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Chemical make-up of crack cocaine essay assignment paper

Instructions: Body of textHistory-history of creation/discovery and use-describe the chemical make-up of the drug (i.e., Crack is cocaine hydrochloride powder that has been processed to form a rock crystal that is then usually smoked).

At least half a page.

Production-is the drug natural or synthesized in the lab?

Ex: designer drug LSD (lab) versus naturally growing mushrooms (natural).  At least half a page.

Influence on Neurotransmitters and Receptors-Describe what neurotransmitters/receptors/hormones are involved.

How does the drug influence them? (be specific, i.e., serotonin receptors or even more specific, 5HT). At least half a page. Chemical make-up of crack cocaine essay assignment paper.

Effectiveness, Use and/or Abuse-what is the effectiveness of the drug (if it is used clinically) or if illicit, how potent is it (maybe talk here about cutting street drugs with other chemicals like baking soda, etc).

-is the drug abused?

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If yes describe in terms of prevalence of use and abuse.

If no describe why-is the drug addictive or does it build a physical tolerance (need to increase the dose to keep working)? Chemical make-up of crack cocaine essay assignment paper.

If yes then how do you stop using it (taper down the dose, etc.). If no, then say why the receptors that it works on do not up or down regulate, etc.).  At least a page.

Physical, Mental, and Social Benefits/Dangers -Is this drug dangerous or useful or beneficial (physical, to the self,  the repercussions to society, to research, and the field of psychology) describe how and why?

At least a page.Conclusion -write a brief summary of the main points. -based on the research, is there conflicting data about the drug?

Is this supported by research? Chemical make-up of crack cocaine essay assignment paper

Mention any discrepancies in the research that should be addressed.

Make sure you choose one specific drug and its influence on one specific population as we talked about in class. Chemical make-up of crack cocaine essay assignment paper

A research paper is required to pass the course.  A 6 page APA paper based on a related biological psychology topic/phenomenon. On this paper, you will explore the influence and effects of a specific drug e.g. caffeine, alcohol, cocaine, Ritalin, etc.  on a specific target population of interest e.g. young college students, children with ADHD, women with bipolar disorder, young women with anorexia, Chemical make-up of crack cocaine essay assignment paper

Nursing Questions Assignment

1-Many nurses would probably be surprised at the rates of STD in the elderly population. Sometimes the infection is newly acquired or it could be residual from a prior infection (such as Herpes outbreaks). Ageist attitudes can cause people to think elders are not sexually active, resulting in a failure to recognize their symptoms of STD or give proper patient education.

 

2-A clinician’s knowledge of an elderly patient’s everyday concerns, social circumstances, mental function, emotional state, and sense of well-being helps orient and guide the interview. Asking patients to describe a typical day elicits information about their quality of life and mental and physical function (Brink, 2014). This approach is especially useful during the first meeting. Patients should be given time to speak about things of personal importance. Clinicians should also ask whether patients have specific concerns, such as fear of falling. The resulting rapport can help the clinician communicate better with patients and their family members (Brink, 2014). A mental status examination may be necessary early in the interview to determine the patient’s reliability; this examination should be conducted tactfully so that the patient does not become embarrassed, offended, or defensive (Brink, 2014). Routine screening for physical and psychologic disorders should be done annually, beginning at age 70.

 

3-Disorders that are common among the elderly are frequently missed, or the diagnosis is delayed. Clinicians should use the history, physical examination, and simple laboratory tests to actively screen elderly patients for disorders that occur only or commonly in the elderly; when diagnosed early, these disorders can often be more easily treated (Brink, 2014). Early diagnosis frequently depends on the clinician’s familiarity with the patient’s behavior and history, including mental status. Commonly, the first signs of a physical disorder are mental or emotional. If clinicians are unaware of this possibility and attribute these signs to dementia, diagnosis and treatment can be delayed (Brink, 2014).

 

4-I found myself doing the same thing working on the oncology unit. I would float to the floor as an agency nurse and would automatically get depressed in the report. Hearing all of those sad stories of the young patients and their prognosis. Just to see these young people dying with babies at home, it did something to me. I told my staffing agency to please remove it from my profile. I didn’t care if I was to go hungry, I couldn’t do it. I still cry when I hear a grieving child crying at their mother bedside. It does something to me.

5-my family had a similar situation to yours. I think it happens to many people. No matter how much they would love to just drop everything and fulfill the wishes of their dying loved one, it’s just not possible. There are still the children to take care of and job obligations. Knowing this helps us to encourage our patient’s family that there are many other ways they can continue to show their love to a dying relative.

