Category: Nursing

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Complete
 the 
NRP 513 Guide to an Overall Critique of a Qualitative Research Report
worksheet for the qualitative article you selected.

Qualitative article is being Attached, and the 
NRP 513 Guide to an Overall Critique of a Qualitative Research Report
is attached too.

Attention: What i need is to answer all the questions from the guide utilizing the article attached. Please read carefully the article. P;ease Dot Not invent. answers have to come from article. Professor will read article and compared with the answers in the guide. All questions needed to be answered. please do not miss questions. Yes or not plain answers not allowed. Needs to be explained why yes or why not. NRP 513 Guide to an Overall Critique of a Qualitative Research Report

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Another instruction:  1 st page start with a cover page, then answer all questions with not exemption and last page needs to have the references. NRP 513 Guide to an Overall Critique of a Qualitative Research Report.

University of Phoenix Material

 

Guide to an Overall Critique of a Qualitative Research Report

 

Aspect of the Report

Critiquing Questions

Title

Ø Is the title a good one, suggesting the key phenomenon and the group or community under study?

 

Abstract

Ø Does the abstract clearly and concisely summarize the main features of the report?

 

Introduction

Statement of the problem

 

Ø Was the problem stated unambiguously and is it easy to identify?

 

Ø Did the problem statement build a cogent and persuasive argument for the new study?

 

Ø Was the problem significant for nursing?

 

Ø Was there a good match between the research problem on the one hand and the paradigm, tradition, and methods on the other—that is, was a qualitative approach appropriate?

 

 

Research questions

Ø Were research questions explicitly stated? If not, was their absence justified?

 

Ø Were the questions consistent with the study’s philosophical basis, underlying tradition, conceptual framework, or ideologic orientation?

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

 

Literature review

Ø Did the report adequately summarize the existing body of knowledge related to the problem or phenomenon of interest?

 

Ø Did the literature review provide a strong basis for the new study?

 

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Conceptual underpinnings

Ø Were key concepts adequately defined conceptually?

 

Ø Was the philosophical basis, underlying tradition, conceptual framework, or ideologic orientation made explicit and was it appropriate for the problem?

 

 

 

 

Method

Protection of participants’ rights

 

Ø Were appropriate procedures used to safeguard the rights of study participants?

 

Ø Was the study subject to external review by an IRB or ethics review board?

 

Ø Was the study designed to minimize risks and maximize benefits to participants?

 

Research design and research tradition

 

Ø Was the identified research tradition (if any) congruent with the methods used to collect and analyze data?

 

Ø Was an adequate amount of time spent with study participants?

 

Ø Did the design unfold during data collection, giving researchers opportunities to capitalize on early understandings?

 

Ø Was there an adequate number of contacts with study participants?

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Sample and setting

Ø Was the group or population of interest adequately described? Were the setting and sample described in sufficient detail?

 

Ø Was the approach used to recruit participants or gain access to the site productive and appropriate?

 

Ø Was the best possible method of sampling used to enhance information richness and address the needs of the study?

 

Ø Was the sample size adequate? Was saturation achieved?

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Data collection

Ø Were the methods of gathering data appropriate? Were data gathered through two or more methods to achieve triangulation?

 

Ø Did the researcher ask the right questions or make the right observations, and were they recorded in an appropriate fashion?

 

Ø Was a sufficient amount of data gathered? Were the data of sufficient depth and richness?

 

Procedures

Ø Were data collection and recording procedures adequately described and do they appear appropriate?

 

Ø Were data collected in a manner that minimized bias or behavioral distortions? Were the staff who collected data appropriately trained?

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Enhancement of trustworthiness

Ø Did the researchers use effective strategies to enhance the trustworthiness/integrity of the study, and was there a good description of those strategies?

 

Ø Were the methods used to enhance trustworthiness adequate?

 

Ø Did the researcher document research procedures and decision processes sufficiently that findings are auditable and confirmable?

 

Ø Was there evidence of researcher reflexivity?

 

Ø Was there “thick description” of the context, participants, and findings, and was it at a sufficient level to support transferability?

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Results

Data analysis

 

Ø Were the data management and data analysis methods adequately described?

 

Ø Was the data analysis strategy compatible with the research tradition and with the nature and type of data gathered?

 

Ø Did the analysis yield an appropriate “product” (e.g., a theory, taxonomy, thematic pattern)?

 

Ø Did the analytic procedures suggest the possibility of biases?

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Findings

Ø Were the findings effectively summarized, with good use of excerpts and supporting arguments?

