Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.In this Assignment, you will use appraisal tools to conduct a critical appraisal of published research. You will then present the results of your efforts.To Prepare:Review the Resources and consider the importance of critically appraising research evidence.Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.Review and download the Critical Appraisal Tools document provided in the Resources.PREVIOUS ASSIGNMENT, TEMPLATE, AND THE 4 PEER REVIEW ARTICLES ARE ATTACHED IN THE DOCUMENTS BELOWThe Assignment (Evidence-Based Project)Part 4A: Critical Appraisal of ResearchConduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tools document. Be sure to include:An evaluation tableA levels of evidence tableAn outcomes synthesis tablePart 4B: Critical Appraisal of ResearchBased on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?Remember to support your responses with the topic study materials.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.This benchmark assignment assesses the following competencies:BS Nursing (RN to BSN)5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

In Part 5, you will imagine implementing the new behaviors you identified in 4E. In Part 6, you will practice your new behavior by role-playing with a family member or close friend who is not directly involved in your goal. It is still not time to actually implement your new behaviors, as Parts 5 and 6 will help you to iron out the wrinkles.Note: Submit both CCC Part 5 and CCC Part 6 in one document, but start a new page for CCC Part 6.Project TimelinePartDescriptionDue1Selecting a communication goalWeek 12Describing communication patternsWeek 2 & 33Establishing behavioral goals: What will it look like when I am doing it well?Week 34Analyzing the goalWeek 45Covert Rehearsal: Practicing in your imaginationWeek 56Behavioral Rehearsal: Practicing your new behaviorWeek 57Actual Implementation: Performing your behavior in real-life situationsWeek 78Evaluating your progressWeek 8Instructions: Part 55A. Covert RehearsalCovert Rehearsal is an effective way of trying out new communication behaviors. Think about a time that you were daydreaming, or dreaming at night. You can use your imagination to think about an experience or situation that is not really happening at that time or in that place. You can do the same type of simulation on purpose to think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in CCC Part 4E.By covertly rehearsing, you make it much more likely that you will be actually performing the behavior comfortably and effectively in real life situations. This surprising effect of covert rehearsal has been shown in numerous studies. What makes covert rehearsal particularly useful is that you can carry it around and do it anywhere – in the shower, cleaning, cooking, and so forth. The more you vary covertly rehearsing a particular episode, the more likely you will be able to perform well in the actual situation. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal.Covert rehearsal can be used both to prepare for an upcoming communication event, and to evaluate and revise an event that has already occurred – as in instant replay. This is done all the time for sports teams. Each player watches the game again and decides how he or she could do it better next time. Both planning ahead before a conversation and reflecting after a conversation will increase the probability that you will perform your new skill effectively the next time you use it.Note that some people initially find it difficult to imagine specific conversations with others. Keep with it if you have difficulty. You will eventually succeed with practice, and when you do, you will be amazed at the effect. If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following:Identify the situation you would like to practice; do you want to plan a new conversation, or replay a past situation but change the outcome?Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager’s office, or at a friend’s house?Provide a detailed narrative that identifies your selected communication event.Write a description of your surroundings – date, time, location, specific room, physical surroundings and so forth, and the people who will participate in this communication event.Name the people involved, what you will talk about, where it takes place, when it takes place, how it should occur, and why you need to plan for a better conversation next time.How will your physical surroundings affect your rehearsal?For this section, you are to select a communication event, related to your goal, for which you will prepare covertly. Choose one or more behaviors to work on that are listed in CCC Part 4E. Choose a communication event that you would like to prepare for privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually, think about an interpersonal communication exchange – what you say, and how the other person responds. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, practice precisely what you want to say and how you want to say it. Experiment with what feels to be the most effective and comfortable way for you to implement your new behaviors.Submit a detailed narrative that identifies your selected communication event and include the following:Description of your surroundings – date, time, location, specific room, physical surroundings and so forthExplanation of how your physical surroundings will affect your rehearsalDescription of the people who will participate in this communication eventWhat you will talk aboutHow it should occurWhy you need to plan for a better conversation next time5B. Covert PracticeIn a quiet place, begin thinking about the conversation event from Part 5A, as you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation.What can you see in the background? The scenery department needs to know how to create the setting for the play, movie, or reality TV show. The illustrator needs to know what to draw or paint for the book you are writing. You need to know exactly what type of situation you are dealing with before you can write the dialogue for the characters.When you are satisfied with your imagined scene, write it out so you can see how it looks and read it aloud so you can hear how it sounds. If you are writing a one-act play, you can plan and add stage directions.Enter left: The wife enters the kitchen to angrily scream at the dawdling children who won’t eat their supper.Then, write her exact words down so your actor will know what to do and say. Identify each speaker and use quotation marks for their exact words.Wife, using a loud and angry voice: “Aren’t you children finished eating your supper yet?”Plan and write down your nonverbal and verbal behaviors and responses, including your own behaviors and responses and the reactions of the other person in the communication event.5C. ReflectionReflect on this experience. Address your observations and reactions to the private covert rehearsal experience. (1-2 paragraphs)How did you feel at first as you prepared for your private covert rehearsal?How did you feel after you finished it?What behaviors or patterns did you use from Part 4E?Did you notice any new behaviors or patterns that you have not noted previously?Instructions: Part 6In Part 6, you will take your rehearsal a step further by role-playing with someone who is willing to lend you a hand. Practicing implementation of the new behaviors you identified in 4E will give you insight into how another person might react in a real-life situation, preparing you to respond or adapt when necessary.6A. Shared Behavior RehearsalShared behavior rehearsal is also known as “role-playing.” Rehearsing communication behavior is useful both before and after an event. Practicing before an event allows you to enter a communication situation in your most prepared state. Rehearsing a disappointing situation after it occurs gives you a chance to discover and remedy aspects of your own behavior that were less than satisfactory.Like covert rehearsal, practicing the new communication behaviors that you identified in CCC Part 4E through role-play increases the likelihood that you will be successful in Part 7 when you actually implement the changes in real-life situations. Again, it may feel silly at first, but if you take the role-playing seriously, you will be amazed at what you will take away from it. Role-play your imagined scene for your conversation event with a friend or family member who is not directly involved in your communication problem. Say your lines as you planned them. Your practice partner may not really say what you thought he or she would say. Then, show him or her the written script, and have him or her read or act out the scenario. You can practice this a few times both with and without the script.Write a detailed narrative of what happened in the behavior rehearsal.What did you do?How were your behaviors received?How satisfied were you with your performance of the behaviors in your goal from Part 4E?6B. Reflection on Observations and ReactionsAddress your observations and reactions to the shared behavior rehearsal experience of role-playing with a friend or family member who is not directly involved in your communication problem. (1-2 paragraphs)How did you choose your shared behavior rehearsal partner?Does he or she know about the person or situation being focused on for your CCC goal?Does he or she normally offer guidance and advice in a trustworthy manner already in your established relationship with this person?6C. Reflection on PlanningWrite your observations and reactions to the shared behavior rehearsal experience as far as planning is concerned. (1-2 paragraphs)Did your shared behavioral rehearsal go as planned, or was it totally different than you imagined it would be?How did you feel at first as you prepared for your shared behavioral rehearsal?How did you feel after you finished it? What behaviors or patterns did you use from Part 4E?Did you notice any new behaviors or patterns that you have not noted previously?Writing Requirements (APA format)Length: 4-5 pages (not including title page or references page)1-inch marginsDouble spaced12-point Times New Roman fontTitle pageReferences page

