . If you’re ill you go to the
87. doctor and he gives you a pill . . .
right?
Cristina: It’s not a problem for pills. The therapist is right. I’ve
reached the breaking point. I
can’t take it anymore.
Pedro: That was just an example. I’m not expecting him to give
us pills.
When this first session started, the analyst noticed how the
woman was unconsciously
trying to ally herself with him, presenting herself as the
collaborating half of the couple
and adopting the role of the victim with whom it would be easy
to engage in collusion.
The therapist tried to rescue the husband, the half of the couple
that has been forced to
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92. aware that his point of view
is also important to the therapist, irrespective of his judgment
of his wife, while the wife’s
complaint shifts from being one-way to having shared meaning.
Cristina: Explain to the therapist why I asked you for a divorce.
Tell him what you’ve done to
me. You should be so ashamed . . .
Pedro: You’re really exaggerating; it’s not that bad . . .
Cristina: It’s not that bad? Tell him and see what he says!
Therapist: This is our first meeting and it would be helpful if
you could tell why you’ve come,
what exactly your problems are. The aim of the exercise is not
to judge but to understand what
is making you suffer.
The therapist explains the working methodology. They are not
in a courtroom and he
is not going to say who is right or wrong but, rather, he is going
to help both of them to
understand what is happening to them as a couple. It is very
common for each partner
to see the couple therapist as a judge who will prove them right.
From the very first
session, the analyst was aware of the “dyadic dimension of the
demand or symptom”
(Sommantico & Boscaino, 2006) as a way of understanding
what belonged to the
functioning of the couple as an entity, even if it was expressed
in the guise of just one
partner’s symptom. He also realized what the function of the
conflict was for the
couple and glimpsed its unconscious meanings. The analyst is
93. sensitive to the wife’s
demands, but he also tries empathetically to integrate the
husband’s experience as the
target of these complaints.
Pedro: Well, it was a bad time. I was under a lot of pressure.
Cristina: Excuses!
Pedro: Are you going to let me speak or are you going to
interrupt me all the time . . .?
Cristina: If you’re going to be aggressive we’re not going to get
anywhere. Can you see what
I have to put up with? (to the therapist)
Therapist: Both of you are suffering and it is difficult to give
each other room to be heard.
This is another attempt by the woman to ally herself with the
therapist, which the
therapist neutralizes with an integrative intervention that allows
the situation to move
forward. The analyst is witnessing a clash between the infantile
parts of the couple
(Robert, 2006).
In countertransferential terms, the therapist is aware of feeling
closer to the man than
to the woman, and he has no empathy with the woman’s role of
victim. Being aware of
this feeling, the therapist does not act it out by creating an
alliance with the man. Then
again, the couple gives the role of judge to the therapist but he
feels the pressure of this
and does not act it out. Transferentially speaking, the woman
94. perceives the paternal
aspects of the therapist and wants to behave accordingly, trying
to show him that she is
the mature part of the couple, and complaining about her
immature husband. The man
seems to link the therapist with maternal aspects by taking on
the role of a badly behaved
child and then trying to find excuses for this bad behavior.
Pedro: What happened is that I went to lunch with a female
colleague without telling Cristina.
When I mentioned it to her she got really angry because she
says that a married man shouldn’t
have lunch with a female colleague.
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99. lunch with another woman without asking his wife first was
seen as a betrayal. The joint
interview enabled the analyst to see the scope of the “betrayal”
and the “unfaithfulness.”
The therapist does not judge whether this tacit agreement is
right or suitable, but he can
demonstrate how one partner is not in any position to meet the
other’s demands adequately
unless they have clearly stated their agreements. One of the
partners, Cristina, tries to
forge an unconscious alliance with the therapist because of her
need to feel supported as
the victim of her husband’s slight, and does not hesitate to label
her husband as
“unfaithful” to the analyst. In the case of Cristina and Pedro,
the joint interview seems to
indicate that the “betrayal” of an implicit agreement was not
actually an act of unfaith-
fulness but an outcome of the fact that that both Pedro and
Cristina are excessively and
collusively controlling.
Individual interviews do not allow the analyst to ascertain the
other partner’s point of
view on what has happened. The advantage of the joint
interview in couple therapy is
precisely the immediate “here and now” analysis. We work not
only with the mental
couple that patients bring to the consulting room but also the
real couple, which makes it
possible to expand the scope of couple analysis without
forgetting that all couple therapy
is always a focal treatment (Pérez Testor & Pérez Testor, 2006).
In the next session, the husband seems to feel more comfortable
and refers to the
100. previous session. A new focal point of couple conflict appears.
This extends beyond the
lunch with the female colleague and offers the analyst valuable
analytical insight.
Pedro: Your complaints are exaggerated. I’ve never been
unfaithful to you. It was just a lunch
with a female colleague. It has nothing to do with the telephone
conversations!
Cristina: It’s the same thing! Every time the flirting stops and I
feel I can trust you, you prove
the opposite and I have no choice but to look at your mobile
phone or emails, and I always end
up finding something. You’re just not trustworthy!
Pedro (to the therapist): Cristina is horribly unstable.