 

Ø Did the themes adequately capture the meaning of the data? Does it appear that the researcher satisfactorily conceptualized the themes or patterns in the data?

 

Ø Did the analysis yield an insightful, provocative, authentic, and meaningful picture of the phenomenon under investigation?

 

 

Theoretical integration

Ø Were the themes or patterns logically connected to each other to form a convincing and integrated whole?

 

Ø Were figures, maps, or models used effectively to summarize conceptualizations?

 

Ø If a conceptual framework or ideologic orientation guided the study, were the themes or patterns linked to it in a cogent manner?

 

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Discussion

Interpretation of the findings

 

Ø Were the findings interpreted within an appropriate social or cultural context?

 

Ø Were major findings interpreted and discussed within the context of prior studies?

 

Ø Were the interpretations consistent with the study’s limitations?

 

Implications/recommendations

Ø Did the researchers discuss the implications of the study for clinical practice or further research—and are those implications reasonable and complete?

 

 

General Issues

Presentation

 

Ø Was the report well-written, well-organized, and sufficiently detailed for critical analysis?

 

Ø Was the description of the methods, findings, and interpretations sufficiently rich and vivid?

 

Researcher credibility

Ø Do the researchers’ clinical, substantive, or methodologic qualifications and experience enhance confidence in the findings and their interpretation?

 

 

Summary assessment

1.       Did the report discuss efforts to enhance or evaluate the quality of the data and the overall inquiry?  If so, is the description sufficiently detailed and clear?  If not, was there other information that allows you to draw inferences about the quality of the data, the analysis and interpretation?

2.      Which specific techniques (if any) did the researcher use to enhance the quality of the inquiry? Were these strategies used judiciously and to good effect?

3.      What quality-enhancement strategies were not used?  Would supplementary strategies have strengthened your confidence in the study and its evidence?

4.      Given the efforts to enhance data quality, what can you conclude about the study’s integrity, rigor, or trustworthiness?

 

Ø Do the study findings appear to be trustworthy—do you have confidence in the
truth
value of the results?

 

Ø Does the study contribute any meaningful evidence that can be used in nursing practice or that is useful to the nursing discipline?

 

NRP 513 Guide to an Overall Critique of a Qualitative Research Report

 

Note: The Guide to an Overall Critique of a Qualitative Research Report worksheet is adopted from Nursing research: Generating and assessing evidence for nursing practice (pp. 101 & 501), by D. F. Polit, and C. T. Beck, 2017, Philadelphia, PA: Wolters Kluwer. Copyright 2017 by Wolters Kluwer. Adapted with permission. NRP 513 Guide to an Overall Critique of a Qualitative Research Report

Phenomenology, grounded theory, and ethnography – Evaluating qualitative research essay

The focus of this discussion is on reading, interpreting, and evaluating qualitative research. The goal is to discuss all three methods: phenomenology, grounded theory, and ethnography. The ethnography article was selected because of its focus on motivational interviewing. This is a counseling strategy you may find very useful as nurse practitioners in order to promote changes in health behaviors.

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Write
 a 300-word message in which you:

1. discuss all three methods: phenomenology, grounded theory, and ethnography.

2.  Summarize the findings of the study by describing the research question and method (sample, data collection, and analysis).

3. Identify the major strengths and limitations of this study.

4. Address how your findings could apply to your program of study, as well as to your present and future practice. phenomenology, grounded theory, and ethnography – Evaluating qualitative research essay

Include
 a reference page identifying the article you selected using APA guidelines. Future Practice will be Family Nurse Practitioners. Please read carefully the article. Dot not invent. all writing needs to be base from article. Thank You, 
ethnography article

phenomenology, grounded theory, and ethnography – Evaluating qualitative research essay

A loss of social eating: the experience of individuals living with gastroparesis – Jose Bennell and Claire Taylor

Qualitative article wk6

A loss of social eating: the experience of individuals living with gastroparesis – Jose Bennell and Claire Taylor

Changing Attitudes in the Workplace

Several attitudes can be displayed in the  workplace depending on conditions, management style, personal issues,  and values. There are seven steps for changing attitudes in the  workplace. Refer to this week’s readings on the step-by-step process for  changing attitudes in the workplace. Now, read the following scenario:

You are a new manager in the department  (either major or desired management position). You discover that the  majority of staff members have a negative attitude, they gossip, and  have low morale. Many bring their home issues and problems to work.

Using the South University Online Library,  you may also research on the topics related to attitudes and perception  and write your response. Your response should be of at least three  pages.

