Our Previous Samples

NURS 6003 Assignment: Academic Success and Professional Development Plan Part 4: Finalizing the Plan

Module 6 | Part 4: Finalizing the Plan Sample

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) and second-preferred specialty. I have also developed a justification for my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I could become a member of this organization.

The results of my efforts are below.

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

My primary area of interest within the nursing profession is Psychiatric Mental Health Nurse Practitioner (PMHNP). The chosen specialty of comparison is the family nurse practitioner (FNP). PMHNP is a subspecialty of nursing concerned with the assessment, diagnosis, and management of mental health issues in patients of all ages.

PMHNPs provide holistic mental health treatment by coordinating efforts between patients, families, and other medical professionals (Delaney & Vanderhoef, 2019). Psychological and mental health illnesses, such as anxiety, depression, and schizophrenia, are just some of the many that PMHNP graduates are equipped to diagnose and treat. They could do their jobs anywhere from private practices to mental health clinics to hospitals.

Family nurse practitioners, on the other hand, treat patients of all ages and focus on disease prevention, wellness promotion, and the management of both acute and chronic conditions. FNPs have the knowledge and experience to evaluate patients, prescribe medications, order and interpret diagnostic tests, and determine treatment regimens (Owens, 2019). They also teach people how to take better care of themselves and how to prevent illness. Graduates of FNP schools are qualified to find employment in a wide range of medical facilities, including those providing primary care, outpatient care, and urgent care as well.

The emphasis/focus of each field is a key distinction between them. The main role of an FNP in care contrasts with the specialty care role of a PMHNP. PMHNPs and FNPs deal with distinctively different types of patients. FNPs treat patients of all ages who have a wide range of acute and chronic medical disorders, while PMHNPs focus primarily on those with mental health issues (Hodges et al., 2019). The context in which they do their work is also distinctive, contributing to another difference. Both PMHNPs and FNPs can practice in a variety of settings, including inpatient and outpatient care facilities. I can state that one’s personal preferences and professional aspirations should guide their decision between the two fields of study.

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

For a variety of reasons, I decided to pursue a career as a Psychiatric Mental Health Nurse Practitioner (PMHNP). To begin, I feel strongly that mental health deserves the same attention as physical health. By becoming a PMHNP, I will be able to deal with people of all ages and give them the full range of services they need for their mental health (Kverno & Fenton, 2021). Secondly, I hope to have a positive impact by assisting people and families who are dealing with mental health issues because there is a rising need for mental health providers in our community.

Finally, my colleagues in this week’s Discussion Forum provided insightful criticism, drawing on their experiences and perspectives as PMHNPs to offer suggestions for improvement. Their advice strengthened my resolve, and I came away from our conversation with a deeper appreciation for the work of PMHNPs and the difference they can make in patients’ lives. I am confident that focusing on PMHNP is the best route for me, and I look forward to beginning this journey to promote better mental health for all.

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

The American Nurses Association (ANA) has a Psychiatric-Mental Health Nursing Professional Organization that serves as a network for PMHNPs and other mental health nurses. Registered nurses (RNs) in the United States are represented by the American Nurses Association, and the Psychiatric Mental Health Nurses’ Programme is a subset of the ANA dedicated to improving the field of psychiatric-mental health nursing via practice and education. To become a member of the organization, the person needs to be a current member of the ANA to join the Psychiatric Mental Health Nurses’ Programme (Foster et al., 2019). 

Members of the ANA must be registered nurses who are currently licensed to practice in the United States or one of its territories. Anyone who has already joined the ANA and paid the membership cost can also join the PMHNP. The American Nurses Association offers its members the chance to stay abreast of the newest research and advancements in the field of psychiatric-mental health nursing through continuing education courses, professional networking events, and newsletters (Bradshaw et al., 2021). One of the benefits of membership is the opportunity to take part in lobbying initiatives to expand the field of psychiatric-mental health nursing and raise public awareness of mental health issues.

References

Bradshaw, M., Gericke, H., Coetzee, B. J., Stallard, P., Human, S., & Loades, M. (2021). Universal school-based mental health programs in low-and middle-income countries: a systematic review and narrative synthesis. Preventive Medicine, 143, 106317. https://doi.org/10.1016/j.ypmed.2020.106317

Delaney, K. R., & Vanderhoef, D. (2019). The psychiatric mental health advanced practice registered nurse workforce: Charting the future. Journal of the American Psychiatric Nurses Association, 25(1), 11-18. https://journals.sagepub.com/doi/pdf/10.1177/1078390318806571

Foster, K., Roche, M., Delgado, C., Cuzzillo, C., Giandinoto, J. A., & Furness, T. (2019). Resilience and mental health nursing: An integrative review of international literature. International Journal of mental health nursing, 28(1), 71-85. https://doi.org/10.1111/inm.12548

Hodges, A. L., Konicki, A. J., Talley, M. H., Bordelon, C. J., Holland, A. C., & Galin, F. S. (2019). Competency-based education in transitioning nurse practitioner students from education into practice. Journal of the American Association of Nurse Practitioners, 31(11), 675–682. 

