NSG456 Phoenix Evidence Based Practice and Clinical Decision Making Paper

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NSG456 Phoenix Evidence Based Practice and Clinical Decision Making Paper

Levels of Research Evidence The strength or validity of the best research evidence in an area depends on the quality and quantity of the studies that have been conducted in an area. Quantitative studies, especially experimental studies such as the RCT, provide the strongest research evidence (see Chapter 8). Also, the replication or repeating of studies with similar methodology increases the strength of the research evidence generated. The levels of the research evidence are a continuum, with the highest quality of research evidence at one end and weakest research evidence at the other (Brown, 2014, Craig & Smyth, 2012, Melnyk & Fineout-Overholt, 2011; Figure 1-3). The systematic research reviews and meta-analyses of high-quality experimental studies provide the strongest or best research Fig 1-3 Levels of Research Evidence. evidence for use by expert clinicians in practice. Meta-analyses and integrative reviews of quasiexperimental, experimental, and outcomes studies also provide very strong research evidence for managing practice problems. Mixed-methods systematic reviews and meta-syntheses provide quality syntheses of quantitative, qualitative, and/or mixed-methods studies. Correlational, descriptive, and qualitative studies often provide initial knowledge, which serves as a basis for generating quasi-experimental and outcomes studies (see Figure 1-3). The weakest evidence comes from expert opinions, which can include expert clinicians’ opinions or the opinions expressed in committee reports. When making a decision in your clinical practice, be sure to base that decision on the best research evidence available. The levels of research evidence identified in Figure 1-3 (also included in the front cover of this text) will help you determine the quality of the evidence that is available for practice. The best research evidence generated from systematic reviews, meta-analyses, meta-syntheses, and mixed-methods systematic reviews is used to develop standardized, evidence-based guidelines for use in practice. Introduction to Evidence-Based Guidelines Evidence-based guidelines are rigorous, explicit clinical guidelines that have been developed based on the best research evidence available in that area. These guidelines are usually developed by a team or panel of expert clinicians (nurses, physicians, pharmacists, and other health professionals), researchers, and sometimes consumers, policy makers, and economists. The expert panel works to achieve consensus on the content of the guideline to provide clinicians with the best information for making clinical decisions in practice. There has been a dramatic growth in the production of evidence-based guidelines to assist healthcare providers in building an EBP and improving healthcare outcomes for patients, families, providers, and healthcare agencies. Every year, new guidelines are developed, and some of the existing guidelines are revised based on new research evidence. These guidelines have become the gold standard (or standard of excellence) for patient care, and nurses and other healthcare providers are encouraged to incorporate these standardized guidelines into their practice. Many of these evidence-based guidelines have been made available online by national and international government agencies, professional organizations, and centers of excellence. When selecting a guideline for practice, be sure that the guideline was developed by a credible agency or organization and that the reference list reflects the synthesis of extensive number of studies. An extremely important source for evidence-based guidelines in the United States is the National Guideline Clearinghouse (NGC), initiated in 1998 by the AHRQ. The NGC started with 200 guidelines and has expanded to more than 1400 evidence-based guidelines (see http://www.guideline.gov). Another excellent source of systematic reviews and evidence-based guidelines is the Cochrane Collaboration and Library in the United Kingdom, which can be accessed at http://cochran

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e.org. Professional nursing organizations, such as the Oncology Nursing Society (http://www.ons.org) and National Association of Neonatal Nurses (http://www.nann.org), have also developed evidence-based guidelines for nursing practice. Their websites will introduce you to some of evidence-based guidelines that exist nationally and internationally. Chapter 13 provides you with direction when critically appraising the quality of an evidence-based guideline and implementing that guideline in your practice. Strongest or best research evidence Systematic review of experimental studies (well designed randomized controlled trials (RCTs]) Meta-analyses of experimental (RCT) and quasi-experimental studies Integrative reviews of experimental (RCT) and quasi-experimental studies Single experimental study (RCT) Single quasi-experimental study Meta-analysis of correlational studies Integrative reviews of correlational and descriptive studies Qualitative research meta-synthesis and meta-summaries Single correlational study Single qualitative or descriptive study Opinions of respected authorities based upon clinical evidence, reports of expert committees Weakest research evidence

NSG456 Phoenix US Nursing Shortage & Turnover Problem Research Evidence Paper

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NSG456 Phoenix US Nursing Shortage & Turnover Problem Research Evidence Paper

Assignment Content

  1. Evidence that supports a conclusion is part of the research process. Literature reviews often accompany research papers in the form of a summary and synthesis of the published information about the research topic. Although this week’s assignment is not a literature review, it is designed to familiarize you with the practice of finding appropriate sources and information on a topic.
    Find three original research articles that apply to your research topic. The articles must be

    • peer reviewed,
    • recent (published within 5 years), and
    • statistically significant.