 

6-Thank you for sharing your personal experience with your Grandpa. I can imagine how difficult it must have been for you and your family. I can understand how your mom would have been far too stressed with her grieving process of her partner and then to prepare to go through it all again too soon would have been hard.  I think as families, we do the best we can and hope for the best. As nurses, we have to understand that some families just can’t drop their lives to be at the bedside. It’s not that they don’t care or love the person, it’s just life.

Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment

Many genitourinary (GU) disorders such as kidney disease begin developing during childhood and adolescence (Johns Hopkins Children’s Center, 2010). This early onset of disease makes it essential for you, as the advanced practice nurse caring for pediatric patients, to identify potential signs and symptoms. Although some pediatric GU disorders require long-term treatment and management, other disorders such as bedwetting or urinary tract infections are more common and frequently require only minor interventions. In your role with pediatric patients, you must evaluate symptoms and determine whether to treat patients or refer them for specialized care. For this Discussion, consider potential diagnoses, treatment, and/or referral options for the patients in the following three case studies. Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment.

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Case Study 1

You see a 3-year-old with a 2-day history of complaints of dysuria with frequent episodes of enuresis despite potty training about 7 months ago. She is afebrile and denies vomiting. Physical examination is normal. Dipstick voided urine analysis reveals: specific gravity 1.015, Protein 1+ non-hemolyzed blood, 1+ nitrites, 1+ leukocytes, and glucose-negative. Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment .

Case Study 2

Mark is a 15-year-old with complaint of acute left scrotal pain with nausea. The pain began approximately 6 hours ago as a dull ache and has gradually worsened to where he can no longer stand without doubling over. He is afebrile and in marked pain. Physical exam is negative except for elevation of the left testicle, diffuse scrotal edema, and the presence of a blue dot sign. Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment .

Case Study 3

Maya is a 5-year-old who presents for a well-child visit. She is a healthy child with no complaints. Physical examination is normal. Routine urinalysis indicates 2+ proteinuria; specific gravity 1.020; negative for glucose, blood, leukocytes, and nitrites. Her blood pressure is normal, and she is at the 60th percentile for height and weight.

To prepare:

Review “Genitourinary Disorders” in the Burns et al. text.

Review and select one of the three provided case studies. Analyze the patient information.

Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment .

Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.

Consider strategies for educating patients and families on the treatment and management of the genitourinary disorder. Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment .

By Day 3

Post
 an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the genitourinary disorder. Diagnosis and Management of Genitourinary Disorders Discussion Essay Assignment.

Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper

Details: Benchmark – Professional Capstone and Practicum Reflective Journal

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:

1. New practice approaches

2. Intraprofessional collaboration

3. Health care delivery and clinical systems

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4. Ethical considerations in health care

5. Population health concerns

6. The role of technology in improving health care outcomes

7. Health policy

8. Leadership and economic models

9. Health disparities

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

Students will develop a 1,250-1,500-word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal: Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, you are required to retrieve and assess a minimum of 8 peer-reviewed articles. an abstract is not required, CITE WEBSITE SOURCE

Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper

Nursing Reflective Journal

Introduction

Nurses operate in settings that are characterized by challenges and complexities. The knowledge and practical experiences that I have amassed have enable me to overcome the complexities of health care systems in order to deliver services to patients and disadvantaged populations. Therefore, my experiences dealing with patients in different healthcare settings have provided me with opportunities to sharpen my professional and leadership skills. For a baccalaureate prepared nurse who anticipates working within a variety of settings, I can no longer afford to rely solely on my expertise in training, nor naïve optimism relating to collaboration and cooperation. Therefore, my learning and practical experiences have improved my ability to exercise leadership skills and contribute to the delivery of effective healthcare services to vulnerable groups. I have also been able to master the context of the healthcare system in which I provide my roles within the systemic structure of healthcare organization. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

New Practice Approaches

            T
he field of nursing has undergone major changes in the last decades. As a baccalaureate prepared nurse, I have learned to adapt to the changes in order to remain relevant in my effort to provide excellent services to patients. For instance, the continued use of evidence-based practice in nursing has been helpful to deal with health problems such as asthma, heart attack, diabetes, and obesity (Kristensen, Nymann & Konradsen, 2015). However, I have noted that such principles are not adequately embraced in care delivery and various practices abound. Within a traditional setting, patient safety studies have emphasized on evaluation of records to assess patient safety issues and to demonstrate that new practices will result in enhanced quality and patient safety. In particular, I have learned that nursing is a field that is rich with practices that recommend the use of empirical studies. Today, the nursing profession has offered major leadership for improving care through the utilization of findings in practice. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