Based on the above scenario and your research, answer the following questions in a Microsoft Word document:

Explain each of the seven steps, including the sub steps, with  detailed, specific examples on how you will effectively change negative  attitudes in your department.

What will you do specifically to turn your department around to a well-functioning team with positive attitudes?

Submission Details:

Support your responses with examples.

Cite any sources in APA format.

Changing Attitudes in the Workplace

NR507 Disease Process Presentation Guidelines and Grading Rubric

WEEK 6 Recorded Disease Process PRESENTATION

 GUIDELINES and Grading Rubric

Purpose

The purpose of the Disease Process Presentation is for learners to:

Develop professional presentation/communication skills.

Demonstrate an advancing understanding of pathophysiological processes of body systems that result in the diagnosis and treatment of patients who present with these disorders in these systems.

Demonstrate the ability to analyze the literature to obtain the most current, evidence-based resources on the assigned disease process.

Demonstrate and practice professional communication and leadership, while advancing the education of peers. NR507 Disease Process Presentation Guidelines and Grading Rubric.

Course Outcomes

Analyze pathophysiological mechanisms associated with select disease states.

Relate research findings to the management of patients with complex pathophysiologic dysfunction.

Requirements

For Week 6 of the course, there is no case study given to you by the faculty. Instead you will be creating a recorded presentation that demonstrates your understanding of a selected disease process. This presentation will be uploaded into the course via Kaltura (see course resource for directions).

Address the following Criteria:

Introduce the disease with a brief definition and description.

Discuss the
Risk Factors

and the connection to the

Etiology
of the initial injury to the cell/tissue/organ.

Discuss health care provider implications for prevention of the disease.

Show the progression from the
initial injury to the defect
in the tissue, organ and system functioning.

Link changes in the tissue, organ, and system functioning
to the initial presenting signs and symptoms seen in primary care
of the disease. NR507 Disease Process Presentation Guidelines and Grading Rubric.

Provide a brief description of how the disease is diagnosed.

Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.

Summarizes the disease on final slide with concluding remarks; includes implication for nurse practitioner practice.

Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content.

Reference slide and in-text citations depict references correctly cited according to APA.

NR507 Disease Process Presentation Guidelines and Grading Rubric

Presentation Guidelines:

The presentation should include a PowerPoint presentation which will be recorded using the instructions located in the Course Resource section.

The presentation should be no more than 15-20 minutes in recorded length.

The presentation should contain appropriate evidence to support the information presented per APA format.

Slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs- reading information from slides
is not
professional and therefore not acceptable.

Students need to demonstrate understanding and mastery of content by discussion style presentation.

NR507 Disease Process Presentation Guidelines and Grading Rubric

Technology Requirements

The instructions for using Kaltura are located in the Course Resource section.

Directions and Grading Criteria

 

Criterion

Exceptional

Outstanding or highest level of performance

Exceeds

Very good or high level of performance

Meets

Satisfactory level of performance

Needs

Improvement

Poor or failing level of performance

Developing

Unsatisfactory level of performance

 

Total Points Possible = 200

 

 

Application of Course Knowledge

 

 

 

70 Points

61 Points

 

57 Points

28 Points

0 Points

 

The recorded presentation includes clear presentation of all required concepts:

-Introduction of disease with brief definition and description.

-Risk factors with link to etiology provided.

-Implications of health care provider in disease prevention.

-Shows progression from the initial injury to the defect in the tissue, organ, and system functioning.

– Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.

– Provides a brief description of how the disease is diagnosed.

– Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.

All concepts are presented with logical thought process.

The recorded presentation includes clear presentation of all required concepts and linkages, but may lack some applicability to topic or misses one criteria in some way. NR507 Disease Process Presentation Guidelines and Grading Rubric

 

The recorded presentation has limited perspective, unclear linkages, insights and/or applicability to topic or does not meet one or more of the criteria of the assignment. NR507 Disease Process Presentation Guidelines and Grading Rubric

 

 

The recorded presentation contains inaccurate information and is not consistent with current practice. No clear linkages provided. Analysis is minimal.

The recorded presentation offers no insight or application to the assignment or course content.

 

Support from Evidence-Based Practice (EBP)

 

60 Points

 52 Points

 

49 Points

24 Points

0 Points

 

Scholarly literature is present throughout the presentation. Guidelines regarding disease prevention and pharmacological and non-pharmacological interventions are addressed and clearly analyzed.

Where applicable in the recorded presentation, analysis is partially supported by evidence from appropriate sources published within the last 5 years.

In-text citations and full references are provided.