Kverno, K. S., & Fenton, A. (2021). Specialization within a specialty: Advanced practice psychiatric nursing pathways for the greatest good. Journal of psychosocial nursing and mental health services, 59(10), 13-18. https://doi.org/10.3928/02793695-20210513-02

Owens, R. A. (2019). Nurse practitioner role transition and identity development in rural health care settings: a scoping review. Nursing Education Perspectives, 40(3), 157–161. https://doi.org/10.1097/01.nep.0000000000000455

Assignment: Academic Success and Professional Development Plan Part 4: Finalizing the Plan

At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.

Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.

Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–4.

Note: For students in Nursing Education, Executive Nursing, Nursing Informatics, or Public Health Nursing, this Assignment is the first Portfolio Assignment in your program. You will have one Portfolio Assignment in each of your courses. You will need to save these Assignments for inclusion in your portfolio that you will submit in your Capstone course.

To Prepare:

• Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
• Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
• Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
• Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.

The Assignment:

Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

• With the resources specific to the MSN specialization and the, Walden University. (n.d.). Master of Science in Nursing (MSN), shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
• Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
• Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

Note: Your final version of the Academic Success and Professional Development Plan should include all components as presented the Academic Success and Professional Development Plan template.

By Day 5 of Week 11

Submit your final draft of Parts 1-4 of your Academic Success and Professional Development Plan.

Assignment: Academic Success and Professional Development Plan Part 5: Professional Development

In this week’s Discussion you were introduced to the concept of an academic portfolio to begin building your own brand. Portfolios have value that go beyond brand-building however. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component: a portfolio for your academic and professional efforts.

To Prepare:

• Consider your goals for academic accomplishments while a student of the MSN program.

The Assignment:

• Using the Academic Success and Professional Development Plan Template in which you began to work on in Week 1, and have continued working on through this course, in Part 5, you will create a fully developed and accurate curriculum vitae (CV) based on your current education and professional background.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off of the Academic Success and Professional Development Plan Template.

By Day 7

Submit Part 5.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Week 6: Standards of Practice

Laureate Education, Inc. (Executive Producer). (2018). Standards of Practice [Video file]. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2018). The Walden Journey to a Masters in Nursing: Standards of Practice [Video file]. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2018). The Walden Journey to a Masters in Nursing: Final Thoughts [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

• Analyze difficulties in determining nursing specializations (D)
• Compare nursing specialties (A)
• Justify selection of MSN specialization (A)
• Analyze nursing specialization professional organization engagement strategies (A)
• Create Academic Success and Professional Development Plans(A)

Also Read: NRNP 6645 Week 8 Assignment Psychotherapy for Clients With Addictive Disorders

Assignment Building a Professional Identity HLT 610

Assignment Building a Professional Identity HLT 610

Assignment Building a Professional Identity HLT 610 Details:

In 500-750 words, describe the components necessary to create an effective professional identity and explain why professional networks are essential for professional development.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric before the beginning of the assignment to become familiar with the assignment criteria and expectations for the successful completion of the assignment.

HLT 610 UP Components to Create an Effective Professional Identity Discussion

In 500-750 words, describe the components necessary to create an effective professional identity and explain why professional networks are essential for professional development.

• Use at least 2 references
• Prepare this assignment according to the APA guidelines. APA style 7. An abstract is not required.
• This assignment uses a grading rubric it is attached.

Assignment Building a Professional Identity HLT 610

HLT 610 UP Advantages and Disadvantages of Social Networking Discussion

In a 500-750 words, discuss the advantages and disadvantages of social networking and how it can be used in career development.

• Include specific examples of social media in your discussion.
• Prepare this assignment according to the APA Style 7 guidelines.
• This assignment uses a grading rubric. Which is attached

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Advanced Levels of Clinical Inquiry and Systematic Reviews Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

CLICK HERE TO ORDER YOUR Assignment: Advanced Levels of Clinical Inquiry and Systematic Reviews

To Prepare for Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four peer-reviewed articles you selected.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews RESOURCES

https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58. Retrieved from https://journals.lww.com/ajnonline/fulltext/2009/11000/Evidence_Based_Practice__Step_by_Step__Igniting_a.28.aspx

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/05000/Evidence_Based_Practice,_Step_by_Step__Searching.24.aspx

DISCUSSION POST WITH MY ORIGINAL PICOT QUESTION .