The continued use of evidence-based practice in the field of nursing has revolutionized healthcare in various ways. Institutions of higher learning are increasingly recognizing the significance of this recent trend by introducing changes to their nursing programs in order to take into account evidence-based practice. As a student who pursues a degree in nursing, course materials that focus not just on improving the nurse’s entire knowledge, but also enhancing the significance of professional transparency is important. Such initiatives stress on the need for a nurse to make informed decisions and promote the consideration of the patients’ clinical, ethnic and spiritual backgrounds in relation to their health. The continued utilization of evidence-based practice in healthcare has also resulted in renewed focus on nursing studies. Although nursing programs may be comprised of at least a single or more courses associated with research, it is the task of learners to identify the significance of improving their skills. While I have observed that conducting research is not a regular endeavor for a nurse, it is important to understand issues that are relevant to new scientific evidences because this can provide major impacts on present and future career development. One popular evidence-based framework that is extensively used is the Agency for Healthcare Research and Quality (AHRQ) patient safety framework (Titler, 2008). This framework offers a safety research portfolio to health care delivery. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

Interprofessional Collaboration

           
Health care tasks are often complex, multifaceted and burdensome for one professional to accomplish. A single problem may require the input of many groups of people drawn from different areas of specialty. This is one of the most interesting learning experiences that I observed. The role of nursing in leading change and advancing health cannot be questioned (Sullivan et al. 2015). Therefore, a nurse must understand that no single person can perform all these functions alone. Most significantly, I have learned that interprofessional collaboration goes beyond the practical healthcare setting to include educational contexts (Sullivan et al. 2015). Contemporary healthcare institutions need sophisticated organizational systems that depend on the interrelationship and integrations of many services that are offered by various caregivers. Each of these caregivers have their respective areas of professionalism and emphasis. Interprofessional collaboration is essential for the fruitful solving of problems of improving medicine and technology, reduced resources, as well as the widening demand for healthcare services. Nurses also operate in such contexts in which multidisciplinary professional collaboration takes place not just relating to the care of individual clients, but also when it comes to provision of support to system-wide procedures and activities. Interprofessional collaboration is essential both within small units and major health companies that have big departments among experts at clinical and management areas. In a healthcare sector that is characterized by increasing demand for transparency and accountability, nurses are expected to assess the degree of standard of care that they offer. The beneficial survival of patients in a problematic and competitive world requires that healthcare institutions’ performances indicate the highest possible levels of care without having to sacrifice high costs. Interprofessional collaboration improves the possibility that good standards of care can be efficiently attained, irrespective of the costs and nature of teams that come together to address health problems. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

Ethical Considerations in Healthcare

           
Nurses often struggle with the ethical challenges related to patient care. As a result, ethical problems and issues may arise within any healthcare circumstance in which deep moral questions of rightness or wrongness under professional decision-making and the beneficent care of patients (Ulrich et al. 2010). As a nurse, I learned the importance of understanding the ethical climate and culture of the healthcare institution that I was operating. Ethical culture can be regarded as the manner in which ethical matters and circumstances that create ethical problems or concerns are dealt with in an institution. Ethical practices in the field of nursing can be maintained by seeking consultations from ethical experts. These experts play an integral role in the development of a collection of code of ethics that contain guidelines and recommendations that can be used to respond to ethical concerns. In the event that an ethical problem occurs, it is important to conform to a good ethical climate that makes up employee perceptions on how major decisions that have ethical contents are handled, discussed, and addressed. The nurse has both individual and collective responsibility to establish, maintain, and improve the ethical environments of the practical contexts and conditions of employment that are supportive to secure, high standard health care. This responsibility enables a nurse to uphold the significance of an ethical environment where the ethical practices of nurse practitioners and other healthcare professionals is important to meet the preferences and objectives of patients and their family members. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

Health Disparities

           
While it is the duty of the nurse to ensure that health services are accessible to all patient populations, advancing of health equity agenda has faced various challenges. For instance, there are racial-based inequalities that people face in their access to health. The perception of the US as a post racial country is inaccurate (Anderson, 2012).   Therefore, two general approaches can be employed to reduce inequalities in access to health services. Health disparities emerge when certain groups of people enjoy better health services and access to health than others. This often reflects in differences in death rates among various populations that make up the United States.
D
isparities are mainly brought about by inequalities in people’s levels of income across the entire population. For instance, poor blacks may face the challenge of accessing better health services than middle class whites.  Nurses can play a major role in examining and investigating health inequalities through a process referred to as selection. Selection can be described as the tendency that individuals have to group themselves in terms of their residential places, social gatherings, and other forms of clustering. For instance, individuals who like to engage in physical activities are most likely to reside in areas where they can walk, whereas those who like to isolate themselves or stay indoors often opt for auto-reliant estates. This plays a major role in the differences in health among members who belong to varying levels of income. For instance, those who are rich and live sedentary lifestyles are most likely to face cardiovascular diseases, obesity, and diabetes compared to their counterparts in poor neighborhoods who have to walk for long distances. This phenomenon is in some situations viewed as an explanation for academic, professional, or ethnic disparities in health. For instance, some scholars may seek to understand the interrelationships between socioeconomic status as an outcome of selection by asserting that genetically superior people are most likely to enjoy better health and high Intelligence Quotient. This suggests why most intellectuals and those who have high socioeconomic status are healthier. However, my observation is that geographical factors can play a major role in increasing health inequalities in the country. This can be viewed in terms of the contextual and compositional impacts. Contextual issues often affect a neighborhood whereas compositional factors are basically representative of the nature of people in terms o their surroundings or other contexts.  For instance, in case a specialized healthcare institution attracts high number or chronically ill occupants of a particular neighborhood, the poor health status of these neighborhoods in comparison to immediate surroundings can be compositional. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

