-What is your understanding about the importance of the level of measurement as it relates to data analysis?

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In 2-3 paragraph: Discuss the importance of statistics and level of measurement as it relates to the research process -What does inferential statistics tell you as a reader/consumer of research? -What

In 2-3 paragraph: Discuss the importance of statistics and level of measurement as it relates to the research process

-What does inferential statistics tell you as a reader/consumer of research?

-What does descriptive statistics tell you as a reader/consumer of research?

-Identify the varied numerical values you use in your clinical practice (at least two numerical values). 

-Describe which level of measurements each of those type of values represent (for example, what is the level of measurement when taking a patient’s temperature?-You may not use temperature as your numerical value response). Identify two different level of measurements you use in your nursing practice on a consistent basis. 

-What is your understanding about the importance of the level of measurement as it relates to data analysis?

-Identify your primary research question from the previous week. What descriptive and inferential statistics might you use to respond to your proposed questions? (You may need to slightly alter your question to respond appropriately to this question). 

NOTE:  Your response should consist of complete sentences and should be at least one complete paragraph, but it should be no more than three paragraphs in length

Name: Circumcision…Is it an issue?

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RESEARCH PAPER ASSIGNMENT  Name:  Circumcision…Is it an issue?  Explore the human and ethical issues surrounding circumcision.  1- Is this a medical right or a human rights issue?  2-Why are people

RESEARCH PAPER ASSIGNMENT 

Name:  Circumcision…Is it an issue? 

Explore the human and ethical issues surrounding circumcision. 

1- Is this a medical right or a human rights issue? 

2-Why are people so against it…why are some so for it? 

3-What is the role of the nurse in relations to an ethical dilemma involving circumcision?

Requirements:

Your paper should be:

1. Words Minimum 1500-1800 words not including your cover , reference page , Introduction and conclusion which has to be in separated pages.

2. Doubled spaced. 

3. 4. Include a minimum of three nursing REVIEWED ARTICLES OR JOURNALS are required. 

5. APA 6th EDITION FORMAT WILL BE STRICTLY ENFORCED.

6.  The research paper will be graded on quality of research to support the topic, effective use of information gained through research, credibility of sources, content, grammar and mechanics, and bibliography.

Top of Form

Bottom of Form

Discussion: The Inclusion of Nurses in the Systems Development Life Cycle In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Developme

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Discussion: The Inclusion of Nurses in the Systems Development Life Cycle In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Developme

Discussion: The Inclusion of Nurses in the Systems Development Life Cycle

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

· Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.

· Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.

· Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

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

USE THE BELOW RESOURCES

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 9, “Systems      Development Life Cycle: Nursing Informatics and Organizational Decision      Making” (pp. 175–187)
  • Chapter 12, “Electronic      Security” (pp. 229–242)
  • Chapter 13, “Workflow and Beyond Meaningful      Use” (pp. 245–261)

Agency for Healthcare Research and Quality. (n.d.a). Health IT evaluation toolkit and evaluation measures quick reference guide. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/health-it-evaluation-toolkit-and-evaluation-measures-quick-reference

Agency for Healthcare Research and Quality. (n.d.b). Workflow assessment for health IT toolkit. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit

Required Media

Louis, I. (2011, August 17). Systems development life cycle (SDLC) [Video file]. Retrieved from https://www.youtube.com/watch?v=xtpyjPrpyX8

Discussion: Weighing the Evidence

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 10 (Grading Rubic and Media Attached)

Discussion: Weighing the Evidence

When conducting original research, the final step researchers must complete is weighing the evidence and interpreting the meanings of their data, statistics, and analyses. This is the culmination of the research process in which all of the research methods and designs can be synthesized into a meaningful conclusion. In this stage, researchers should formulate explanations for what their data indicates, determine whether the data answers their initial research question, identify areas of uncertainty, and consider directions for further research.

In this Discussion, you focus on one of the research articles that you identified for Part 2 of the Course Project (Literature Review). You then explore the process of how the researchers generated conclusions based on their data, consider other possible interpretations of their data, and formulate ideas for further research.

To prepare:

Review this week’s Learning Resources, focusing on how researchers find meaning in their data and generate sound conclusions. Pay particular attention to Table 2 in the article, “Study Design in Medical Research.”