A PICOt question will yield the most relevant and best evidence from a search of existing literature (Melnyk & Fineout-Overholt, 2019, p. 17). PICOt stand for the following;

P– Population, Problem, or patient

I– Intervention/Exposure

C– Comparative Intervention/Exposure

O- Outcome

T– Time

PICOt approach will provide an initial basis for mutual understanding, communication, and direction to help answer clinical study questions(Riva, Malik, Burnie, Endicott, & Busse, 2012).

When formulating my PICOt question, I first wrote down my general question Does music therapy help with outbursts on the Senior Behavioral Health Unit. Then by using the PICOt formula, I was able to rewrite my question to:

In Geriatric patients over 50 years old with Dementia and behavioral outbursts (P) does music therapy (I) reduce behavioral outbursts (O) compared to no music therapy (C) in two weeks (t)?

For my question, I decided to use PsycArticles and PsycINFO since my questions are psych related. My results were the following:

• PsycINFO
• Behavioral Outbursts & Music Therapy – 0 results
• Dementia & Music Therapy- 281 results
• Dementia & Music Therapy & 2 weeks- 9 results
• Geriatric & Music Therapy- 153 results
• Geriatric & Music Therapy & Behavioral outbursts- 0 results
• Geriatric & Dementia & Music Therapy- 67 results
• Geriatric & Dementia & Outbursts- 0 results

ARTICLES

• Behavioral Outbursts & Music Therapy- 0 results
• Dementia & Music Therapy- 4 results
• Dementia & Music Therapy & 2 weeks- 0 results
• Geriatric & Music Therapy- 3 results
• Geriatric & Music Therapy & Behavioral outbursts- 0 results
• Geriatric & Dementia & Music Therapy- 3 results
• Geriatric & Dementia & Outbursts- 0 results

The number of results decreased after I added more words and interchanged words. I had better results with PsycINFO than I did with PsycARTICLES. To increase the rigor and effectiveness, one needs to consider all areas of the PICOt question. One can also relook at their PICOt question to make sure it is correctly worded, does it need to be reworded, and are you missing a part of the question. Once you relook at your question a new search can be completed. This is something I will be utilizing throughout my nursing career now.

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews Rubric

· List View

 ExcellentGoodFairPoorPart 3: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: ·   Identify and briefly describe your chosen clinical issue of interest. ·   Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. ·   Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. ·   Provide APA citations of the four peer-reviewed articles you selected. ·   Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.81 (81%) – 90 (90%)The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.  The presentation clearly and accurately describes in detail the developed PICO(T) question Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews. The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. The presentation includes specific and relevant examples that fully support the research. The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.72 (72%) – 80 (80%)The presentation accurately identifies and describes the chosen clinical issue of interest.  The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.  The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.  The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.  The presentation includes relevant examples that support the research presented.  The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation.63 (63%) – 71 (71%)The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest.  The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.  The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.  The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.  The presentation includes inaccurate or vague examples to support the research presented Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.  The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation.0 (0%) – 62 (62%)The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing. The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing. The presentation includes inaccurate and vague examples to support the research presented or is missing. The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.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 is provided, which delineates all required criteria.5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.  A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.   Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.   Purpose, introduction, and conclusion of the assignment is vague or off topic.0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.  No purpose statement, introduction, or conclusion are provided.Written Expression and Formatting—English Writing Standards:  Correct grammar, mechanics, and proper punctuation.5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.4 (4%) – 4 (4%)Contains a few (one or two) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (three or four) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Total Points: 100

Also Read: Discussion 2: Your Leadership Profile Week 5 NURS 6053

Assignment Clarifying Research

Introduction to Assignment Clarifying Research

Assignment Clarifying Research Purpose

A baccalaureate nurse understands, relates, and values the fundamental elements of research, process, and designs as a foundation for an evidence-based practice (American Association of Colleges of Nurses, 2008; Quality and Safety Education for Nurses, 2018).

This assignment provides a learning activity to demonstrate understanding of the significance of research, the types of research and designs, the importance of sampling, utilization, and how research contributes to a credible nursing profession.
Directions for Preparing the Scholarly Worksheet, Assignment: Clarifying Research

ORDER COMPREHENSIVE NURSING SOLUTIONS NOW

Read each of the instructions.

Download and complete the required Clarifying Research Worksheet under Templates below.
Review the Week 5 Assignment Tutorial (Links to an external site.) (Transcript (Links to an external site.)) which reviews your Week 5 Assignment. Tutorial may look slightly different session to session. Grading criteria and rubric will be the same.