 

 

References

Anderson, K. M. (2012). 
How Far Have We Come in Reducing Health Disparities?: Progress

Since 2000: Workshop Summary
. New York: National Academies Press.

Gordon, J. M., Lorilla, J. D., & Lehman, C. A. (2012). The role of the clinical nurse specialist in

the future of health care in the United States. 
Perioperative Nursing Clinics
, 
7
(3), 343-

353.

Kristensen, N., Nymann, C., & Konradsen, H. (2015). Implementing research results in clinical

practice-the experiences of healthcare professionals. 
BMC health services

research
, 
16
(1), 48. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper.

Sullivan, M., Kiovsky, R. D., Mason, D. J., Hill, C. D., & Dukes, C. (2015). Interprofessional

collaboration and education. 
AJN The American Journal of Nursing
, 
115
(3), 47-54.

Titler, M. G. (2008). The evidence for evidence-based practice implementation.
Patient Safety

and Quality: An Evidence-Based Handbook for Nurses.

Ulrich, C. M., Taylor, C., Soeken, K., O’Donnell, P., Farrar, A., Danis, M., & Grady, C. (2010).

Everyday ethics: ethical issues and stress in nursing practice. 
Journal of advanced

nursing
, 
66
(11), 2510-2519. Professional Capstone and Practicum Reflective Journal – Essay Assignment Paper

NRS 490 Scholarly Activity Summary Paper

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis. NRS 490 Scholarly Activity Summary Paper

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Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment. NRS 490 Scholarly Activity Summary Paper.

solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines.

Scholarly Activity Summary

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10. NRS 490 Scholarly Activity Summary Paper.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more. NRS 490 Scholarly Activity Summary Paper.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse? NRS 490 Scholarly Activity Summary Paper.

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP. 
NRS-490-RS-ScholarlyActivitySummary . 
NRS 490 Scholarly Activity Summary Paper.

Why EBP is an Essential Component of the Practice Discussion

This is a discussion post, about 
250 WORDS
, tittle page not require In- text citation is required original work please,
 scholarly references
 are required for this assignment, 
website source strongly preferred
.

QUESTION 2

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact? Why EBP is an Essential Component of the Practice Discussion

This is a discussion post, ABOUT 
250 WORDS
, tittle page not require In- text citation is required original work please, 
scholarly references
 are required for this assignment, 
website source strongly preferred
.

QUESTION 1

Dissemination of EBP and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project. Discuss why each of your choices is the best option for you to disseminate your new knowledge. Why EBP is an Essential Component of the Practice Discussion.

Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns

Capstone Community Aggregate

The purpose of this paper is to discuss the creation and implementation of a health promotion project by synthesizing all information collected throughout the RN to BSN completion program. [Put the text of your paper here and the last page of your paper is reserved for the references. Please see the South APA Guidelines and South APA Basics documents to ensure that your references are properly constructed].

Introduction & Problem Statement

[Put the text of your paper here providing an introduction to the problem and a clear statement of what you intended to accomplish with your project. INCLUDE the relevancy of the topic you chose, concerns regarding the issue, how this issue impacts nursing and healthcare.  INCLUDE literature review references and/or current event articles to support your perspective.

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                                                               Trends and Statistics

[Put the text of your paper here, presenting relevant trends, etiology of the problem, prevalence & incidence statistics (referencing as appropriate) – USE relates statistics form the CDC or other relevant data information and the last page of your paper is reserved for the references. Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Related Sources

[Put the text of your paper here discussing relevant information to the problem and your project, referencing as appropriate. You must provide at least ONE Peer-Reviewed nursing articles and at least TWO current event articles/internet sites or other forms of media to demonstrate appropriate research.