    Write a 260-word summary of each article in which you identify

    Determine whether these articles are suitable for inclusion in a literature review for your research topic.

    • If they are not, explain why.
    • If they are, explain how the information can be used to inform practice.

    Compile all summaries in one document.
    Include a PDF of and APA citation for each article.
    Submit the articles and summaries.

Research dissemination plan

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Research dissemination plan

Advances in Patient Safety Dissemination Planning Tool: Exhibit A from Volume 4. Programs, Tools, and Products Previous PageNext Page Table of Contents Advances in Patient Safety: From Research to Implementation This tool was developed to help researchers evaluate their research and develop appropriate dissemination plans, if the research is determined to have “real world” impact. Creation and testing of the tool is described in Development of a Planning Tool to Guide Research Dissemination. ( 157.95 KB ) ( PDF version – Microsoft Word version – 115 KB ). Advances in Patient Safety: From Research to Implementation. Rockville, MD: Agency for Healthcare and Research Quality; 2005. By Deborah Carpenter, Veronica Nieva, Tarek Albaghal, and Joann Sorra (Westat) Contents • • • • • • • • • • Purpose Components of a Dissemination Plan Instructions I. Specifying R

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esearch Findings and Products: What You Intend to Disseminate II. Identifying End Users III. Working with Dissemination Partners IV. Communicating Your Message V. Evaluating Success Developing a Summary VI. Dissemination Work Plan Purpose AHRQ is increasingly interested in research that has “real world” impact in the practice of health care. This tool will help you, the Patient Safety Researcher, develop a plan for disseminating your research findings and products to potential users in the health care system. This tool is designed to prompt your thinking about the processes that you would use to disseminate your findings or products, beyond publishing and presenting in peer-reviewed venues. This tool will ask you to identify the aspects of your research that are ready for dissemination, and to think about who could benefit from your findings or products. It will also encourage you to consider various ways to reach these users—establishing direct links as well as working through intermediary organizations, or tapping into existing networks. Return to Contents Components of a Dissemination Plan Developing a dissemination plan will facilitate the translation of your research into practice. Your dissemination plan will include six major elements: I. Research findings and products—What is going to be disseminated? II. End users—Who will apply it in practice? III. Dissemination partners—Individuals, organizations or networks through whom you can reach end users? IV. Communication—How you convey the research outcomes? V. Evaluation—How you determine what worked? VI. Dissemination work plan—Where you start? Go to Figure 1 for graphic illustration. Figure 1. Return to Contents Instructions Select one research finding or product that you expect to be particularly important in improving patient safety, and that is ready for dissemination. You may want to complete the tool separately if you have several findings or products to disseminate. For each component of a dissemination plan, you will answer a few key questions about the selected finding or product. At the end, you will integrate your responses into an overall strategy and workplan. • Don’t be discouraged if at first you cannot answer every question in this planning tool; the questions serve as prompts to consider these elements in the future as your dissemination effort evolves. • • Consider this a working document to help you think through the steps you will need to take to get the word out about your research finding or product. This may take a few iterations! You may want to work back and forth between questions as your thinking develops. You may do a first pass at the tool, and revisit it after a few days. You may also want to ask for input from others. Return to Contents I. Specifying Research Findings and Products: What You Intend to Disseminate Draw the boundary around your research finding or product as broadly or as narrowly as you wish, depending on your dissemination aims. Be specific. The more concrete you can be in defining your finding or product, the easier it will be to complete the tool. For example, • • You may want to disseminate 1) an event reporting system as a large product or 2) separately disseminate the taxonomy, measuring tools, or data analytic methods that you developed as smaller aspects of the reporting system. You may want to disseminate a best practice guideline, a curriculum that you developed around the practice, or research findings on outcomes resulting from adoption of these guidelines. 1. Describe the research finding or product you wish to disseminate. You may want to start by listing your major findings and products, then select one major finding or product for dissemination. For example—A decision support device, an educational curriculum, data collection tool, etc. 2. What problems related to safety in patient care does your research finding or product address? 