Revisit the 5 articles that you identified in Part 2 of the Course Project. Select one to consider for the purpose of this Discussion.

Read sections of the chosen article where the data is presented, analyzed, and interpreted for meaning. What reasoning process did the researchers use to formulate their conclusions? What explanation did they give to support their conclusions? Were there any weaknesses in their analysis or conclusions?

Consider possible alternate conclusions that the researchers could have drawn based on their data.

Examine the findings that the article presents and consider how well they addressed the researcher’s initial question(s). What additional research could be done to build on these findings and gain a fuller understanding of the question?

Post an APA citation and brief summary of the research article that you selected. Describe the data and the results of any statistical tests or analyses presented in the article. Explain how the researchers formulated their conclusion, any weaknesses in their analysis or conclusions, and offer at least one alternate interpretation of their data. Propose at least one additional research study that could be done to further investigate this research topic.

Read a selection of your colleagues’ responses.

Respond to at least two colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, and evidence.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Review Chapter 2, Fig. 2.1

Chapter 29, “Systematic Reviews of Research Evidence: Meta-analysis, Metasynthesis, and Mixed Studies Review”

This chapter focuses on the different types of systematic reviews. The chapter discusses the advantages of this type of analysis and the steps for conducting a meta-analysis or metasynthesis.

Dingle, P. (2011). Statin statistics: Lies and deception. Positive Health, 180, 1.

Retrieved from the Walden Library databases.

In this article, the author outlines how misleading statistics are used to make false claims about the positive use of statin drugs in order to retain a market share of sales for pharmaceutical firms.

Katapodi, M. C., & Northouse, L. L. (2011). Comparative effectiveness research: Using systematic reviews and meta-analyses to synthesize empirical evidence. Research & Theory for Nursing Practice, 25(3), 191–209.

Retrieved from the Walden Library databases.

The authors of this article assert that more comparative effectiveness research (CER) is necessary to accommodate the elevated demand for evidence-based health care practices. The article supplies a summary of methodological issues relevant to systematic reviews and meta-analyses used in the process of CER.

Stichler, J. F. (2010). Evaluating the evidence in evidence-based design. Journal of Nursing Administration, 40(9), 348–351.

Retrieved from the Walden Library databases.

The quality of evidence used in EBP can vary considerably. This article highlights the necessity of critically appraising facility design research articles and using a hierarchical model to rate the strength of evidence.

 Bernd, R., du Prel, J.-B., & Blettner, M. (2009). Study design in medical research: Part 2 of a series on the evaluation of scientific publications. Deutsches Aerzteblatt International, 106(11), 184–189. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2695375/pdf/Dtsch_Arztebl_Int-106-0184.pdf

This article provides guidance in evaluating the study design of scientific publications for reliability and credibility. The authors suggest that the most important elements to consider are the question to be answered, the study population, the unit of analysis, the type of study, the measuring technique, and the calculation of sample size.

 Walden University. (n.d.a). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm

This website provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.

Media

 Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.

This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

Laureate Education (Producer). (2012n). Weighing the evidence. Baltimore, MD: Author. 

Note: The approximate length of this media piece is 6 minutes.

In this video, Dr. Kristen Mauk provides insight about how she analyzed her data and interpreted meanings of what the data showed. She describes how she drew conclusions based on the results and how she explained unexpected findings that were contrary to her initial hypotheses.

Course Project: Part 2—Literature Review

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vidence Based Practice- Literature Review

Course Project: Part 2—Literature Review

PLEASE SEE THE TWO DOCUMENTS ATTACHED. ONE IS THE LITERATURE SUMMARY DOCUMENT AND THE OTHER IS THE FIRST PART OF THIS PROJECT THAT I SUBMITTED.

This is a continuation of the Course Project presented in Week 2. Before you begin, review the Course Project Overview document located in the Week 2 Resources area.

The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.

To prepare:

  • Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
  • Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
  • Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
  • Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
  • Course Project: Part 2—Literature ReviewThe literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question that you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.  To prepare:
    • Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
    • Using the question that you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
    • Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
    • Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
    To complete:Develop a 3- to 4-page literature review that includes the following:
    • A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
      • Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
    • Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
    • Your literature review summary table with all references formatted in correct APA style
    Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.