The Client: Objective & Subjective Assessment

[Put the text of your paper here introducing your aggregate and the representative of your aggregate.  In the sections below, you will clearly and concisely describe your client using BOTH subjective and objective information.  Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Case Study

[Put the text of your paper here and summarize your findings related to the issues presented by your client and discuss how and intent to improve your client’s health/life.  Include both Objective and Subjective information.

Aggregates’ Demographics

[Put the text of your paper here present the demographics of the aggregate here (remember an aggregate is a GROUP of people, not just one individual) and the last page of your paper is reserved for the references.

Gordon’s 11 Functional Health Patterns

See Appendix B of this paper. You may include your entire Gordon’s information as an appendix, but here you want to SUMARIZE the information and only present items that are relative to the issue you are addressing.  Describe the content of the relevant portions of the Gordon’s here. Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Health Perception and Health Management.

[Put the text of your paper here discussing the health perception(s) of the individual that represents your aggregate and his/her current management strategy.

Nutrition and Metabolism.

[Put the text of your paper here discussing the nutrition and metabolism of the individual that represents you aggregate, if relevant.  If NOT relevant, leave this sub-topic out.

Elimination.

Put the text of your paper here discussing the elimination of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.                                                                           Activity and Exercise.

[Put the text of your paper here discussing the activity and exercise of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.

Cognition and Perception.

[Put the text of your paper here discussing the cognition and perception of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out. Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Sleep and Rest.

[Put the text of your paper here discussing the sleep and rest of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.

Self-Perception and Self-Concept.

[Put the text of your paper here discussing the Self-perception and self-concept of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.

Roles and Relationships.

[Put the text of your paper here discussing the roles and relationships of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out. Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Sexuality and Reproduction.

[Put the text of your paper here discussing the sexuality and reproduction of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.

Coping and Stress Tolerance.

[Put the text of your paper here discussing the coping and Stress Tolerance of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.

Values and Belief.

[Put the text of your paper here discussing the values and beliefs of the individual that represents you aggregate if relevant.  If NOT relevant, leave this subtopic out.

Windshield Survey

[Put the text of your paper here and describing the relevant finding of your Windshield survey in paragraph form.  You may include your entire windshield survey as an APPENDIX, but in this section, you should present your findings in paragraph format. Concept Map     [Put the text of your paper here describing your concept map.  THIS is an EXAMPLE of a CONCEPT map – yours may be different.

Genogram: One Individual in Aggregate

[Put the text of your paper here and describing the genogram of the individual representing your aggregate, if appropriate.  CLEARLY identify your individual in your genograms.  Include children of your aggregate exemplar, if appropriate. Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Paternal Side:

Maternal Side:

Plan of the Project Community Stakeholder’s Identified

[Put the text of your paper here describing the community stakeholders you have identified related to both your aggregate and the individual with whom you are working who represents your aggregate.

Financial and Political Implications

[Put the text of your paper here discussing the financial and political implications of your health promotion plan as it relates to both the entire aggregate and the individual that represents your aggregate.

Feasibility of the Project Provision of Alternate Plan and Interventions

[Put the text of your paper here discussing an alternative plan if your initial plan does not work.

Role of Change Agent

[Put the text of your paper here discuss the role of a change agent and your specific role as the change agent for your aggregate and for the individual that is representing your aggregate.

Implementation and Evaluation of the Project Implementation of the Project [Describe in detail what you did and how you did it (your health promotion plan) and the progress made.

Evaluation of the Project Evaluation:

Did the project intervention address the original identified problem? [Put the text of your paper here describing and critiquing your health promotion plan – i.e. – DID IT WORK?   WHY or why not????

Implications to Nursing Practice in the Local Community

[Put the text of your paper here discussing how your plan can affect (or be used by) nurses practicing in the local community. Provide at least three nursing implications that would affect nursing practice in the local community.  Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns .

Implications to Nursing Practice and Global Health

[Put the text of your paper here discussing how your plan might impact nurses around the world and global health.  Provide at least three nursing implications that would affect nursing practice in terms of global health.

Summary, Recommendations and Conclusion

[Put the text of your paper here presenting your recommendations related to your project as well as a summary of the project and your conclusions Please see the South APA Guidelines and South APA Basics documents to ensure that your references are properly constructed]. Capstone Community Aggregate – Gordon’s 11 Functional Health Patterns

Community Health Promotion Project

For this Community Health Promotion Project assignment, you will compose a scholarly paper focused on health promotion for a population of your choosing. Your paper should be 6 to 7 pages in length and formatted in APA style.

Be sure to address the following:

Identify the population you choose and analyze relevant information (demographics, socioeconomics, environmental hazards, and access to healthcare) pertaining to your chosen population.

Analyze and discuss the mortality and morbidity risk factors for your selected population. Discuss four health risk factors. Community Health Promotion Project.

