Please pay attention to all the details. The instructor told me th.docx

Please pay attention to all the details. The instructor told me the
conclusion must include all the topics learned in this class sin
ce week 2. I added all the necessary info you need to complete
the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a
summary of their EBP project as well as consider the potential
contribution to their specialty track (FAMILY NURSE
PRACTITIONER) practice setting. The required content
includes: MUST BE A COMPREHENSIVE CONCLUSION
FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this
EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo
question as well as a research question, numerous sources can
trigger the spirit of inquiry, or to put it simply, the "I wonder . .
. ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder
how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article
A says I should do X, but Article B says that the preferred
action is Y. I wonder which one is correct for my practice
area.")
· Problems occurring with the practice area (i.e., "This has been
a problem in the unit as long as I can remember; I wonder how I
can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps
with self-care; I wonder whether it would help to foster patient
compliance with . . . )
Although the source of the EBPPICOT/PICo or research study
question can vary based upon your practice area and its related
events, the role of nursing theory is where this week begins.

WEEK 3 – Discussions - Elements of Quantitative
Research: Design and Sampling
This discussion will explore the quantitative approach sampling
and design by analyzing a single study quantitative research
article related to your specialty track. WEEK 4 - Developing
New Evidence: Qualitative Research Studies Overview of
the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings.
By using the natural settings, this design interprets phenomena
in terms of the meanings that people bring to them. Qualitative
research aims to get a better understanding through firsthand
experience because subjects share thoughts, feelings, and
experiences. Qualitative research involves the collection of a
variety of empirical materials. These materials include, but are
not limited to, case study, personal experience, life story,
interviews, observations, historical perspectives, interactional,
and visual texts. All of this information becomes data that
describe routine as well as problematic moments with the
meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research
study in an area of interest because it will help to explore and
define the phenomena. By gaining an understanding of
underlying reasons, opinions, and motivations, it provides
insights into the problem or helps to develop ideas or
hypotheses for potential future quantitative research studies.
Qualitative research study is also used to uncover trends in
thought and opinions, and to dive deeper into the problem.
(Have you ever filled out a survey that asks you to give a range
from one to five on service (quantitative) and then offers the
opportunity to leave a comment (qualitative)? You have just
participated in sharing the meaning of the event; or another way
to think about this is that you have answered the question, why
you selected the number you did.)
Using the same criteria, let's explore qualitative research study,
considering intervention, random assignment, and control.
Intervention: Qualitative research studies do not introduce

treatments or manipulate variables. Instead, the researcher
wants to understand the phenomenon from the viewpoint of the
person who is experiencing it. Often using in-depth interviews,
the researcher actually becomes the instrument of data
collection by recording the conversation. Although a series of
questions may have been identified as items to ask a subject, the
researcher is intensely involved and will modify or even add
new questions as the interview progresses. This is significantly
different from quantitative research where all of the
intervention and research conditions are kept the same.
Random assignment to groups: With qualitative research
studies, there is no random assignment to groups. The
researcher asks individuals who demonstrate the eligibility
requirements to be subjects. Although this provides no control
over extraneous variables, it allows for richer and more in-depth
data because a diverse sample can be obtained.
Control: Because the qualitative researcher explores a
phenomenon in natural or real -world settings, the amount of
control is significantly less when compared to quantitative
research. In fact, most qualitative researchers purposely avoid
control so that the subject is comfortable and willing to share
in-depth information. For example, a researcher using
ethnographic design tradition in order to study a culture
actually tries to become a part of the culture itself to gain the
trust of the individuals and to obtain detailed observations. A
researcher studying homelessness may become part of the
homeless culture in order to gain a deeper understanding.
WEEK 5 -
To start this lesson, commonly used data collection
methods for quantitative research are discussed. Important to
any discussion of data collection is reliability and validity,
which are needed to produce data that have quality or accuracy.
A brief description of quantitative data analysis follows. The
focus then switches to qualitative data. First the discussion is
on data- collection methods, then on enhancing the quality of
the data, and finally on data analysis. For both research