3. What makes your research finding or product stand out? For example—Is it an innovative way to tackle an existing problem? Does it identify a new problem? Does it support or contradict current practices? Issues to consider in selection what to disseminate: • • • • • Think about the pros and cons of disseminating portions of the research vs. all related products and findings. Different end users (e.g. policymakers and health care providers) may be interested in different aspects of the research. Is your research finding ready for dissemination? How strong is the evidence on your research findings? How generalizable are your findings? How does your research finding/product conform to current procedures? What additional research (for a finding) or testing (for a product) would be needed before launching a dissemination effort? Return to Contents II. Identifying End Users End users are individuals, health care professionals, or delivery organizations that could benefit from and use your research finding or product. These end users are the ultimate target for your dissemination efforts. Specifying your target audience and their needs will provide focus for your dissemination plan and will help you tailor your offering to their needs. 1. List the end users for your research finding or product. Be as specific as possible. You may want to specify health care settings as well as types of clinicians or administrators. For example—ICU nurses, family physicians, hospital administrators, blood bankers, medical schools, doctors’ offices. 2. Describe how your research finding or product is useful to your end users. Why would they want to use your finding or product? For example—does it increase efficiency? Improve quality of care? Provide legal protection? 3. What recent or future events might help or hinder end user interest in your finding or product? 4. Have you involved these end users in your research project? How? How can you involve them at this point? For example—Have nurses evaluate the use of an infusion pump. 5. What barriers might your end users face in trying to implement your finding or product? What suggestions might you have for overcoming these barriers? Return to Contents III. Working with Dissemination Partners You do not have to work alone to reach your end users! Consider working with professionals who are trusted opinion leaders and are influential in their fields. Think about formal and informal networks that you can tap into to spread the word about your research findings or products. Consider also how you might develop working partnerships with organizations to which your end users belong, or that can influence them through their credibility, expertise, or licensing powers. These individuals and organizations can serve as dissemination intermediaries, amplifying your reach into your target audiences. • • • Think about opinion leaders in your professional community who might be interested in spreading the word about your research. Informal networks and colleagues may be useful dissemination partners. Organizational dissemination partners could include quality improvement organizations, professional groups of your target audience, accreditation or licensing boards, or health care delivery associations. 1. List individuals, organizations, and informal networks who might partner with you in translating and communicating your research findings or products to your end users. Note how they are important to reaching particular end users. End users For example: Family Physicians Quality Managers Pharmacists Individual/Organizations/Networks Importance of end users Dr. Sheila Smith, a trusted colleague Professional credibility Institute for Healthcare Improvement Quality improvement expertise United States Pharmacopoeia Established standards for medications 2. How does your research finding or product fit with and advance the mission and goals of these parties? Why would they want to work with you? What recent/future events might help or hinder their willingness to work with you? 3. What characteristics of your finding or product would appeal to each of these potential dissemination partners? 4. How can you develop an ongoing relationship with these potential dissemination partners? How would you work with them so that your research finding or product is included in their communication channels, and/or tailored to their health delivery systems? Issues to consider about dissemination partners: • • • • How will you reach the professional opinion leaders? Do you work with anyone who can link you up with them? How will you work with organizational partners? Do you have a personal contact, have you reviewed their Web sites, their standard publications, and annual reports? What materials might you prepare for their use? Do you need different partners to reach different end users? How can you use partners existing informal networks to reach end users? Return to Contents IV. Communicating Your Message Effective dissemination relies on the use of varied channels—e.g., publications and reports, Web sites and other electronic communications, meetings and conferences, person-to-person communications, formal collaborations or information networks. Consider what methods and channels you might use to bring your research finding or product directly to your end users or partners. Consider also how your dissemination partners communicate regularly with their constituencies—your end users. How you might use their channels to disseminate your finding or product? You should consider all of these channels to ensure that the widest possible audience is exposed to your research finding or product and in ways that are both accessible and easy-to-use. Cost and cost-effectiveness are obviously important considerations in choosing the right medium. Your end users could obtain information about research findings, products, or innovations in health care through various means. Optimally, you will need to use a combination of methods to reach end users. Personal contact Broadcast media • • • • • • • • • • • • • • • • Academic journals Book chapters Technical reports Trade magazines Regular newspapers Special interest newsletters Radio or TV interviews Interest group listservs Web sites Academic detailing Clinical specialty associations Informal professional networks Professional conferences Professional meetings (e.g., grand rounds) Workshops and other CME/CNE training Participating in improvement collaboratives or test beds 1. How do you think your end users obtain information about health care innovations? Which of the methods above would be effective channels to reach them? What combinations of methods could reinforce your message? 