Two or more supporting scholarly sources are required. Textbooks are not allowed and should not be used as a scholarly source. Use the Chamberlain Library to locate relevant, scholarly sources.
No more than two direct quotes are allowed.

You should be using mostly your own words to demonstrate your understanding of the topics/criteria for this assignment. Citations and references must be included.
Submit the completed assignment on the Week 5: Assignment.

Templates

Clarifying Research Worksheet (Links to an external site.)

Best Practices

• For questions about this assignment, please contact your instructor.
• Spell check for spelling and grammar errors prior to final submission.
• Please see the grading criteria and rubrics.
• Please use your browser’s File setting to save or print this page.

Integrity Matters: Review the syllabus and follow the Academic Integrity policy in the Student Handbook (Links to an external site.)

• Scholarly Sources and Citations
• Two or more supporting scholarly sources are required.
• No more than two direct quotes are allowed.
• Use APA format in citations and references.

Clarifying Research Worksheet

Name:

Date: 

CriteriaSignificance of

Research

 

Use your own words to summarize:

a) the need for nursing research.

b) the significance for all professional nurses (BSN) to understand the basic principles of research.

c) why this course is important to complete.

Quantitative Research

Use your own words to summarize:
a) quantitative research and what you learned about this type of research.

b) one quantitative design that you learned; explain one important feature that helped you understand this design.

c) the significance of this type of research and how it can be used to improve nursing practice problems.

Qualitative Research

 

Use your own words to summarize:

a) qualitative research and what you learned about this type of research.

b) one qualitative design that you learned; explain one important feature that helped you understand this design.

c) the significance of this type of research and how it can be used to improve nursing practice problems.

 Research Sampling

Use your own words to summarize:

a) what is sampling and why is sampling important.
b) one sampling strategy you learned that can be used in quantitative research. Include what you learned.
c) one other sampling strategy that you learned.

Credible Nursing

Profession

 

Use your own words summarize:
a) How does research help make nursing practice safe.

b) Share a way you believe research has impacted nursing practice.

c) Why is research critical for creating an evidence-based nursing profession.

Utilization

Use your own words summarize:

a) how you plan to utilize your learning to make a difference in your practice. Use your current area of nursing or where you hope to work as a nurse.
b) how you believe this course is meant to help you practice as a BSN.

c) what you learned from completing the clarifying research worksheet activity.

Also Read:

Discussions Working with Yan Ping Paper

HLT 306V Advanced Patient Care 

Assignment Disseminating EBP

Assignment – Workplace Safety Initiative Proposal

Assessment Tool Worksheet Assignment Paper

Assignment Describe your level of disaster preparedness

Assignment Describe your level of disaster preparedness

For this paper you must cite and reference 2 sources. The paper should be 2–3 pages and written using current APA format. Your paper should address the following:a. How would you prepare for the following situation? (provide realistic examples and details for safety and survival)(Scenario) At this moment, you are sitting at home working on your WCU class.

Suddenly, the National Weather Bureau sends an alert across your cell phone—a tornado is headed your way. You have 15 minutes before touchdown in your neighborhood. What is your plan? This is a ‘shelter in place’ scenario, you cannot outrun the tornado. Identify a safe place in your home to take shelter.You must include research. Cite and reference two sources and explain the recommended safety measures in a tornado emergency and how you would apply them to your specific living arrangements.b. How prepared are you in the event of a disaster?

Describe your level of disaster preparedness using specific examples and references to your “go-bag” and preparedness checklist assignments. Example: “I am more prepared for a water-related disaster than a fire-related disaster even though I live in a highly secluded, forested area.

I have a boat as transportation in the event of flooding, but I do not have rain barrels or fire barrier supplies on hand.”Example: “There were many missing items on my preparedness checklist. I realized that I do not own a flashlight. If I had to use my phone as a light it would drain the battery very quickly.c. Reflect on how prepared you were before this class and compare it with how prepared you are now. Have you acquired any new emergency items? Do you plan to take any additional trainings or certification courses? Have you shared your knowledge with friends and family?

ORDER NOW FOR ORIGINAL, ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

2020). Data obtained from these patients will be shared among different healthcare workers for evaluation of their progress and recommendations on adjustments needed to render the proposed intervention successful. Therefore

it discusses the proposed intervention’s implementation

Assignment Disseminating EBP

Introduction to Assignment Disseminating EBP

Assignment Disseminating EBP

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP. 

You will explore strategies for disseminating EBP within your organization, community, or industry.

Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why.

Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified Assignment Disseminating EBP.