approaches, all of these steps are needed prior to interpretation
of the findings, which are presented in Week 6. Remember to
consult your textbook for areas not discussed in the lecture or
podcast but may be part of an assignment.
WEEK 6 - As noted previously, the interpretation of
results is considered to be very important to the overall quality
of the project or study. One reason for this is that the
interpretation may or may not be generalized or transferred
from the sample to a target population. No matter the research
approach, it is the responsibility of the reader to carefully
evaluate the evidence. In Week 7, the focus is on evidence-
based practice and using the evidence produced from research.
It is important to understand that numbers are just numbers
and words are just words—all data obtained from EBP projects
and research data collection must be interpreted. In other words,
a project coordinator or researcher must add meaning to data.
When interpreting data, a project coordinator or researcher
needs to have two viewpoints: Consider what the data say and
consider what the data do not say.
With quantitative data, the interpretation would include the
descriptive statistics about the sample, hypothesized data, and
unhypothesized data. With qualitative research, data are reduced
to common themes and/or patterns and then relationships
between the common themes and/or patterns are reported.
Key to both approaches is quality—quality of the approach,
sampling, methodology, and analysis. Guidelines useful in
analyzing quantitative and qualitative approaches are presented
in this lesson. The presented guidelines are your starting point;
as you become more knowledgeable regarding the evaluation
and use of research, you may want to add more criteria. WEEK
7 - Exploring Research Results
This discussion gives you the opportunity to apply the PET
model to a research article that supports your EBP project. .
· Provide a summary of the potential contributions of this EBP
proposal project to your specialty track practice and identified
practice setting (PART B)

(SHE DID MENTIONED MAYBE ASK
EXPERTS IN HOSPITAK IF THEY WOULD USE MY
QUESTIONNAIRE IF THE QUESTIONS WERE
APPROPRIATE ETC)
Students, please view the "Submit a Clickable Rubric
Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor
Center.
Assignment 3: Dismissal Meeting
Due Week 6 and worth 150 points
Imagine that you are an office manager and you have been
tasked with the job of coordinating and heading the dismissal
meeting for an employee layoff.
Write a six to eight (6-8) page paper in which you:
1. Propose three (3) ways that a manager can cope with any
negative emotions that may accompany an employee layoff.
2. Describe a step-by-step process of conducting the dismissal
meeting.
3. Determine the compensation that the fictitious company may
provide to the separated employee.
4. Using Microsoft Word or an equivalent such as OpenOffice,
create a chart that depicts the timeline of the disbursement of
the compensation.
5. Predict three (3) ways that this layoff may affect the
company.
6. Use at least three (3) quality academic resources in this
assignment. Note: Wikipedia and other Websites do not qualify
as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size

12), with one-inch margins on all sides; citations and references
must follow APA or school-specific format. Check with your
professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this
assignment are:
· Formulate HRM strategies and policies to recruit, select,
place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and
select employees.
· Design processes to manage employee performance, retention,
and separation.
· Analyze laws governing employment and how organizations
can ensure ethical practices.
· Use technology and information resources to research issues in
strategic human resource development.
· Write clearly and concisely about strategic human resource
development using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Week 7: Data Collection, Analysis, Evaluation, Dissemination
of Results, and ConclusionPurpose
This assignment provides the opportunity for the student to
complete their MSN EBP proposal. This assignment includes
the final sections of the proposal which are data collection,
analysis, evaluation, dissemination of results, and conclusion.
Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO #1. Integrate evidence-based practice and research to
support advancement of holistic nursing care in diverse
healthcare settings. (PO # 1)

CO #2. Integrate knowledge related to evidence-based practice
and person-centered care to improve
healthcare outcomes. (PO #2, 5)
CO #4. Develop knowledge related to research and evidence-
based practice as a basis for designing and critiquing research
studies. (PO 1, 2, 3, 5)
CO #5. Analyze research findings and evidence-based practice
to advance holistic nursing care initiatives
that promote positive healthcare outcomes. (PO 1, 2, 5)
Due Date Sunday 11:59 PM MT at the end of Week Seven
Total Points: 150 pointsRequirements
Description of the Assignment
For this assignment, the student will complete MSN EBP project
proposal by including the final sections of data collection,
analysis, evaluation, dissemination of results, and conclusion.
Criteria for Content
1. The final sections of the proposal (data collection, analysis,
evaluation, dissemination of results and conclusion) should be a
maximum of 15 pages. Points will be lost for exceeding this
length requirement.
2. Title page, running head, body of paper, and reference pages
must follow APA guidelines as found in the 6th edition of the
manual. This includes the use of headings for each section of
the paper except for the introduction where no heading is used.
3. The paper should be presented in the following ordered
sections:
· Title Page
· Data collection
· Analysis
· Evaluation