Suggest a health promotion activity for each health issue identified from your analysis.

Use course lectures, textbook readings, and three scholarly journal articles to support your findings and recommendations in relation to your chosen population.

On a separate page, cite all sources using APA format. You can use this 
APA Citation Helper
 as a convenient reference for properly citing resources. You may create your essay in this 
APA-formatted template
. Community Health Promotion Project

NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Details:

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement 

Revise the PICOT statement you wrote in the Topic 1 assignment. (See attached)

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions. (Both are attached). NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

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The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper. (See attached)

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. (Rubric attached). NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

NRS-433V-RS-Research-Critique-Guidelines

Research Critique Guidelines

Qualitative Study

Background of Study:

Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

Were the purpose and research questions related to the problem? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Method of Study:

Were qualitative methods appropriate to answer the research questions?

Did the author identify a specific perspective from which the study was developed? If so, what was it?

Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.

Did the author evaluate or indicate the weaknesses of the available studies?

Did the literature review include adequate information to build a logical argument?

When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

 

Results of Study

What were the study findings?

What are the implications to nursing?

Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

Was the study approved by an Institutional Review Board?

Was patient privacy protected? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Were there ethical considerations regarding the treatment or lack of?

Conclusion

Emphasize the importance and congruity of the thesis statement.

Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Integrate a summary of the knowledge learned.

 

Quantitative Study

Background of Study:

Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Were the purpose and research questions related to the problem?

 Methods of Study

Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify?

Was informed consent obtained from the subjects or participants?

Did it seem that the subjects participated voluntarily in the study?

Was institutional review board approval obtained from the agency in which the study was conducted?

Are the major variables (independent and dependent variables) identified and defined? What were these variables? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

How were data collected in this study?

What rationale did the author provide for using this data collection method?

Identify the time period for data collection of the study.

Describe the sequence of data collection events for a participant.

Describe the data management and analysis methods used in the study.

Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

Results of Study

What is the researcher’s interpretation of findings?

Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings?

What limitations of the study were identified by researchers?

Was there a coherent logic to the presentation of findings?

What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing?

What suggestions are made for further studies? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Ethical Considerations

Was the study approved by an Institutional Review Board?

Was patient privacy protected?

Were there ethical considerations regarding the treatment or lack of?

Conclusion

Emphasize the importance and congruity of the thesis statement.

Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Integrate a summary of the knowledge learned.

Reference

Burns, N., & Grove, S. (2011).
Understanding nursing research
(5th ed.). St. Louis, MO: Elsevier. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

RUBRIC

RUBRIC

 

1

Unsatisfactory

0.00%

2

Less than Satisfactory

75.00%

3

Satisfactory

83.00%

4

Good

94.00%

5

Excellent

100.00%

60.0 %Content

 

5.0 %Nursing Practice Problem and PICOT Statement

A nursing practice problem is not clearly described and/or a PICOT statement is not included.

PICOT statement describes a nursing practice problem but lacks reliable sources.

PICOT statement describes a nursing practice problem and includes a few reliable sources.

PICOT statement articulates a nursing practice problem using supporting information from reliable sources.

PICOT statement clearly articulates a nursing practice problem using substantial supporting information from numerous reliable sources.

5.0 %Background of Study

Background of study including problem, significance to nursing, purpose, objective, and research questions is incomplete. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Background of study including problem, significance to nursing, purpose, objective, and research questions is included but lacks relevant details and explanation.

Background of study including problem, significance to nursing, purpose, objective, and research questions is partially complete and includes some relevant details and explanation.

Background of study including problem, significance to nursing, purpose, objective, and research questions is complete and includes relevant details and explanation.

Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation.

5.0 %Method of Study

Discussion of method of study including discussion of conceptual/theoretical framework is incomplete.

Discussion of method of study including discussion of conceptual/theoretical framework is included but lacks relevant details and explanation.

Discussion of method of study including discussion of conceptual/theoretical framework is partially complete and includes some relevant details and explanation.

Discussion of method of study including discussion of conceptual/theoretical framework is complete and includes relevant details and explanation.

Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation.

5.0 %Results of Study

Discussion of study results including findings and implications for nursing practice is incomplete.

Discussion of study results including findings and implications for nursing practice is included but lacks relevant details and explanation.

Discussion of study results including findings and implications for nursing practice is partially complete and includes some relevant details and explanation.

Discussion of study results including findings and implications for nursing practice is complete and includes relevant details and explanation.

Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation.

5.0 %Ethical Considerations

Discussion of ethical considerations associated with the conduct of nursing research is incomplete.

Discussion of ethical considerations associated with the conduct of nursing research is included but lacks relevant details and explanation.