CLICK HERE TO ORDER YOUR PROFESSIONAL PAPER

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP.

To Prepare:

• Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
• Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

• Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
• Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Evidence-based practice focus on essential elements that can help create a highly integrated environment where it is possible to attain better outcomes. Assignment Disseminating EBP

The evidence-based practice focuses on a specific problem where the findings can be compared with other results previously obtained. Dissemination of evidence-based practice findings can be evaluated based on different settings, mainly where the practice will be applied.

The work of evidence-based practice (EBP) is a relentless process that requires practitioners to continuously provide evidence in support of their decision-making process and policy/practice changes. Healthcare workers may use the EBP model to initiate and implement policy changes which will improve patient care.

During the process, practitioners must present their appeals to the lawmakers providing evidence to why should the changes happen. There are several ways of disseminating the evidence. Melnyk and Fineout-Overholt (2018) define dissemination as “the process of distributing or circulating information widely” (p. 752).

Two dissemination strategies that I would be most inclined to use

The best dissemination strategies that I would consider include a unit-level presentation and local dissemination (Harvey & Kitson, 2015). Unit-level dissemination is only successful, especially in ensuring where the issue that has been considered help improving the underlying problem within the unit.

Different units with a given setting can have a varied assessment of the operational environment. This means there is a need to take into consideration the context under which the evidence-based practice. Therefore, ensuring that the engagement is strategic help ensure that based on the results, the intervention that is put in place is unit-based (Brownson et al., 2018).

Organizations strive to implement essential aspects of improving their performance. However, evidence-based practice eliminated the uncertainty risk, which is crucial in attaining better outcomes.

Local dissemination entails significant players at the local level, which is a better aspect that helps provide a strong emphasis on institutional development (Hall & Roussel, 2016).  However, it is essential to ensure that dissemination of outcomes is done in an environment where there exist resources and technical ability to attain better results.

Skills and knowledge among the population are likely to be a challenge in successfully implementing the developed practice. There is a need to manage the needs of existing stakeholders, which is essential and help in organizational planning as well as service delivery.

The implementation of evidence-based practice should focus on creating a profoundly transformed environment where it is easier to implement positive change. Therefore, training is crucial in empowering stakeholders on how to implement evidence-based practice (Brownson et al., 2018).

Least Inclined Dissemination Strategies to be used

The least inclined dissemination strategies to be used in communicating EBP are poster presentations and podium presentations. The poster presentations may not give out enough information, and the presentation may not look engaging and exciting, thereby losing the aim of the presentation.

The podium presentation, on the other hand, may encounter poor turnout of participants. There could be poor publicity of the presentation leading to poor attendance.

Disseminating EBP Sample Student Work

Background

A foot ulcer is one of the problems that have been linked to diabetes among different individuals. Foot ulcers can be easily identified since they can be seen in terms of the sores that are visible. Proper handling of diabetes has the potential of reducing foot ulcers among different individuals. In Maryland, there is a high correlation between foot ulcers and diabetes and many people have suffered as a result of foot ulcers.

From the analysis of the causes of foot, ulcers result in pain among the patients. One of the main symptoms that have been identified among different individuals is the swollen foot that usually stains the socks. A black tissue, eschar, also develop on the foot.

The signs that have been identified are not always obvious in the patients. In Maryland, the large population has diabetes and is at risk of getting foot ulcers. Foot ulcers are associated with poor blood circulation besides having other effects that can result in other activities.

Foot ulcer has had a direct impact on the healthcare since it reduces the quality of care among different individuals. Treating foot ulcers is also expensive since it requires fitting diabetic shoes, casts, having shoe braces, having compression wraps, and using the shoe inserts that have direct impacts on the life of the individuals who have foot ulcers.

The cost of treating and handling foot ulcers has been vital in ensuring that there is wellness and that the health of different people is maintained. Foot ulcer has cost the government and many individuals when improving the care of the patients. Assignment Disseminating EBP

However, various ways have been advanced through which foot ulcers can be prevented including the use of footbaths, disinfection of the skins from where there is an ulcer, using enzymes to treat the ulcers, and keeping the ulcers as dry as possible.

Therefore, the health impacts of ulcers increase the cost of managing diabetes and are also a risk in the management of diabetes and other conditions.

The practice-based question in this project is whether homeopathic remedies can be used in reducing foot ulcers in Maryland instead of the conventional medical and surgeries? In answering this question, a homeopathic remedy can be implemented in the management of foot ulcers and the reduction of various activities that contribute to the foot ulcers.

Management of foot ulcers is a step that improves the quality of life among different individuals. Therefore, the case of managing foot ulcers in Maryland requires a coordinated approach that takes into account various activities including the homeopathic remedies and prevention of the factors that can contribute to the improvement of the quality of care.