2. Which of these methods could you realistically use to reach your end users? 3. Which methods do your potential dissemination partners use to communicate with your end users? Which ones could be used as channels for your research finding or product? 4. What difficulties might end users have with the methods of communication used, and how could you plan to overcome those difficulties? Issues to consider about communicating your message: • • What materials might you provide to potential dissemination partners about your research? How can you frame your research results to make them relevant to your partners’ agenda? How will you tailor your materials and message to adapt to their ways of communicating with your end users? Return to Contents V. Evaluating Success Evaluating the success of your dissemination efforts is an iterative process. Once you have begun to disseminate your research finding or product, consider how you might evaluate the effect that your dissemination strategies have on getting your message to end users. Dissemination is not a one-time activity; rather, it is a long-term relationship with your users that will provide ongoing feedback to help you improve your message. 1. How will you know if you have met your dissemination goals? What are your success criteria? Are there measurable indicators for these criteria? For example—Number of physicians reached, responses to advertisements, number of Web site hits, number of inquiries received. 2. How will you involve end users in evaluating the dissemination activities? For example—Obtaining feedback on how easy the research product was to use, what was needed to translate research findings into practice in their setting. 3. How will you involve end users in evaluating the dissemination activities? Issues to consider in evaluating success of the dissemination effort: • • • What are ways that you can measure the success of your dissemination effort? How will you keep in contact with users and potential users? How will you provide feedback to your users and dissemination partners? How will you incorporate their feedback in your future research, product design, and ongoing development? Return to Contents Developing A Summary After you have considered the components of your dissemination plan, use the last page to write a summary of 100-200 words that outlines your basic plan, based on the structure in this planning tool, by completing the following statements. • • • • • • • • My research finding or product is _________________________________________________ . (Description.) It can be used to _________________________________________________ ______________. (Value statement of advantages over current practice.) My primary end users are _________________________________________________ ______. (Who is in a position to use the information?) I plan to involve users in my dissemination efforts by __________________________________. (How can I make sure my message is clear?) I can use the following individuals, organizations and networks _________________________________________________ _to help. (Who has influence with target users?) The ways that I will communicate the results include: __________________________________________. (Comm unication mechanisms.) Potential obstacles that I face in disseminating my research include _________________________________________________ ____________. (List potential difficulties.) I can mitigate these obstacles by ________________________________________________. (Plan to overcome the difficulties.) • I plan to evaluate the dissemination plan by _________________________________________________ __________________. (Indicators to be used; plans for involving end users and partners.) • I plan to encourage feedback from end users and dissemination partners by _______________________________________________________ and provide feedback to them by _______________________________________________________ (Obtaining and providing feedback.) My Dissemination Strategy—Summary Return to Contents VI. Dissemination Work Plan • Action Items Resources needed: Immediate action items, schedule, and persons responsible: Timeframe Who is Responsible? • Action Items Longer term action items, schedule, and persons responsible: Timeframe Who is Responsible? Resources needed: Page last reviewed October 2014 Page originally created September 2012 Internet Citation: Dissemination Planning Tool: Exhibit A from Volume 4.. Content last reviewed October 2014. Agency for Healthcare Research and Quality, Rockville, MD. https://www.ahrq.gov/professionals/quality-patientsafety/patient-safety-resources/resources/advances-in-patient-safety/vol4/planningtool.html Back To Top BACK TO TOP • Accessibility Disclaimers EEO Electronic Policies FOIA HHS Digital Strategy HHS Nondiscrimination Notice Inspector General Plain Writing Act Privacy Policy Viewers & Players • • • • • • • • • • Get Social • • • • Home • About Us • Careers • Contact Us • Sitemap • FAQ Topics Programs Research Data Tools Funding & Grants News & Events About • • • U.S. Department of Health & Human Services The White House USA.gov: The U.S. Government’s Official Web Portal Agency for Healthcare Research and Quality 5600 Fishers Lane Rockville, MD 20857 Telephone: (301) 427-1364
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ANHO The big Data Revolution in Healthcare: Accelerating Value and Innovation