To complete:

Write a 3- to 4-page literature review that includes the following:

  • A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
    • Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
  • Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
  • Your literature review summary table with all references formatted in correct APA style

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research” (for review)
  • Chapter 4, “Research Problems, Research Questions, and Hypotheses”This chapter focuses on the steps in planning a study to generate evidence. These include developing a research question, identifying variables, articulating a problem statement, and generating hypotheses.
  • Chapter 7, “Ethics in Nursing Research”In this chapter, the focus is on the ethical dilemmas that occur when planning and conducting research and the ethical principles that have been enacted for protecting study participants.

Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? Health Science Journal, 5(1), 3–14.

Retrieved from the Walden Library databases.

This article describes a literature review conducted to determine the most important ethical issues that nurses encounter when undertaking or participating in research. The authors detail the results of the review and make recommendations for solving some of the problems highlighted.

Newcomb, P. (2010). Evolving fairness in research on human subjects. Journal of Child and Adolescent Psychiatric Nursing, 23(3), 123–124.

Retrieved from the Walden Library databases.

In this article, the author describes some of the ethical controversies that may arise in conducting research in human subjects, especially with respect to ownership of genes. The author also stresses the importance of educating research subjects and their families about the ultimate purpose of research.

Yakov, G., Shilo, Y., & Shor, T. (2010). Nurses’ perceptions of ethical issues related to patients’ rights law. Nursing Ethics, 17(4), 501–510.

Retrieved from the Walden Library databases.

The authors of this article detail a study conducted to determine how nursing staff deal with ethical issues in relation to the law. The article emphasizes the difficulty staff had in distinguishing between legal and ethical problems. The authors make several recommendations to deal with legal and ethical problems.

Delwiche, F. (2008). Anatomy of a scholarly research presentation in the health sciences. Retrieved from http://dana.uvm.edu/Anatomy/

This presentation highlights the primary components of scholarly research articles. The presentation details the distinguishing factors of scholarly journals, the peer-review process, and the definition of “primary literature.”

American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Retrieved from http://nursingworld.org/DocumentVault/Ethics-1/Code-of-Ethics-for-Nurses.html

This website provides the code of ethics for nurses to be used in carrying out their responsibilities. There is also a detailed explanation of each provision.

Document: Literature Review Summary Table Template (Word document)

Note: You will use this document to complete the Project throughout this course.

Evidence Based Practice

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Evidence Based Practice

Discussion: Literature Searches

APA STYLE AND USE 3 OF THE LISTED REFERENCES.

Please write it both in sentence format and as  PICOT format:

P=

I=

C=

O= 

T=

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

To prepare:

  • Choose a simple search term(s) relating to a topic of your PICOT question.
  • Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.
  • Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.
  • Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.
  • Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

By Day 3

Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)
  • Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

This resource provides a graphical representation of different approaches to research and gives examples of each.

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course.

3) Evaluate your readiness to obtain this certification, noting any reservations you may have.

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Professional Development and Certification

Week 7 – Discussion

Top of Form

Professional Development and Certification

Consider the following scenario:

Isabel recently earned certifications offered by the American Association of Critical Care Nurses and the American Organization of Nurse Executives for nurse managers and leaders. She was especially proud of this accomplishment and was confident it would serve her well as she continued her career. At a conference last week, she had found herself talking with a colleague about certification. To her surprise, her colleague suggested that she look into certification through the Project Management Institute. It had not occurred to Isabel that she might need or want that type of certification, but upon further reflection she could see how important it was to be able to manage projects effectively. She wondered how pursuing this type of certification might further her professional development and lead to new opportunities down the road. At the very least, she decided it was worth exploring further.

As you are aware, numerous nursing organizations offer opportunities for professional development, community service, and information gathering. There are also many certifications you can obtain through professional societies or organizations. Certifications recognize an individual’s specialty area knowledge and skills and can lead to professional empowerment. By obtaining certifications, you can help improve your quality of practice and increase your earning potential.

In this Discussion, you consider development opportunities afforded through professional associations and examine how earning certifications can advance your career.