The use of homeopathic remedies like honey can be useful in clearing bacteria and healing the ulcers that have been vital among different people. Therefore, homeopathic management of foot ulcers in Maryland would be vital in ensuring that the quality of care is improved while at the same time reducing the cost that is incurred in managing the patients.

Evidence

The data are collected from primary and secondary sources to provide an understanding of the foot ulcers in Maryland. From the population of individuals with foot ulcers and diabetes, a qualitative approach is used to capture their experiences and feelings (White, Dudley-Brown, & Terhaar, 2019).

Developing the clinical guidelines is also conducted by the discussions held by the patients. Therefore, it is a process that looks at the development of the disease while at the same time handling different problems linked with foot ulcers. Assignment Disseminating EBP

Interviews and Focus Group Discussions are vital in capturing the experiences and feelings of the patients. Maryland is one of the areas in the United States that have been identified to have an increase in diabetes and foot ulcers. Identification of the problems related to diabetes and foot ulcers remains vital in guiding the operations and handling of the problems.

The practice setting from which the collection of evidence was done was clinic settings in Maryland. These are the clinics that attempt to handle the issues of foot ulcers and diabetes. In the clinics, the patients who are treated provided the data that are required in understanding the nature of the problem. Maryland has several clinics for handling the problem of ulcers.

However, patients vary by age and this was also important in ensuring that the correct numbers of patients are captured. The identities of the patients are kept confidential to maintain the principle of privacy and confidentiality. Assignment Disseminating EBP

Therefore, the data has been collected from the patients and the professionals who have been linked with the operations and improvement of the activities in the process. The primary sources of information remain vital in understanding and collecting the evidence required for rational decision-making.

Results

The results indicate that the foot ulcers that affect several people are due to poorly managed diabetes. In other words, if the diabetes of the patients can be managed properly then the foot ulcers among the patients can be reduced considerably.

The result of the evidence provides an understanding of the problems and also works towards ensuring elaborating the patterns that have existed Assignment Disseminating EBP. Furthermore, foot ulcers have been important in identifying different activities and also painting the lifestyles that have been affecting different individuals. The results of the activities also indicate that the problems can be solved and this has been vital in guiding the operations and the methods that people employ in managing foot ulcers.

Foot ulcers have can easily be identified as a result of the sores and the fluids that it produces among different patients. It results from diabetic individuals who have not been properly taking care of themselves. Black tissues are also found in the foot of the patients who have foot ulcers making them easily identifiable among different individuals. In Maryland, many people have diabetes that is not properly taken care of.

In these foot ulcers, different activities have been identified as the presence of ulcers with no infections, deeper ulcers that expose tendons and joints, abscesses from the infections of different people, and foot which are at risk even though there are no ulcers.

Therefore, the cases of ulcers among different people have been identified to cause problems and this has been reflected in the cases presented. Foot ulcers can also be identified among different individuals who had previously been infected by the disease. The rate of reoccurrence has been on the rise due to a lack of proper care among individuals.

In looking at the issue of foot ulcers, the existence of the ulcers and sores among different individuals also indicate problems that are associated with handling the issue while at the same time ensuring that the patients are not well taken care of.

The evidence was gathered from the patients and based on their experiences. The experiences of the patients provided an understanding of different activities while at the same time ensuring that the best healthcare facility is achieved Assignment Disseminating EBP. Therefore, the evidence that has been identified in the process of understanding foot ulcers includes vital medical records. Foot ulcers have always occurred due to poorly managed diabetes.

Identification of the black scars has been essential in understanding different activities and working towards identifying and diagnosing the diseases and other conditions.

The causes of foot ulcers range from poor circulation of blood, high blood sugar, nerve damage, as well as irritated feet that are also wounded. Poor blood circulation is a type of disease that has been linked with vascular problems.

Poor circulation does not permit the healing of the feet of different individuals. In many cases, the existence of type 2 diabetes presents difficult management of foot ulcers. The case has remained vital in the handling of diabetes and managing the diseases. Nerve damage has a long term impact on the foot of individuals. It is one of the contributors of foot ulcers that have had an impact on the progression of the disease.

The severity of the foot ulcers has been affected by nerve damage and this can be linked to the symptoms that are exhibited in the case of foot ulcers. Nerve damage has the potential of making the feet tingly and painful and this can contribute to the opening of the sores in the foot.

Critically, it can contribute to the destruction of the cells. The case of nerve damage can be seen in different activities that may also contribute to other diseases. In diabetes, dry skin is one of the most common activities that can be identified and has been presented numerously. The feet of different individuals may appear to be cracking.