Each student will submit a 2-3 page introduction. Download the attached EBP Project Paper Template and begin inserting module writing requirements. Submit paper in entirety with each module assignment. Start with completing the Title page. Also, begin documenting references and include in paper.Criteria to address for Module 1 Introduction. Use the following subheadings:PurposeRelevance/significancePotential outcomesClinical question (in either the PICO or PICOT format) at the RN-BS scope of practice level.Additional Criteria to address:Title page (use the format provided) (use month of module 5)References (located at the end of the EBP Project Paper Template)Note:Please review the sample papers in the Resource section. Please note that the 2013 sample paper does not completely follow all the current criteria.Begin in Section One. Do not start in the Abstract section.  An abstract cannot be completed until all sections are written.You should begin to submit to the appropriate draft areas in SafeAssign. (See below).  Please review the attached Blackboard SafeAssign Student Guide for more information about SafeAssign and how to read the SafeAssign report.You must achieve a “matching” score of 34% or less for your final submission to SAFEASSIGN FINAL IN MODULE 5. Your percentage may be higher in the drafts for all  modules because it captures the template and references. The more original work you add, the score show decrease. These drafts are for your individual feedback. Remember to include your work on the template.

Review the DCE (Shadow Health) Documentation Template for Focused Exam: Chest Pain found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.Consider what history would be necessary to collect from the patient.Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?Subjective Documentation in Provider NotesSubjective narrative documentation in Provider Notes is detailed and organized and includes:Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS)ROS: covers all body systems that may help you formulate a list of differential diagnoses. You should list each system as follows:General: Head: EENT: etc.