To prepare:

  • Reflect on your professional goals. These goals may relate to the practicum professional development objectives you established in Week 1, but you are encouraged to take a broader view of what you would like to accomplish in the immediate future, as well as five or 15 years from now. Identify at least one goal that is especially important to you.
  • Think about the benefits of becoming involved in professional organizations and obtaining certifications.
  • If you already have a specialty or clinical certification, reflect on how this has impacted the achievement of your professional goals thus far.
  • Review information about two or more of the professional organizations listed in the Learning Resources. Consider the following questions:
    • As you explore each organization’s website, review the mission, vision, and value statements. Also examine the strategic plan, if possible. How do these align with your interests and your professional goals?
    • Investigate whether the organization offers networking opportunities with fellow professionals. Is there a local or regional chapter you could join?
    • What are the potential benefits of obtaining a certification through each organization? Examine the criteria for certification.
    • Evaluate your readiness and desire to become certified through each organization. What hesitations, if any, do you have?
    • How and why might this certification be useful to you and/or enhance your professional development?

By tomorrow 4/11/2017, post a minimum of 550 words in APA format, include at least 3 references from the list below and the level one headers as numbered below:

1)      A description of one or more of your professional goals.

2)      Explain a certification provided by a professional organization that would be of interest to you. Explain how and why this additional certification would be useful to you and/or enhance your professional development.

3)      Evaluate your readiness to obtain this certification, noting any reservations you may have.

Required Readings

    Matthews, J. H. (2012). Role of professional organizations in advocating for the nursing profession. Online Journal of Issues in Nursing, 17(1), 1.

    Note: Retrieved from the Walden Library databases.

    The author addresses the importance of involvement in professional organizations for nursing professionals.

    Shekleton, M. E., Preston, J. C., & Good, L. E. (2010). Growing leaders in a professional membership organization. Journal of Nursing Management, 18(6), 662–668.

    Note: Retrieved from the Walden Library databases.

“In order to grow leaders an organization must make a commitment to develop and maintain an infrastructure that supports leadership development activities” (Shekleton, Preston, & Good, 2010, p. 667). The authors discuss findings from a leadership development program.

    American Association of Critical Care Nurses. (n.d.). Certification for nurse managers and leaders. Retrieved May 20, 2013, from http://www.aacn.org/wd/certifications/content/cnmlhome.pcms?menu=certification

The American Association of Critical Care Nurses Certification Corporation, in collaboration with the AONE credentialing center, offers certification for the nurse leader-manager.

American Medical Informatics Association. (2011). Clinical informatics becomes a board-certified medical subspecialty following ABMS vote. Retrieved from http://www.amia.org/news-and-publications/press-release/ci-is-subspecialty

This article addresses the movement to recognize clinical informatics as a subspecialty.

    American Nurses Association. (2013). Leadership. Retrieved from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Leadership

 The ANA offers a leadership institute for professional development.

    American Nurses Credentialing Center. (2013). ANCC certification center. Retrieved from http://www.nursecredentialing.org/certification.aspx

 The ANCC is the largest and most prestigious credentialing organization. View the certifications available by specialty area.

    American Organization of Nurse Executives. (2012). AONE credentialing center. Retrieved from http://www.aone.org/resources/certification/about_certifications.shtml

  The AONE credentialing center, in collaboration with American Association of Critical Care Nurses Certification Corporation, offers certification for the nurse leader-manager.

    Healthcare Information and Management Systems. (2013). Health IT certifications. Retrieved from http://www.himss.org/health-it-certification?navItemNumber=13588

 The Office of the National Coordinator for Health Information Technology has specified certification criteria for electronic health records.

    NMA. (2012). Welcome to NMA! Retrieved from http://www.nma1.org/

This organization promotes the development of leadership competencies and interpersonal skills.

    Project Management Institute. (2013). What are PMI certifications? Retrieved from http://www.pmi.org/Certification/What-are-PMI-Certifications.aspx

PMI recognizes that many professionals of varying skill and education levels are or will be involved with projects. The organization offers certification for professionals involved in project management.Bottom of Form

Contemplate the ethical, cultural, economic, political, and environmental issues a nurse should consider when developing a primary obesity health prevention strategy.