The feet also appear to be having calluses, corns and also bleeding. Among the patients observed in Maryland, the pieces of evidence have been provided in what has been observed from the skin and the body Assignment Disseminating EBP. These are indications of foot ulcers and poorly managed diabetes type 2.

One of the recommendations is the use of honey in controlling and management of foot ulcers. The use of honey is referred to as the homeopathic management of foot ulcers. In the management of foot ulcers, the sores must be dried and the treatment must also be managed.

The management of the disease also captures different activities including the nutrition that is vital among different individuals. Changing and adjusting the nutrition is also vital as it helps in controlling diabetes while at the same time ensuring that the patients do not get the foot ulcers that have been affecting them directly.

Physical exercises have also been vital as it has controlled many activities and working towards developing a system that promotes the health of individuals. Therefore, the clinical guideline provided must make a provision for physical exercise and also promoting nutrition critically in ways that ensure that the patients in Maryland are helped and that this prevents the diseases and handling of different activities. Therefore, the management of foot ulcers in Maryland requires a range of approaches.

Assignment Disseminating EBP References

• White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare. Springer Publishing Company. https://connect.springerpub.com/content/book/978-0-8261-4737-0

Also Read:

Discussions Working with Yan Ping Paper

HLT 306V Advanced Patient Care 

Assignment – Workplace Safety Initiative Proposal

Assessment Tool Worksheet Assignment Paper

Assignment Clarifying Research

EB006: Disseminating Evidence-Based Practice Changes: Analyze dissemination strategies for evidence-based practice changes in healthcare.