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ANHO The big Data Revolution in Healthcare: Accelerating Value and Innovation

1————The goal of this project is to increase patient satisfaction, decrease falls and decrease patient call light use but like many things in healthcare there are factors that could change the results of the anticipated success. “A variable in research simply refers to a person, place, thing, or phenomenon that you are trying to measure in some way” (The first variable that needs to be evaluated is staff participation. Education given at each meeting is vital to keeping staff involved in the project and should make them want to succeed for themselves and the company. If staff are not completing the rounding properly, clustering patient care and attending to their needs while in the room, the results will be inaccurate and may not prove that rounding helps keep patients safe and happy.

Patients also need to be aware of hourly rounding so they can have positive perceptions of their care after discharge. It is encouraged to educate patients at the beginning of each shift telling them that staff will be in to check on them by performing regular intentional. Performing teach back with patients ensures that education delivered was received. Using specific verbiage with patients will help remind them that rounding is taking place, an example would be “I am here to round on you, are you in pain? Let me take you to the bathroom while I’m here, which belongings would you like at your bedside? Let me clear your room of any clutter or throw away any garbage while I’m here.”

Another variable identified is staff turnover. This variable can be appropriate for many healthcare projects. Turnover is a variable that one cannot predict. Ensuring that new hires are properly trained and educated in the expectations of the unit and use of intentional rounding will help to decrease the effects of this variable although they are certainly times during significant turnover that this may also become a factor.

2————–The most significant results come from studies that are statistically and clinically significant (Grove, Gray, & Burns, 2015). “Significant results agree with those predicted by the researcher and support the logical links developed by the researcher among the framework, study questions, hypotheses, variables, and measurement tools” (Grove et al., 2015, p. 353). However, the significance is determined by what is learned by the project, and the significance of a research project may not be seen for years, according to Grove et al. (2015). Sometimes it takes multiple studies to prove the significance of a hypothesis or research question. Sometimes studies may have errors or have too small of a sample size to show statistical significance, and when the study is performed again to account for errors or bias, it can show statistical significance.

“Clinical importance is related to the practical relevance of the findings”, according to Grove et al. (2015, p. 355). Sometimes studies may not have statistical significance, but the researcher can use the information he or she learns from the study, which can be clinically significant. Sometimes studies that are statistically significant for one population may not be clinically significant for a practice, because the patient population is different. According to Ranganathan, Pramesh, & Buyse (2015), “…it is the judgment of the clinician (and the patient) which decides whether a result is clinically significant or not” (p. 170).

When looking at SBIRT (screening, brief intervention, and referral to treatment), not all studies showed statistically significant results for providing referrals to treatment. This provides a learning opportunity for the researcher and does show clinical significance. If results are accurate, these studies can help the researcher learn more about the topic, for example, there are barriers for care. Patients are lost to follow

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up due to confidentiality of records, so researchers could not always verify the patient completed the referral to treatment. At Indian Health Council, patients decline referrals for treatment, and if the patient is referred outside to a behavioral health counselor, the clinic is not able to verify if the patient kept an appointment due to confidentiality. What the researcher has learned is to have the patient sign a release of information at the behavioral health counselor’s office to obtain the record, and that many patients do not follow through with behavioral health referrals. What research has shown is that brief interventions are one of the most important areas to focus on for SBIRT to be effective. Another important fact is that there are many barriers to providing SBIRT in a practice, and the researcher can share what the best practices are. This can allow a practice to pilot these best practices to see what impact it has on the patients in the facility.

Family Health Assessment Paper

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Family Health Assessment Paper

NURSING DEPARTMENT COMMUNITY HEALTH NURSING FAMILY HEALTH ASSESSMENT Choose a family in your community and conduct a family health assessment using the following questions below. 1. Family composition. Type of family, age, gender and racial/ethnic comp