Discussion of ethical considerations associated with the conduct of nursing research is partially complete and includes some relevant details and explanation.

Discussion of ethical considerations associated with the conduct of nursing research is complete and includes relevant details and explanation.

Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation.

5.0 %Conclusion

Conclusion does not summarize a critical appraisal and applicability of findings.

Conclusion is vague and does not discuss importance to nursing. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Conclusion summarizes utility of the research and importance to nursing practice.

Conclusion summarizes utility of the research from the critical appraisal and the findings importance to nursing practice.

Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice.

10.0 %Evidence of Revision

Final paper does not demonstrate incorporation of feedback or evidence of revision on research critiques.

Incorporation of research critique feedback or evidence of revision is incomplete.

Incorporation of research critique feedback and evidence of revision are present.

Evidence of incorporation of research critique feedback and revision is clearly provided.

Evidence of incorporation of research critique feedback and revision is comprehensive and thoroughly developed.

10.0 %PICOT Statement, Research Article, and Nursing Practice Problem Link (C. 2.2)

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is not included.

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is incomplete or incorrect.

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is included but lacks relevant details and supporting explanation.

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is complete and includes relevant details and supporting explanation.

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is extremely thorough with substantial relevant details and extensive supporting explanation.

10.0 %Proposed Evidence-Based Practice Change (C. 3.2)

The proposed evidence-based practice change is not included.

The proposed evidence-based practice change is incomplete or incorrect. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is included but lacks relevant details and supporting explanation. The proposed evidence-based practice change is included but lacks supporting explanation and relevant details.

The proposed evidence-based practice change is complete and includes supporting explanation and relevant details.

The proposed evidence-based practice change is extremely thorough and includes substantial supporting explanation and numerous relevant details.

30.0 %Organization and Effectiveness

 NRS 433 – PICOT Statement and Literature Research Critique Guidelines

10.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

10.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

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.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

 

5.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

 

NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Diabetes: PICOT Statement and Literature Search

PICOT Statement

PICOT Statement: Adults with Type 1 and Type 2 Diabetes undergoing self-management education compared to not undergoing self-management education can achieve better glycemic control within six months. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

P: – Population – Adults with Type 1 and Type 2 Diabetes

I: – Intervention – Undergoing self-management education

C: – Comparison – Not undergoing self-management education

O:  –  Outcome – Can achieve better glycemic control

T: – Time – Six months

Does educating patients on the risk of developing type 2 DM, if  lifestyle changes do not occur, reduce the risk for developing DM compared to patients who do not receive education?

 

References

Carolan, M., Holman, J., & Ferrari, M. (2015). Experiences of diabetes self‐management: a focus group study among Australians with type 2 diabetes. 
Journal of clinical nursing
, 
24
(7-8), 1011-1023.

The aim of this study is to explore the experiences and concerns of type 2 diabetes patients in a low socio-economic environment. The researchers performed an exploratory qualitative study with a focus group of 22 people aged between 40 and 70 with type 2 diabetes mellitus. The data collected from this focus group study was analyzed using a thematic analysis approach. The participants of the group described their experiences and they were categorized as physical, emotional, and psychological. The data analysis showed four main themes in the experiences of the patients including personal journey, diabetes the silent disease, access to resources and services, and the work of managing diabetes. The research subjects highlighted that the impact of the diabetes management is not only on the patient but also the support group that assists in the self-management efforts. In conclusion, he members of this study are generally satisfied with their self-management techniques but they are in need of additional information to understand more about their condition. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Chrvala, C. A., Sherr, D., & Lipman, R. D. (2016). Diabetes self-management education for adults with type 2 diabetes mellitus: a systematic review of the effect on glycemic control. 
Patient education and counseling
, 
99
(6), 926-943.

The purpose of this article is to determine the effect of self-management education and the support methods, duration, and contact time or glycemic control for patients of type 2 diabetes. The researchers used online databases such as MEDLINE, ERIC, CINAHL, EMBASE and PsycINFO for article that assess diabetes interventions that involve patients’ participation in self-management activities. The review assessed 118 unique intervention techniques with 61.9% reporting significance. The overall mean reduction in A1C was 0.74 for the study groups and 0.17 for the control groups. A combination of individual and group engagement groups had the largest decreases in A1C with 0.88. Patients with elevated glycemic values reported a statistically significant reduction in their A1C with 83.9%. The data of this study suggests that the mode of self-management education delivery, the hours of engagement, and the baseline glycemic level affect the significant achievement in glycemic control after diabetes self-management. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Milajerdi, A., Shab-Bidar, S., Azizgol, A., & Khosravi-Boroujeni, H. (2015). Provision of nutritional/lifestyle counseling on diabetes self-management: A chance to improve metabolic control in new cases of type 2 diabetes. 
Journal of Nutritional Sciences and Dietetics
, 
1
(2), 98-106.