Evidence-based, peer reviewed journal article cited but may not fully support disease prevention and pharmacological and non-pharmacological interventions.

Where applicable in the recorded presentation, analysis is partially supported by evidence.

Sources may not be scholarly in nature or may be older than 5 years. Guidelines are not used.

In-text citations and/or full references may be incomplete or missing. NR507 Disease Process Presentation Guidelines and Grading Rubric

 

Citations to non-scholarly websites given as rationale to support disease prevention and pharmacological and non-pharmacological interventions.

 

Presentation contains no evidence-based practice reference or citation. NR507 Disease Process Presentation Guidelines and Grading Rubric

 

 

50 Points

44 Points

41 Points

      20 Points

0 Points

 

Summary of Disease Process

Summarizes the disease using concise statements that reflect all content covered in the presentation.

Implications for practice addressed.

Summarizes the disease using concise statements that reflect all content covered in the presentation.

Implications for practice not clearly evident.

Summarizes the disease using concise statements with some content not reflected in the summary.

Implications for practice not clearly evident or missing. NR507 Disease Process Presentation Guidelines and Grading Rubric

Summary of the disease process is lacking concise statements and all content not reflected in the summary.

Implications for practice not addressed or not clearly evident.

No summary of the disease process provided.

Implications for practice not addressed.

 

Professionalism/ Organization

10 Points

9 Points

8 Points

       4 Points

0 Points

 

The recorded presentation has clear audio/video. The content flows in a logical, smooth manner. Verbal pauses are limited or absent. Student speaks in a clear cadence and speed.

The recorded presentation is lacking 1-2 components from the 50 point criteria.

The recorded presentation is lacking 3-4 components from the 50 point criteria. NR507 Disease Process Presentation Guidelines and Grading Rubric

 

Presentation presents findings that are sometimes unclear to follow and may not always be relevant to topic and concepts are difficult to follow.

The audio/video are hard to hear/see. Slides contain lengthy content (student reading from slides). Presentation style lacks flow of ideas and thoughts.

 

Grammar, Syntax, APA

 

10 points

9 points

8 points

4 point

0 points

 

APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.

Two to four errors in APA format, grammar, spelling, and syntax noted.

Five to seven errors in APA format, grammar, spelling, and syntax noted.

Eight to nine errors in APA format, grammar, spelling, and syntax noted. NR507 Disease Process Presentation Guidelines and Grading Rubric

Post contains ten or greater errors in APA format, grammar, spelling, and/or punctuation.

Total Points Possible= 200

 
NR507_W6_Disease_Process_Presentation_GuidelinesandGradingRubric

NR507 Disease Process Presentation Guidelines and Grading Rubric

Quantitative & Qualitative Study Research Critique Guidelines

Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Quantitative & Qualitative Study 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.

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?

Quantitative & Qualitative Study 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?

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?

Quantitative & Qualitative Study 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?

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.

Integrate a summary of the knowledge learned.

Quantitative & Qualitative Study Research Critique Guidelines

 

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.

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?

 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?

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?

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?

Quantitative & Qualitative Study Research Critique Guidelines

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?

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?

Quantitative & Qualitative Study Research Critique Guidelines

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.

Integrate a summary of the knowledge learned.

Reference

Burns, N., & Grove, S. (2011).
Understanding nursing research
(5th ed.). St. Louis, MO: Elsevier. Quantitative & Qualitative Study Research Critique Guidelines

WEEK 2/ PROJECT

Identifying research components. reviewing 
TWO
 articles (listed below) and completing the following tasks for each one:

Article Assignments

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1-
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). 
Spirituality as a predictive factor for signing an organ donor card.
Journal of Nursing Scholarship
, 47(1), 25-33. doi: 10.1111/jnu.12107

2-Dinkel, S., & Schmidt, K. (2015). 
Health education needs of incarcerated women.
 
Journal of Nursing Scholarship
, 46(4), 229-234. doi: 10.1111/jnu.12079

INSTRUCTIONS

Summarize each article utilizing the 
Week 2 research template
.see attached please

· Identify and describe the problem, purpose, and hypothesis or research questions of each study.

· Analyze and discuss the significance of the research to nursing practice.

· Identify two details to support the research as qualitative or quantitative.

· IMPORTANT INSTRUCTIO………..

· 
NOTE
: If a component is absent, student receives a zero for that component.

Cite all sources in APA format.

 

 

NSG3036 W2 Project

Research Template Name

 

Cite both articles reviewed in APA style:

 

 

 

 

 

***In the template, any direct quotes from the articles needs to only include the page number.

 

Week 2 Template

Quantitative Article

Qualitative Article

Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.