Sometimes she ignores me and other
times she’s controlling and watches every move I make . . .
In this session, the analyst formulates a hypothesis on the
dynamics of the couple
relationship: the woman’s difficulties generate this behavior in
her husband, which in turn
triggers jealousy in her and he thus gets her attention, even if it
is in the guise of
disproportionate control. Both are engaged in a game based on
each partner’s struggle for
power over the other. Given that this is a hypothesis, the analyst
keeps this idea in the form
of “floating attention” as he awaits confirmation.
In subsequent sessions, there are further revelations about the
couple which enable the
therapist to bring their positions closer together.
101. Pedro: You have always been much more successful at work,
you’re a great mother who has
a perfect relationship with our children, and I can’t come close
to you in anything. You know
that and you love it . . .
Cristina: There are so many things I value about you. You never
mentioned any of this to me.
It makes me really sad, but I also appreciate that you’ve been
honest with me (crying).
The couple seems to feel that the therapy is a safe place where
they can express their
worst fears. Over the course of several sessions, the analyst
manages to get both of them
to see the husband’s flirting as a symptom of something that
was not working in the
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106. husband was able to express how he did not feel valued by his
wife. It seems that the
“awkward, weak, and fragile” side of Cristina was projected
onto Pedro and this allowed
her to feel that she was the “strong, capable” partner.
In the exploration of their family backgrounds, Pedro tells how
he was the third of five
siblings, with two elder brothers and two younger sisters. His
mother was a housewife
who was totally devoted to her husband and children, while his
father was a chemist in a
sugar factory. Later on, his role in the family emerged: from an
early age, he was the child
who was the most troublesome to his mother because of his
constant naughtiness and lack
of interest at school, although he did end up finishing his basic
education and took a course
to be an administrative assistant, which qualified him for his
current job, which he has held
for 25 years. Cristina is the eldest of three children and has two
younger brothers. Her
father, who came from a well-to-do family, had his own
lawyer’s office where her mother
worked as a clerk. A very attractive man, he had been unfaithful
to his wife several times,
and the children had witnessed heated arguments between them.
Cristina said that she had
always been a model daughter who looked after her two
considerably younger brothers.
Moreover, her marks at both school and university were
outstanding. In one of the
sessions, the analyst expressed what seemed to have been the
roles that both had played
from a very early age.
107. Therapist: It seems that both of you have been repeating certain
patterns of behavior and
relationship. Pedro was a child who got his mother’s attention
by being naughty, which seemed
to shift her focus away from caring for her other four children,
her husband, and her household.
Cristina seemed to be the girl who could do everything: look
after her brothers, do well at
school, and deal with her parents’ conflicts, in which the
successful husband was unfaithful to
his wife and she forgave him. It would seem that you are
unwittingly repeating this pattern in
your couple relationship . . . and most probably each of you
expects this kind of behavior from
the other.
Pedro and Cristina accepted this interpretation and both of them
agreed that this was
somehow the pattern of relationship that characterized them.
Thenceforth, both partners
felt much more committed to each other and tried to understand
the unconscious mech-
anisms that had brought them together, even while both of them
complained about these
selfsame mechanisms.
By exploring the early encounters of this couple, we were able
to confirm the
hypothesis that what had attracted them at first was what was
now tearing them apart
(Dicks, 1967). They met during the wife’s last year at university
at a party given by mutual
friends. By that time, the husband was already working at his
current job. When he saw
her, he was captivated by her social skills and physical
appearance, and she was attracted
108. to him because, as she says, “he was the life of the party.” By
the end of the night, after
they had been talking for a while, he was too drunk to go home
alone so she accompanied
him to his door. After that, they started going out together and
got married three years
later. From the very beginning of their relationship, the woman
adopted the role of the
capable, responsible, and mature person, while the man was the
needy, awkward one. In
all likelihood, this is what attracted both partners to each other
through the mechanism of
projective identification, although it also gradually changed in
the dynamic and deep-
seated conflict in the couple. The model of relationship in the
parental couples unques-
tionably influenced both members’ choice of partner, as often
happens. Cristina probably
felt attracted to a man who was a kind of “awkward joker,” the
opposite of her successful,
distant father whom she associated with infidelity, couple
conflicts, and her parents’
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113. suffering. On the contrary, Pedro had seen that one way of
getting Cristina’s attention was
through adolescent flirtations with other women, thus arousing
jealousy in his wife, which
gave him some measure of control over her. This would seem to
reflect a hysteroid
component of the woman’s personality: she does not feel desire
when there is no other
woman lurking on the horizon. This may be due to inadequate
resolution of the Oedipal
triangle since, even today, Cristina says that she has a poor
relationship with her mother,
toward whom she feels resentment for being weak and too
forgiving of her husband’s
infidelities, while also letting her conflicts with him radiate out
to the other family
relationships. In turn, Cristina says that she has always felt
great admiration for her father,
with whom she identifies. With regard to Pedro, we should note
that when Cristina gave
him an ultimatum he called his mother, which leads us to
wonder whether he displays a
lack of differentiation with her together with some degree of
immaturity. In his wife, too,
he seeks a person who can solve his problems and forgive his
misdeeds, just like his
mother did in his childhood.