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osition of the family. 2. Roles of each family member. Who is the leader in the family? Who is the primary provider? Is there any other provider? 3. Do family members have any existing physical or psychological conditions that are affecting family function? 4. Home (physical condition) and external environment; living situation (this must include financial information). How the family support itself. For example; working parents, children or any other member 5. How adequately have individual family members accomplished age-appropriate developmental tasks? 6. Do individual family member’s developmental states create stress in the family? 7. What developmental stage is the family in? How well has the family achieve the task of this and previous developmental stages? 8. Any family history of genetic predisposition to disease? 9. Immunization status of the family? 10. Any child or adolescent experiencing problems 11. Hospital admission of any family member and how it is handled by the other members? 12. What are the typical modes of family communication? It is affective? Why? 13. How are decisions make in the family? 14. Is there evidence of violence within the family? What forms of discipline are use? 15. How well the family deals with crisis? 16. What cultural and religious factors influence the family health and social status? 17. What are the family goals? 18. Identify any external or internal sources of support that are available? 19. Is there evidence of role conflict? Role overload? 20. Does the family have an emergency plan to deal with family crisis, disasters? Identify 3 nursing diagnosis and develop a short plan of care using the nursing process. Please present a summary of your assessment in an APA format on a 12 Arial font, word document attached to the forum in the discussion tab of the blackboard title “family assessment” for evidence-based practice references besides the class textbook to sustain your grading and in Turnitin to verify originality. Please use at least 3 scholarly assessment. A minimum of 1000 words are required, excluding the first and reference page (Websites can be used but will not count toward grading). 2 replies to any of your peer’s assessment/posting are required sustained with the proper references. You must identify two family problems and present a nursing care plan using the nursing process addressing the problems. The assignment must be posted in the discussion tab of the blackboard for your peers to discuss and in Turnitin to verify originality.
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DNP820 GCU Translational Research and Evidence Based Practice Case Report

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DNP820 GCU Translational Research and Evidence Based Practice Case Report

Course Code DNP-820 Class Code DNP-820-IO5160 Criteria Content Percentage 70.0% Identification of Topic of Concern 15.0% Discussion of the progressions or process of improvement 15.0% Introduction and Problem Statement 5.0% Brief Literature Review 5.0% Description of the C

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ase, Situation, or Conditions 5.0% Detailed Explanation of the Synthesized Literature Findings 5.0% Case Summary 5.0% Proposed Solutions to Remedy Identified Technology Gaps, Inefficiencies, or Other Issues 10.0% Conclusion 5.0% Organization and Effectiveness 20.0% Thesis Development and Purpose 7.0% Argument Logic and Construction 8.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Format 10.0% Paper Format (Use of appropriate style for the major and assignment) 5.0% Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Case Report – Translational Research and Evidence-Based Practice Unsatisfactory (0.00%) Identification and description of topic of concern are not present. Discussion of the progressions or process of improvement is not present. An introduction with problem statement is not present. A brief literature review is not present. A description of the case, situation, or conditions is not present. A detailed explanation of the synthesized literature findings is not present. A case summary is not present. Proposed solutions are not presented. A conclusion is not presented. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Template is not used appropriately or documentation format is rarely followed correctly. No reference page is included. No citations are used. Total Points 104.0 Less Than Satisfactory (74.00%) Identification and description of topic of concern are present but incomplete. Discussion of the progressions or process of improvement is present but incomplete. An introduction with problem statement is present but incomplete. A brief literature review is present but incomplete. A description of the case, situation, or conditions is present but incomplete. A detailed explanation of the synthesized literature findings is present but incomplete. A case summary is present but incomplete. Proposed solutions are presented but are incomplete. A conclusion is presented but is incomplete. Thesis is insufficiently developed or vague. Purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Reference page is present. Citations are inconsistently used. Satisfactory (79.00%) Identification and description of topic of concern are present but done at a perfunctory level. Discussion of the progressions or process of improvement is present but done at a perfunctory level. An introduction with problem statement is present but rendered at a perfunctory level. A brief literature review is present but rendered at a perfunctory level. A description of the case, situation, or conditions is present but rendered at a perfunctory level. A detailed explanation of the synthesized literature findings is present but rendered at a perfunctory level. A case summary is present but rendered at a perfunctory level. Proposed solutions are presented but are rendered at a perfunctory level. A conclusion is presented but is rendered at a perfunctory level. Thesis is apparent and appropriate to purpose. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Appropriate template is used. Formatting is correct, although some minor errors may be present. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Good (87.00%) Identification and description of topic of concern are clearly presented and in full. Discussion is convincing. Information presented is from scholarly though dated sources. Discussion of the progressions or process of improvement is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. An introduction with problem statement is present, clear, and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A brief literature review is clearly present in full. Information presented is from scholarly though dated sources. A description of the case, situation, or conditions is convincing and defines specific elements. Information presented is from scholarly though dated sources. A detailed explanation of the synthesized literature findings is convincing and defines specific elements. Information presented is from scholarly though dated sources. A case summary is convincing and defines specific elements. Information presented is from scholarly though dated sources. Proposed solutions are clearly presented and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A conclusion is clearly presented and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Appropriate template is fully used. There are virtually no errors in formatting style. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. Excellent (100.00%) Identification and description of topic of concern are clearly presented and in full. Discussion is insightful and forwardthinking. Information presented is from current scholarly sources. Discussion of the progressions or process of improvement is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. An introduction with problem statement is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A brief literature review is clearly present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A description of the case, situation, or conditions is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A detailed explanation of the synthesized literature findings is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Comments A case summary is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Proposed solutions are clearly presented and thorough. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. A conclusion is clearly presented and thorough. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. Points Earned
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Community Nursing Essay