 

 

Identify and describe the problem for each article

 

 

 

SU_NSG3029_W2Project_Research_Template

Identified the purpose statement for each article

 

 

Identified hypothesis and/or research questions depending on the methodology used in the articles.

 

 

After analyzing, discuss

each article’s significance to nursing practice.

 

 

Identify two details to support the study being quantitative or qualitative

Evolving Practice Of Nursing and Patient Care Delivery Models 

Details:

As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals.

Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics. Evolving Practice Of Nursing and Patient Care Delivery Models.

Share your presentation with nurse colleagues on your unit or department and ask them to offer their impressions of the anticipated changes to health care delivery and the new role of nurses in hospital settings, communities, clinics, and medical homes.

In 800-1,000 words summarize the feedback shared by three nurse colleagues and discuss whether their impressions are consistent with what you have researched about health reform.

A minimum of three scholarly references are required for this assignment. Evolving Practice Of Nursing and Patient Care Delivery Models.

NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers

Details:

This is a Collaborative Learning Community assignment.

The instructor will assign you to a CLC group.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.

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This NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community.

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”

Interview a community health and public health provider regarding that person’s role and experiences within the community. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation.

Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Compile key findings from the interview, including the interview questions used, and submit with the group presentation.

PowerPoint Presentation

Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.

Include the following in your presentation:

Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health.

Summary of community assessment: (a) funding sources and (b) partnerships.

Summary of interview with community health/public health provider.

Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.

A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to RNBSNclientcare@gcu.edu.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.

When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.

NRS-427V.R.ProviderInterviewAcknowledgementForm_10-14-13.doc
NRS427V.R.FunctionalHealthPatternsCommAssessment_Student_10-14-13.doc
 NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers

Approach to Care of Cancer Essay Assignment Paper

Details:

Write a Approach to care of cancer essay assignment paper (1,250-1,750 words) describing the approach to care of cancer. In addition, include the following in your paper:

Describe the diagnosis and staging of cancer.

Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.

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.

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This Approach to care of cancer essay assignment paper uses a grading rubric. Instructors will be using the

rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. approach to care of cancer essay assignment paper.

Approach to care of cancer essay assignment paper rubric

 

1

Unsatisfactory 0-72%

0.00%

2

Less Than Satisfactory 72-75%

75.00%

3

Satisfactory 76-79%

79.00%

4

Good 80-89%

89.00%

5

Excellent 90-100%

100.00%

80.0 %Content

 

30.0 %Explanation of the Diagnosis and Staging of Cancers is Provided.

An explanation of the diagnosis and staging of cancers is not provided.

An explanation of the diagnosis and staging of cancers is provided but is missing relevant information.

An explanation of the diagnosis and staging of cancers is provided that meets the assignment criteria.

An explanation of the diagnosis and staging of cancers is provided that is offered in a detailed manner.

An explanation of the diagnosis and staging of cancers is provided that is offered in a detailed manner, while demonstrating higher level or critical thinking.

20.0 %At Least Three Complications of Cancer are Identified With Comprehensive Discussion of Available Treatments.

Less than three complications of cancer are identified. Approach to care of cancer essay assignment paper

At least three complications of cancer are identified but lacking a comprehensive discussion of available treatments.

At least three complications of cancer are identified with a comprehensive discussion of available treatments.

More than three complications of cancer are identified with a comprehensive discussion of available treatments.

More than three complications of cancer are identified with a comprehensive discussion of available treatments, while demonstrating higher level or critical thinking.

30.0 %Provides Recommendations to Address Physiological and Psychological Side Effects of Care.

Recommendations to address physiological and psychological side effects of care are lacking. Approach to care of cancer essay assignment paper

Recommendations to address physiological and psychological side effects of care are missing relevant information.

Recommendations to address physiological and psychological side effects of care meet the assignment criteria.

Recommendations to address physiological and psychological side effects of care are offered in a detailed manner.

Recommendations to address physiological and psychological side effects of care are offered in a detailed manner, while demonstrating higher level or critical thinking.

15.0 %Organization and Effectiveness

 Approach to care of cancer essay assignment paper

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim. Approach to care of cancer essay assignment paper

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose. Approach to care of cancer essay assignment paper

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

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

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

Some mechanical errors or typos are present, but 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. Approach to care of cancer essay assignment paper

5.0 %Format

 

2.0 %Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)

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.

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used. Approach to care of cancer essay assignment paper

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage

Approach to care of cancer essay assignment paper