Assessment Rubric

Rubric Criteria0 Not Present1 Needs Improvement2 Meets ExpectationsModule 1: Environments Conducive to Evidence-Based PracticeCreate a 10- to- 13-slide narrated PowerPoint presentation in which you address the following:   Explain the clinical issue of interest that is most conducive to an evidence- based practice change in your healthcare organization.   Learning Objective 1.1 – Analyze evidence-based practice changes in healthcare organizationsThe presentation explaining the clinical issue of interest that is most conducive to an evidence-based practice change in a healthcare organization is missing.The presentation inaccurately or vaguely explains the clinical issue of interest that is most conducive to an evidence-based practice change in a healthcare organization.The presentation accurately and clearly explains in detail the clinical issue of interest that is most conducive to an evidence-based practice change in a healthcare organization.Module 2: Evidence-Based Practice and ChangeDescribe the evidence- based practice change you would recommend implementing to address the clinical issue of interestThe presentation describing the evidence-based practice change recommended for implementation to address the clinical issue of interest selected is missing.The presentation inaccurately or vaguely describes the evidence-based practice change recommended for implementation to addressThe presentation clearly and accurately describes in detail the evidence-based practice change recommended for implementation to addressRubric Criteria0 Not Present1 Needs Improvement2 Meets Expectationsthat you selected. Be specific and provide examples.   Learning Objective 2.1 – Recommend evidenced-based changes for practice informed by evidenced-based and peer- reviewed research the clinical issue of interest selected.   The response minimally synthesizes and integrates resources that may support the responses provided.the clinical issue of interest selected.   The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided.Module 3: Dissemination and Engagement in Evidence-Based PracticeCompare at least two dissemination strategies that you might recommend to communicate evidence- based practice changes to your organization and explain why.   Learning Objective 3.1 – Recommend dissemination strategies to communicate evidenced-based practice changes in healthcare organizationsThe presentation comparing at least two dissemination strategies recommended to communicate evidence-based practice changes to a healthcare organization is missing.   The responses explaining why these dissemination strategies are recommended is missing.The presentation inaccurately or vaguely compares at least two dissemination strategies recommended to communicate evidence-based practice changes to a healthcare organization.   The responses provide a inaccurate or vague explanation as to why these dissemination strategies are recommended.The presentation accurately and thoroughly compares two or more dissemination strategies recommended to communicate evidence-based practice changes to a healthcare organization.   The responses provide an accurate and detailed explanation as to why these dissemination strategies are recommended.Compare at least two dissemination strategies that you would be least inclined to recommend toThe presentation comparing at least two dissemination strategies not recommended to communicate evidence-The presentation inaccurately or vaguely compares at least two dissemination strategies not recommended toThe presentation accurately and thoroughly compares two or more dissemination strategies not recommendedRubric Criteria0 Not Present1 Needs Improvement2 Meets Expectationscommunicate evidence- based practice changes to your organization and explain why.   Learning Objective 3.2 – Analyze dissemination strategies not conducive to the communication of evidence- based practice changes in healthcare organizationsbased practice changes to a healthcare organization is missing.   The responses explaining why these dissemination strategies are not recommended is missing.communicate evidence-based practice changes to a healthcare organization.   The responses provide a inaccurate or vague explanation as to why these dissemination strategies are not recommended.to communicate evidence- based practice changes to a healthcare organization.   The responses provide an accurate and detailed explanation as to why these dissemination strategies are not recommended.Identify at least two barriers that you might encounter when using the dissemination strategies that you are most inclined to use. Learning Objective 3.3 – Identify barriers to dissemination and communication strategies for evidence-based practice changesThe presentation identifying at least two barriers encountered when using the dissemination strategies recommended to communicate evidence-based practice changes in a healthcare organization is missing.The presentation inaccurately or vaguely identifies at least two barriers encountered when using the dissemination strategies recommended to communicate evidence-based practice changes in a healthcare organization.The presentation clearly and accurately identifies in detail two or more barriers encountered when using the dissemination strategies recommended to communicate evidence-based practice changes in a healthcare organization.Explain how you might overcome the barriers that you identified. Be specific and provide examples. Learning Objective 3.4 – Analyze approaches for overcomingThe presentation explaining approaches for overcoming barriers when disseminating and communicating evidence-based practice changes in a healthcare organization is missing.The presentation inaccurately or vaguely explains approaches for overcoming barriers when disseminating and communicating evidence-based practiceThe presentation clearly and accurately explains in detail approaches for overcoming barriers when disseminating and communicating evidence-based practiceRubric Criteria0 Not Present1 Needs Improvement2 Meets Expectationsbarriers for communicating evidence-based practice changes changes in a healthcare organization.changes in a healthcare organization.Mastery RubricNoYesExceeds Expectations: Disseminating Evidence-Based Practice ChangesLearning Objective – Analyze dissemination strategies for evidence-based practice changes in healthcareA comprehensive, detailed, and in-depth presentation is not provided and fails to synthesize appropriate dissemination strategies to communicate evidence-based practice changes in healthcare organizations.A comprehensive, detailed, and in-depth presentation is provided that synthesizes appropriate dissemination strategies to communicate evidence-based practice changes in healthcare organizations.Professional Skills Assessment0 Not Present1 Needs Improvement2 Meets ExpectationsPS001: Written Communication: Demonstrate graduate-level writing skills.Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.Learning Objective PS 1.2: Organize writing to enhance clarity.Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.Writing is generally well organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.Learning Objective PS 1.3: Apply APA style to written work.APA conventions are not applied.APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.Vocabulary and tone have limited relevance to the audience.Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.Professional Skills Assessment0 Not Present1 Needs Improvement2 Meets ExpectationsPS002: Oral Communication: Use Effective Oral Presentation Skills.PS 2.1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.Speaker mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.Speaker inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.Speaker engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.PS 2.2: Organize information to be presented.Information is disorganized to a degree that impedes audience understanding.Organization of information minimally supports audience understanding.Organization of information generally enhances audience understanding of concepts.PS003: Technology: Use Technology tools effectively.Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.Professional Skills Assessment0 Not Present1 Needs Improvement2 Meets Expectations PS005: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best practice. Learning Objective PS 5.1: Analyze assumptions and fallacies.Analysis of assumptions is missing.Response is weak in assessing the reasonableness of assumptions in a given argument.Response generally assesses the reasonableness of assumptions in a given argument.   Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.Learning ObjectiveAssessment of multipleResponse does not identify norResponse identifies and considers PS 5.3:perspectives is missing.adequately consider multiplemultiple perspectives and alternatives.Assess multiple perspectives or alternatives. perspectives and   alternatives.   PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.Learning Objective PS 6.1: Identify credible sources.Credible sources are missing.Some sources are credible, appropriate, and relevant to the topic.Most sources are credible, appropriate, and relevant to the topic.Learning ObjectiveAnalysis is missing.Analysis superficially reflectsAnalysis clearly reflects relevance of findingsPS 6.2: relevance of findings to theto the identified problem, issue, or purpose.Analyze findings from identified problem, issue, or relevant sources. purpose. 

Evidence-Based Practice Proposal Final Paper Example

Cystic Fibrosis (CF) is a prevalent genetic illness triggered by abnormalities in the cystic fibrosis transmembrane conductance regulator (CFTR) gene. Even though many other body systems can be affected, the classic CF phenotype is marked by persistent respiratory infections resulting in pancreatic insufficiency, bronchiectasis, and high sweat chloride. Respiratory system infections, gastrointestinal congestion, and malabsorption are some of the clinical symptoms of the cha