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Community Nursing Essay

Read chapter 20 PowerPoint presentation. Once done answer the following questions;

1. In your own word and using the appropriate evidence-based references define family and describe the different types of family.

2. Identify characteristics of the family that have implications for community health nursing practice.

3. Discuss a model of care for families.

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4. Describe strategies for moving from intervention at the family level to intervention at the aggregate level.

Present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 9 discussion questions” for grading and in Turnitin to verify originality. A minimum of 2 evidence-based references besides the class textbook must be used. A minimum of 700 words is required. Please make sure to follow the instructions as given.

Difference Between Exploratory and Confirmatory Data Analysis Paper

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Difference Between Exploratory and Confirmatory Data Analysis Paper

Difference between Exploratory data analysis and Confirmatory data analysis.

250 minimum words

APA style

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One scholar article with reference and in text citation included.

NR361 Catholic University of America Wk 8 Purpose for Self Engineering Paper

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NR361 Catholic University of America Wk 8 Purpose for Self Engineering Paper

My score week 1 of this course was 28 when I completed the assessment again week 8 my score was 38. It was no surprise to me that the score increased. I have developed a better understanding of the value of informatics and its importance as a driving force in changing the way nursing is done. I will take with me the knowledge that evidence-based practice is based on the intake of quality data; ensuring that the integrity of data collected is of the utmost importance to the development of quality care (Chamberlain Lesson week 8, 2019). Moving forward in my practice I intend to encourage the use of standardized charting. When terminology has been standardized health data can be reused to improve safety, and efficiency, improve care processes, engage patients in their care and assist with coordination of care for both individuals and populations (Khokhar et. Al, 2017).

Knowledge, skills, and attributes I have gained through ought this course have helped me to understand the benefits of technology to patient outcomes and quality care. Honestly, I have never been a fan of computer charting and at times wished to go back to the days of paper charts, as that is what was utilized when I first entered the profession. I tend to feel the most comfortable here, however, I am now better able to see the infinite possibility of potential benefit to patient outcomes and nursing practice. It is true it is not until you step out of your comfort zone that you grow.

I am excited now to share what I have learned with my peers, while I do not wish to do research in any manner; I don’t think I would mind providing education to other nurses regarding the systems we currently utilize. I think that moving forward in my career this will be of tremendous benefit to my nursing practice. It truly is amazing how knowledge changes attitudes.

References

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Khokhar, A., Lodhi, M. K., Yao, Y., Ansari, R., Keenan, G., & Wilkie, D. J. (2017). Framework for Mining and Analysis of Standardized Nursing Care Plan Data. Western Journal of Nursing Research, 39(1), 20–41. https://doi.org/10.1177/0193945916672828 (Links to an external site.)

Chamberlain University. (2019). RN Information Systems in Healthcare Week 8 Lesson. DownersGrove, IL: Online publication.

MN566 Kaplan University Antibiotic Therapy Discussion

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MN566 Kaplan University Antibiotic Therapy Discussion

Antibiotic Therapy

Discuss the use of antibiotic therapy when treating ear and throat pain in both children and adults. What is considered standard of care? Include professional guidelines and recommendations.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and

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  • Utilize spelling and grammar check to minimize errors.
  • 5. References APA FORMATE.
  • References not more than 5 years old. no plagrism

Your writing Assignment should:

  • follow the conventions of Standard English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition format as outlined in the APA Progression Ladder.