· Dissemination of Results
· Conclusion
· References
4. Data Collection: In this section, students provide a
comprehensive and detailed description regarding how data are
to be collected. The required content includes:
A. For quantitative design the required content includes:
· Restate the PICO/PICo question
· Provide a detailed explanation on how data collection will
occur
· Identify the data collection points
· Explain the length of time for data collection
· Explain all source(s) of data (i.e. self-report, questionnaires,
structured observation, biophysiologic)
· Describe 2 (two) methods that will be useful in enhancing data
quality
· Use scholarly references to provide information regarding
selected data collection method
B. For qualitative design the required content includes:
· Describe the type of data to be collected (i.e. observation,
interview, artifacts)
occur
· Explain the data collection points
· Explain the proposed method to achieve data saturation
· Describe 2 (two) methods that would be used to enhance data
quality
4. Analysis: In this section, students provide a detailed
explanation on how data will be analyzed.
A. For quantitative data the required content includes:
· Discuss descriptive statistics and their use to explain the

characteristics of the sample of this EBP proposal
· Describe one type of inferential statistics and their use in this
EBP proposal
selected data analysis
B. For qualitative data the required content includes:
· Explain how data analysis is organized
· Discuss the use of themes and coding for this EBP proposal
· Explain triangulation and its relevance to this qualitative
design
5. Evaluation: In this section, students will present information
regarding methods useful to objectively determine if outcomes
from implementing this proposed EBP proposal would be
positive for stakeholders as well as the nursing practice area
reflected in their specialty track. The required content includes:
· Describe how each of the stakeholders identified earlier in this
EBP proposal will experience improved outcome(s) from
implementing this project
· Describe 2 (two) changes or improvements to nursing practice
that may result in the your specialty track area at the micro
level if this EBP project was to be implemented
6. Dissemination of Results: In this section, students will
identify specific methods that may be used to share the results
from successful implementation of this EBP proposal. The
required content includes:
· Discuss how the results of this EBP project can be shared with
stakeholders
members of your future practice area at the facility, community,
state, and national levels
7. Conclusion: In this section, the student will identify a
summary of their EBP project as well as consider the potential
contribution to their specialty track practice setting. The
required content includes:

EBP proposal project
practice setting8. Preparing the Assignment
Criteria for Format and Special Instructions
1. The final sections of the proposal (data collection, analysis,
evaluation, dissemination of results and conclusion) should be a
maximum of 15 pages. Points will be lost for not meeting this
length requirement.
2. Headings are required and listed in above. All headings
should be formatted following APA requirements
3. Title page, body of paper, reference page(s), and appendix
must follow APA guidelines as found in the 6th edition of the
manual.
4. Provide all of your references; formatted in APA style, as
reference page(s).
Directions and Assignment Criteria
Assignment Criteria
Points
%
Description
Data Collection
35
23
The required content for this section includes:
A. For quantitative design the required content includes:
occur

· Explain the all source(s) of data (i.e. self-report,
questionnaires, structured observation, biophysiologic)
· Describe 2 (two) methods that will be used to enhance data
quality
B. For qualitative design the required content includes:
occur
· Describe 2 (two) methods that would be used to enhance data
quality
Analysis
25
17
· For quantitative data the required content includes:
· Describe one type of inferential statistics and its use in this
EBP proposal
· For qualitative data the required content includes:

design
Evaluation
20
13
Dissemination of Results
20
13
stakeholders
members of your future practice area at the facility, community,
state, and national levels
Conclusion
10
7
practice setting

Paper Specifications
10
7
· Paper meets length requirements of not exceeding 15 pages
excluding title and reference pages
· Headings are required and listed in above. All headings
should be formatted following APA requirements
· A dictionary (except for Definition section), required
textbooks for this course and Chamberlain College of Nursing
lesson information, may NOT be used as scholarly references
for this assignment.
· References are current - within a 5-year time frame unless a
valid rationale is provided and the instructor has approved
them.
APA Format (6th edition)
10
7
· Title page, body of paper, and reference page must follow
APA guidelines as found in the 6th edition of the manual.
· One deduction for each type of APA style error
Citations in Text
10
7
· Ideas and information that come from readings must be cited
and referenced correctly.
Writing Mechanics
10
7
· Rules of grammar, spelling, word usage, and punctuation are
followed and consistent with formal written work as found in
the 6th edition of the APA manual.
Total
150
100 %