As the treatment proceeded, both members of the couple
attained the insight they
needed to understand their fundamental conflict (Stolorow et
al., 1987) and admitted that,
despite their complaints about it, they had both participated in
recreating it, since it
114. somehow brought them closer together. With individual
treatment, this process of under-
standing would have been different. In this kind of therapy, the
presence of the spouse and
the intersubjective dimension helps the therapist to alleviate the
suffering in the couple
relationship. Finally, the couple ended the treatment with a
significant improvement in
their relationship since they were now both able to understand
and respond to the other’s
needs without feeling either attacked or judged by these needs.
This improvement was also
reflected in their relationship with their children. In other cases,
couple therapy enables the
two partners to understand that they cannot stay together and
they decide to separate
amicably, protecting their children from the separation as much
as possible. In this case,
too, we could consider the therapy successful. Couple therapy
fails when it does not help
the couple to change and they remain together pathologically or
separate aggressively. The
therapist should not try to “save” a marriage, since dissolving
or saving a marriage is the
couple’s responsibility (Gurman, 1985).
Conclusions
As the case study shows, sometimes, in contrast with individual
treatment, working with
couples holds out numerous benefits for both partners and their
relationship. The “other”
and the intersubjective context in which the subject functions
are basic factors in much of
the suffering that occurs in a couple’s love life and relationship
and they would seem to
115. indicate couple treatment as a good way to work on this kind of
pathology.
The presence of the partner during therapy becomes a decisive
factor in the way the
treatment evolves and in the dynamics of the sessions. The
couple works and grows
together, and this has an enormous benefit in their real lives as
both members learn and
advance in understanding as a shared project. The feeling of
working, learning, and
growing in a mutual endeavor makes both partners more
confident and eager to improve
their relationship and this has numerous positive effects in their
daily lives. Usually,
especially if the treatment evolves appropriately, the partners
eventually feel safer and
more willing to express whatever they feel, and tell each other
things that they would not
say in a normal context. This, in fact, is one of the most useful
therapeutic tools in couple
psychotherapy. Another good reason for couple treatment is that
if a couple with children
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120. ARAMBURU
overcomes their conflicts, the children also benefit since they
are usually the objects of
massive projections of their parents’ distress. The children of
distressed couple relation-
ships are more likely to suffer from anxiety, depression,
conduct problems, and impaired
physical health (Gurman, 2011).
Recent cultural shifts have also had an effect on the way
psychoanalysis and psycho-
therapy are carried out, and psychoanalysis has tended to focus
on attachment pathology
giving more prominence to couple psychotherapy. Nowadays,
the values of a postmodern,
society, or “liquid society” in Bauman’s words (2003), have had
an impact on the choice
of couple psychotherapy. The accelerated pace of life, the need
for fast results, “liquid
love” (Bauman, 2003) and the difficulties of intimacy, among
other factors, have made
couple treatment more suitable in some cases than individual
psychoanalysis. The design
of this kind of psychotherapy requires analysts to be
knowledgeable about the mechanisms
and factors that come into play in this kind of treatment.
As shown throughout this paper, new challenges and demands
arise in psychoanalytic
couple psychotherapy, thus making both the analysis and the
therapeutic relationship more
complex. We would say that the interpretative focal point is the
couple, not either member
121. but both of them together, their relationship, and their
collusion. A basic technical
guideline is the initial reframing of the problem, which requires
individual goals to be
transformed into goals for the dyad so that both individuals
experience the analytical
process as “our therapy.”
Transference and countertransference are also present in couple
therapy and require
the therapist to be sensitive to them. While all psychotherapy
entails observing transfer-
ential and countertransferential movements, in couple
psychotherapy these levels are
multiplied. Including a second professional as a cotherapist in
order to work as a foursome
(couple cotherapy) can smooth the progress of joint treatment.
For the therapist, handling the countertransferential responses
in this kind of therapy
is an even more complex challenge, since the situations are
experienced in situ and involve
matters that arouse more emotional responses in the therapist,
these including parenthood,
the couple, and birth families. The therapist will therefore
experience intense counter-
transference and must be ready at times to deal with a combined
attack from both partners.
Bearing in mind this array of challenges and demands implicit
in couple analysis, we
believe that it is important to keep studying the different
mechanisms that come into play
in couple treatment with the aim of gathering new data for
research and clinical practice
within the framework of psychoanalysis.
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20 AZNAR-MARTÍNEZ, PÉREZ-TESTOR, DAVINS, AND
ARAMBURU
http://dx.doi.org/10.1080/01926188408250155
http://dx.doi.org/10.1080/01926188408250155COUPLE
PSYCHOANALYTIC PSYCHOTHERAPY AS THE
TREATMENT OF CHOICE: Indications, Challenges and Bene
...Why Couple Psychoanalytic Psychotherapy?Psychopathology
of the Couple RelationshipPsychoanalytical Treatment of the
CoupleThe Therapeutic Relationship in Psychoanalytical Couple
PsychotherapyClinical CaseConclusionsReferences