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Post an obesity health promotion and prevention strategy a nurse could implement for a specific cultural group in the United States. Then, modify your message for use in one other country, being sensitive to the cultural nuances of the country you select.

Week 6: The Role of the Nurse in Promoting and Preserving Health

It is common knowledge that a healthy lifestyle will lead to a longer life. Healthy individuals have strong immunity and are at limited risk for contracting some of the prominent diseases facing individuals in the United States, such as obesity, diabetes, cardiovascular disease, hypertension, orthopedic disorders, and cancer. The problems faced by Americans are not the same as those faced by individuals in other parts of the world. In fact, many people in the world struggle with problems on the opposite end of the spectrum, such as malnutrition, and iron, iodine, and folic acid deficiencies, which have a negative impact on reproductive, infant, and child health. The risk factors that increase in individuals who are not living healthy lives can challenge a nurse’s ability to build a healthier community and a healthier world.

In this, your final week of the course, you will identify health promotion strategies for addressing obesity and the chronic health issues that may result from obesity. You will explore how these issues affect health costs.

Learning Objectives

Students will:

  • Create health promotion and prevention strategies for addressing obesity
  • Analyze strategies nurses might implement to modify messages for obesity prevention that integrate cultural sensitivity
  • Analyze challenges nurses might face when modifying messages for obesity prevention and health promotion

Photo Credit: [Alex Treadway]/[National Geographic]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Holtz, C. (2013). Global health care: Issues and policies (2nd ed.). Burlington, MA: Jones & Bartlett.

  • Chapter 10, “Global Perspectives on Selected Chronic Cardiovascular Diseases” (pp. 239–262)
  • Chapter 11, “Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases” (pp. 263–282)
  • Review Chapter 14, “Global Perspectives on Nutrition” (pp. 364–366)

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.).St. Louis, MO: Elsevier.

  • Chapter 20, “Promoting Health Through Healthy Communities and Cities” (pp. 441–454)

Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center.

Laws, R., Campbell, K. J., van der Pligt, P., Ball, K., Lynch, J., Russell, G., … Denny-Wilson, E. (2015). Obesity prevention in early life: An opportunity to better support the role of maternal and child health nurses in Australia. BioMedCentral Nursing, 14(26), 1–14.

Retrieved from the Walden Library databases.

Required Media

Laureate Education. (Producer). (2010e). Public and global health: The role of the nurse in promoting and preserving health [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 7 minutes.

Accessible player–Downloads–Download Video w/CCDownload AudioDownload Transcript

TED. (2013). How an obese town lost a million pounds. Retrieved from https://www.ted.com/talks/mick_cornett_how_an_obese_town_lost_a_million_pounds

Note: The approximate length of this media piece is 15 minutes.

Mayor Mick Cornett talks about how the people of Oklahoma City lost 1 million pounds after being labeled one of the fattest towns in America in a men’s health magazine.

Writing Resources and Program Success Tools

Document: AWE Checklist (4000) (Word document)

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Discussion: Obesity: A Global Health Concern

Obesity is a continuing challenge for citizens and health care providers in the United States, as you likely know. Obesity can lead to numerous chronic health problems, including heart disease and type 2 diabetes. Childhood diabetes is also increasing at a disconcerting rate, which will lead to an increased health care burden within a few short years. Current estimates set the cost of obesity on the U.S. health care system at $147–$210 billion per year (The State of Obesity, 2016). Think about this week’s media as you take a moment to consider obesity as a burgeoning global challenge.

To prepare for this Discussion:

  • Compare rates of obesity in the United States to other developed and also developing countries. Think about how health issues resulting from obesity compare as well.
  • Reflect on health promotion and prevention strategies that nurses can implement.
  • Contemplate the ethical, cultural, economic, political, and environmental issues a nurse should consider when developing a primary obesity health prevention strategy.

By Day 3

Post an obesity health promotion and prevention strategy a nurse could implement for a specific cultural group in the United States. Then, modify your message for use in one other country, being sensitive to the cultural nuances of the country you select. Describe why you chose to take the approach you did in your strategies and explain any challenges you anticipate a nurse may encounter when trying to implement these strategies.

Support your response with references from the professional nursing literature.