Chamberlain College of Nursing NR505 Advanced
Research Methods: Evidenced Based Practice
Chamberlain College of Nursing NR505 Advanced
Research Methods: Evidenced Based Practice
W6 Assignment Completing the
MSN EBP Proposal Rev.
7/31/2017 (AR)
W7 Assignment Data collection,
analysis, evaluation, dissemination, conclusion
Rev. 7/31/2017 (AR) Rev. 1/10/18 (AR), Rev. 4/26/18 (JP)
1
Grading Rubric
Assignment Criteria
Exceptional
100%
Outstanding or highest level of performance
Exceeds
88%
Very good or high level of performance
Meets
80%
Competent or satisfactory level of performance
Needs Improvement
38%
Poor or failing level of performance
Developing
0%
Unsatisfactory level of performance
Content
Possible Points = 115 Points

Data Collection
35 Points
31 Points
28 Points
13 Points
0 Points
Presentation of information was exceptional and included all of
the following elements:
For quantitative design the required content includes:
occur
quality
For qualitative design the required content includes:
occur
· Describe 2 (two) methods that would be useful in enhancing
data quality

Presentation of information was good, but was superficial in
places and included all of the following elements:
occur
quality
occur
data quality
Presentation of information was minimally demonstrated in the
all of the following elements
occur

quality
occur
data quality
Presentation of
information in one or two of the following elements fails to
meet expectations:
occur
quality

occur
data quality
Presentation of information is unsatisfactory in three or more of
occur
quality

occur
data quality
Analysis
25 Points
22 Points
20 Points
10 Points
0 Points
For quantitative data the required content includes:
EBP proposal
For qualitative data the required content includes:
design

EBP proposal
design
all of the following elements:
EBP proposal
design
Presentation of
information in one of the following elements fails to meet
expectations:

EBP proposal
design
Presentation of information is unsatisfactory in two or more of
EBP proposal
design
Use scholarly references to provide information regarding
Evaluation
20 Points
18 Points
16 Points

8 Points
0 Points
Presentation of
expectations:

Presentation of information is unsatisfactory in two of the
following elements:
Dissemination of Results
20 Points
18 Points
16 Points
8 Points
0 Points
stakeholders
members of your future practice area at the facility,
community, state, and national levels
stakeholders

stakeholders
Presentation of
expectations:
stakeholders
following elements:
stakeholders
Conclusion
10 Points
9 Points
8 Points
4 Points

0 Points
practice setting
practice setting
practice setting
Presentation of
expectations:
practice setting
following elements:

practice setting
Paper Specifications
10 Points
9 Points
8 Points
4 Points
0 Points
This section included all of the following:
· Headings are required and listed above. All headings should
be formatted following APA requirements
A dictionary (except for Definition section), required textbooks
for this course and Chamberlain College of Nursing lesson
information, may NOT be used as scholarly references for this
assignment.
them.
This section included three of the following:
· .

them.
This section included only two of the following:
them.
This section included only one of the following:
them.
This section included none of the following:
· Headings are present and consistent with APA format.

them.
Format
Possible Points = 35 Points
APA Style
10 Points
9 Points
8 Points
4 Points
0 Points
APA guidelines, as per the 6th edition of the manual, are
demonstrated for the
· title page,
· running head,
· body of paper (including, margins, headings, font, etc.), and
reference page
· One deduction for each type of APA format error
0 to 1 APA error was present
· title page,
· running head,
· body of paper (including margins, headings, font, etc.), and
reference page
2 - 3 APA errors were present

· title page,
· running head,
reference page
4 – 5 APA were are present
· title page,
· running head,
reference page
6 – 7 APA were are present
· title page,
· running head,
reference page
8 or greater APA errors were present
Citations
10 Points
9 Points
8 Points
4 Points
0 Points
There were 0-1 errors in the crediting of ideas, and information
that contributed to knowledge

There were 8 or greater errors in the crediting of ideas, and
information that contributed to knowledge
Writing Quality
10 Points
9 Points
8 Points
4 Points
0 Points
1–2 errors or exceptions to the rules of grammar, spelling, word
usage, punctuation and other aspects of formal written work as
found in the 6th edition of the APA manual
3 – 4 errors or exceptions to the rules of grammar, spelling,
word usage, punctuation and other aspects of formal written
work as found in the 6th edition of the APA manual
9 or greater errors or exceptions to the rules of grammar,

spelling, word usage, punctuation and other aspects of formal
written work as found in the 6th edition of the APA manual
Total Points
_____of 150 points
W6 Assignment Completing the
MSN EBP Proposal Rev.
7/31/2017 (AR) Rev 4/26/18 (JP)
18

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