The purpose of this study was to evaluate the efficacy of self-management education on metabolic control for type 2 diabetes patients. This was a quasi-experimental study that was done with 300 type 2 diabetes patients as the primary research subjects. The patients participated in 16-week educational program where they were trained on metabolic control by a dietician. At baseline, there was an intervention group attending a 20 minute lifestyle and nutrition educational program.  The participants were analyzed at baseline and a 2 to 4 months follow-up for changes in the glycemic status, BMI, and lipid profile were done. Later a pre-education and post education analysis of variance was done to evaluated the differences. This study found that a lifestyle and nutrition education program were effective in helping patients of type 2 diabetes to improve their metabolic control. This study suggested that metabolic control can be done through educational intervention rather that the pharmacological interventions.

Nasab, M. N., Ghavam, A., Yazdanpanah, A., Jahangir, F., & Shokrpour, N. (2017). Effects of self-management education through telephone follow-up in diabetic patients. 
The health care manager
, 
36
(3), 273-281. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

The aim of this study was to investigate the effect of self-management education with a telephone follow-up for diabetic patients living in rural areas of Iran. The study was done using an experimental study design with 64 participants randomly assigned to the intervention and control groups of 32 each. The intervention group included patients who attended four educational sessions lasting 90 minutes each. The control group went through the traditional care routine. The outcome of the experinment was measured using the Diabetes Self-Managemnt Questionnaire (DSMQ) before and after the intervention. The results were analysed using Mann-Whitney U tests. The results found that there was a significant difference in the glycemic control for the intervention and control groups. This study suggests that self-management education facilitates better self-care. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Pereira, K., Phillips, B., Johnson, C., & Vorderstrasse, A. (2015). Internet delivered diabetes self-management education: a review. 
Diabetes technology & therapeutics
, 
17
(1), 55-63.

The purpose of this article was to investigate the effectiveness of internet-delivered diabetes self-management education on glycemic control. A quantitative analysis was done on literature from various online databases such as PubMed, EBSCO, CINAHL, and Web of Science. The search led to the analysis of 111 relevant articles, but only 14 met the criteria for the review. Nine of the reviewed articles were randomized control trials with study lengths varying between 2 weeks and 24 months. The results of the study showed that internet delivered self-management education is effective in reducing glycemic control among diabetes patients. Additionally, the results showed that self-management education help to increase rates if clinical attendance and change eating habits after the online engagement with patients through the internet. The implications of this study are that education on self-management techniques can be offered through online platforms and help improve self-care among diabetes patients. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Tang, T. S., Funnell, M., Sinco, B., Piatt, G., Palmisano, G., Spencer, M. S., … & Heisler, M. (2014). Comparative effectiveness of peer leaders and community health workers in diabetes self-management support: results of a randomized controlled trial. 
Diabetes care
, 
37
(6), 1525-1534.

The objective of this article was to compare the differences between the effects of a peer leaders versus community health worker led telephone outreach intervention compared to a six months self-management education program.  The study was done using a randomized control trial with 116 Latino adults with type 2 diabetes. The participants were selected from a federally qualified health center and randomly selected for a 6-month self-management education program followed by 12 months of weekly group discussions delivered by peer leaders. Another group was enrolled for the 6-moth education program and later a 12 month outreach program by a community health worker. The results suggested that the group that underwent the peer leadership groups maintained their improvements after the education program for a period of 18 months. Both groups maintained their improvements in waist circumference, diabetes distress, and diabetes support with no significant differences between each of the groups. This study suggests that both low cost peer group interventions and community health worker led outreach programs help diabetes patients to maintain their diabetes management after their education program. NRS 433 – PICOT Statement and Literature Research Critique Guidelines. 
NRS433QualitativeResearchCritiqueD.S.graded. 

NRS433QuantitativeresearchD.S.graded. 

NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Health Care Service Provider Presentation

Select
 one of the health care service providers identified in your Week Three assignment, Health Care Providers and Products. Choose from one below.

“Dental Hygienist”

“Home Health Aide and Personal Care Assistant”

“Occupational Therapy Assistant”

“Respiratory Therapist”

Prepare
 an 8- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes that discusses the health care service provider selected.

Include
 the following in your presentation:

Identify the selected health care service provider selected.

Identify two additional services and products he or she provides.

Identify the roles of various stakeholders and emerging roles within the health care service provider selected.

Explain how the services and products are financed or paid for.

Identify current and future trends that may have an impact on this provider of health care services.

Cite
 at least 3 peer-reviewed or scholarly references and your textbook to support your presentation. Health Care Service Provider Presentation