Note Initial Post: A 3-paragraph (at least 250–350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).

Method Portion

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Method Portion

This is the outline of the paper. Please complete the method portion. I will give additional info upon handshake. 

Running Head: MANUSCRIPT 1

Manuscript Title Here

Student Name

A Capstone Presented in Partial Fulfillment

of the Requirements for the Degree

Master of Healthcare Administration

KAPLAN UNIVERSITY

August 2014

Abstract

Type your abstract here.  Write a concise summary of the key points of your research.  (Do not indent.)  Your abstract should contain at least your research topic, research questions, participants, methods, results, data analysis, and conclusions.  You may also include possible implications of your research and future work you see connected with your findings.  Your abstract should be a single paragraph double-spaced.  Your abstract should be between 150 and 250 words.

Dedication

This is where you can write a dedication. This occurs ONLY when you submit your final capstone in Unit 9. 

Acknowledgements

This is where you can write acknowledgements. This occurs ONLY when you submit your final capstone in Unit 9. 

Table of Contents

List of Tables

Include a list of tables if you use any tables in your capstone. Most students do not have tables in their work. If you elect not to have tables, delete this page and update the table of contents (be sure it is double-spaced when you are done).

List of Figures

Include a list of figures if you use any tables in your capstone. Most students do not have tables in their work. If you elect not to have figures, delete this page and update the table of contents (be sure it is double-spaced when you are done). 

Manuscript Title Here (from the title page)

Type your introduction here.  Remember to include an overview of what your manuscript aims to do (e.g. research a problem, identify a new management concept, etc.). 

Background

This is an informative paragraph that helps the reader understand why you chose this topic. Review the background of the topic and elaborate here. Use language such as, Thefollowing section will discuss the background of the topic. 

General Problem Statement

This paragraph piggybacks on the previous paragraph.  Now that you have discussed the background, tell the reader what the general problem is and why you want to research it. Your general problem is a broad overview of the general problem. Oftentimes, the general problem is viewed at the national level with supporting evidence from governmental websites that provide quantitative statistics. The paragraph must begin with, The general problem is…

Specific Problem Statement

This paragraph piggybacks on the previous paragraph.  Now that you have discussed the general problem, tell the reader what the specific problem is and why you want to research it. Your specific problem statement usually encompasses a specific population, demography, or geographic location.  Oftentimes, the specific problem is viewed at the local level with supporting evidence that provides quantitative statistics. The paragraph must begin with, The specific problem is…

Purpose Statement

This paragraph simply tells the reader the purpose of your research. (Example: The purpose of this research is to determine whether a relationship exists between nursing assistant staffing levels and quality of care in skilled nursing facilities). The paragraph must begin with, The purpose of this research is…

Research Questions

This paragraph provides an overview of the specific research questions you plan to investigate. You are only required to have one research question; however, you may use more if needed. This section is where you unfold your research to the reader. What do you want to uncover? This is where you ask the question(s). Use language such as: The research addressed the following research questions.

RQ1: Ask your research question here. 

RQ2: Ask your research question here.

Example: 

RQ1: How does geographic location relate to the level of quality in nursing homes?

RQ2: How does socioeconomic status relate to the level of quality in nursing homes?

Hypotheses

Briefly discuss how you were able to validate or refute the null hypotheses. Use language such as, The following null and alternative hypotheses served as the foundation for the study:

H10: There is no correlation between x and y. 

H1A: There is a correlation between x and y. 

H20: There is no correlation between A and B. 

H2A: There is a correlation between A and B. 

Example:

H10: There is no correlation between geographic location and the level of quality in nursing homes.

H1A: There is a correlation between geographic location and the level of quality in nursing homes.

H20: There is no correlation between socioeconomic status and the level of quality in nursing homes.

H2A: There is a correlation between socioeconomic status and the level of quality in nursing homes.

Definition of Terms

If you have words in your capstone that may be confusing, unknown to the general public, or words that require further explanation, please use this area.  The following definitions of terms apply to the current research.

Definition example.  This is an example of how you would define definition example. Please follow this exact same format for each word that you need to define in your capstone. 

Second example.  This is the second example. See how you italicize the word when you define it? Please follow this exact same format for each word that you need to define in your capstone.

Literature Review

This section is the literature review. You will need two to three concepts to elaborate on relative to your research. This paragraph is a brief overview of what a literature review is and what concepts you plan to discuss. Briefly introduce your next capstone section.  While this may seem redundant at each section, it is important to remind the reader at the beginning of each section. 

Overview of Literature Concept 1

Research your topic in the library.  Read articles, dissertations, and other scholarly materials.  Elaborate on one concept that stood out to you as important for your manuscript. 

Overview of Literature Concept 2

Research your topic in the library.  Read articles, dissertations, and other scholarly materials.  Elaborate on one concept that stood out to you as important for your manuscript. 

Overview of Literature Concept 3

Research your topic in the library.  Read articles, dissertations, and other scholarly materials.  Elaborate on one concept that stood out to you as important for your manuscript. 

Method

Briefly introduce your next capstone section.  While this may seem redundant at each section, it is important to remind the reader of your research at the beginning of each section. The reason for this? In the event someone is interested in your research, but they do not want to read the entire manuscript, they can easily learn about your research in the beginning of every section. 

Research Method and Design Appropriateness

Elaborate on the differences among various research methodologies. What are the differences between qualitative research and quantitative research? Which was more appropriate for your study? Why? More than likely, this will be a descriptive research project, focusing more on the literature surrounding the topic, rather than conducting actual quantitative or qualitative research.

Population

Discuss your study population. The study population is the larger picture of the research. If you were conducting research focused on childhood education, your study population would include children who are in school. This may be at a local level, state level, national level, or even at the global level. You determine the study population by how big you want the scope of your project to be. 

Sampling Frame

Elaborate on your sampling frame here. The sampling frame is the smaller picture of the study population that you can actually obtain information from. For instance, in the same research that is interested in childhood education, the sampling frame may be 10 students from a local school. These ten students would then be used in your data collection process. 

Data Collection

Discuss the collection of your data. Was it quantitative or qualitative? How did you collect the data? How did you protect the integrity of the data? For our example, if 10 nursing home residents could be interviewed; this would be qualitative in nature. Likewise, conducting a numerical poll would be quantitative. If you conduct personal interviews, you will want to ensure minimal researcher bias. 

Data Analysis

Discuss the process where you analyzed your data. How did you analyze it? If quantitative, what statistical tool did you use? If qualitative, how did you interpret the information? 

Findings

Briefly introduce your next capstone section.  While this may seem redundant at each section, it is important to remind the reader at the beginning of each section. The following section will discuss the limitations, use and applications of findings, and recommendations of the research. 

Limitations

Discuss the limitations of your study. Do not leave this paragraph empty; there are always limitations (e.g. time, funding, scope, etc.). 

Use and Application of Findings

Summarize your findings from your research. (For example: The use and application of these findings may contribute to…by….). There should be at least 3 recommendations (each a separate paragraph).

Recommendation: Type here.  Thinking outside the box, think of what recommendations you can make to improve the problem you have identified previously. Elaborate why your recommendation is appropriate. 

Recommendation: Type here.  Thinking outside the box, think of what recommendations you can make to improve the problem you have identified previously. Elaborate why your recommendation is appropriate. 

Recommendation: Type here.  Thinking outside the box, think of what recommendations you can make to improve the problem you have identified previously. Elaborate why your recommendation is appropriate. 

Conclusion

Summarize your manuscript here. This is a summary of your entire capstone, not just the last section. Your conclusion may end up being a few pages, depending on the length of your research. 

Finding Sources of Evidence

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 2 (Grading Rubic and Media Attached)

Finding Sources of Evidence

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

To prepare:

Choose a simple search term(s) relating to a topic of your PICOT question.

Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.

Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.

Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.

Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional sources.

Make a suggestion based on additional evidence drawn from readings, or after synthesizing multiple postings.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)

Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

 Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 

 Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf 

This resource provides a graphical representation of different approaches to research and gives examples of each.

 Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

 Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

 Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428 

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

 Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

 Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles. 

 Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course. 

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.

Accessible player  

Laureate Education (Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author. 

Note: The approximate length of this media piece is 9 minutes.

Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.

Accessible player  

 Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.

This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.