Category: Nursing

NURS 8100 Week 8 Discussion: Federalism’s Impact on Policy Essay

Federalism’s Impact on Policy

The fragmentation of the U.S. health care system, with its differing modes of financing and service delivery, is a reflection of a dispersed government structure. Policy making is shared and distributed across various branches and levels of government. Federalism’s Impact on Policy essay. As a result, policy making processes can be slow to respond, manipulated towards personal interests, and often redundant. Consider, for example, the public entitlement programs such as Medicaid, Medicare, the State Children’s Health Insurance Program (SCHIPS), and the PPACA of 2010. Where is there overlap between these policies? How do they demonstrate a dispersed government structure?

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This week, you will analyze the role of the federal government in health care policy making. Federalism’s Impact on Policy essay.

To prepare:

Review this week’s Learning Resources focusing on the France article and the textbook readings.

Identify two nursing or health care policies that address similar needs, one passed at the federal level and the other at another level of government (state or local).

By Day 3

Post
 a cohesive response that addresses the following:

Provide an example of two policies that address similar needs, passed at two levels of government (i.e., federal, state, or local). Federalism’s Impact on Policy essay.

What are the advantages and/or disadvantages of this duplication? How does this example reflect the implications of federalism? Provide support from the literature for your position.

To what degree should the federal government get involved in health care policy making? Provide concrete examples to support your position.

Read
 a selection of your colleagues’ postings.

By Day 6

Respond
 to at least 
two
 of your colleagues in one or more of the following ways:

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

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

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Federalism’s Impact on Policy essay.

Validate an idea with your own experience and additional research.

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

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

Note:
Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria Federalism’s Impact on Policy essay.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

NURS 8100 Week 8: Federal Role in Health Care Policy

How does the organization and structure of government, including the existence of multiple levels (federal, state, local), promote or hamper effective policy making and implementation? What role does the federal government, in particular, play in the development of policies that affect nursing practice in today’s health care organizations? This week, you will examine how federalism has influenced the current health care system. You will consider the positive, or negative, implications of redundancy in health policy resulting from different levels of government.

Federalism’s Impact on Policy essay Learning Objectives

Students will:

Assess the implications of federalism in health care policy making

Analyze the politics and issues surrounding a current health care policy

Photo Credit: [Anuska Sampedro]/[Moment]/Getty Images

Federalism’s Impact on Policy essay Learning Resources

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

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). 
Understanding health policy: A clinical approach
 (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 15, “Health Care Reform and National Health Insurance”Chapter 15 discusses the history of legislating national health care insurance in the United States. The chapter focuses on the different methods of financing a national health care reform, from a single-payer government fund to employer and individual mandates.

Chapter 16, “Conflict and Change in America’s Health Care System”Chapter 16 highlights the historical relationships between health care purchasers, insurers, providers, and suppliers. Over the decades, these stakeholders have battled for control of the U. S. health care system, as health care costs increase and more people remain uninsured. Federalism’s Impact on Policy essay.

France, C. (2008). The form and context of federalism: Meaning for health care financing. 
Journal of Health Politics, Policy & Law, 33
(4), 649–705. doi: 10.1215/03616878-2008-012

Note:
 You will access this article from the Walden Library databases.

 

The author argues that the United States’ unique form of federalism works negatively within a fragmented societal context to create an equally fragmented and dispersed health care system. The article highlights the United States health care system by comparing it with systems in Canada, Germany, and Australia.

Frankel, M. S. (2009). Commentary: Public outreach by the FDA: Evaluating oversight of human drugs and medical devices. 
Journal of Law, Medicine & Ethics, 37
(4), 625–628.

Note:
 You will access this article from the Walden Library databases.

Kennedy, E. M. (2005). The role of the federal government in eliminating health disparities. 
Health Affairs, 24
(2), 425–428.

Note:
 You will access this article from the Walden Library databases.

In this article, the late Senator Kennedy discusses health care disparities among marginalized groups in the United States. He proposes the expansion of Medicaid and State Children’s Health Insurance Program (SCHIP), increased cultural competency among health care providers, health care research related to marginalized groups, and an increased public health investment by the United States. He includes a brief history of government involvement in reducing health care disparities.

Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this Assignment, assigned in Week 2 and due in 
Week 9.

By Day 7 of Week 9

Submit this Assignment.

Assignment 3: Policy Analysis Paper

[Major Assessment 2]

Continue to work on this Assignment, assigned in Week 4 and due in 
Week 11.
 Analyze the politics and issues surrounding your selected health care policy. This information should be included in Part 1 of your analysis paper.

By Day 7 of Week 11

Submit this Assignment.

Federalism’s Impact on Policy essay Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week8_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Federalism’s Impact on Policy essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Federalism’s Impact on Policy essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Federalism’s Impact on Policy essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Federalism’s Impact on Policy essay

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints

Federalism’s Impact on Policy essay

NURS 8100 Discussion: Policy and State Boards of Nursing Essay

Policy and State Boards of Nursing

Within the far-reaching and multi-layered realm of policy and reform, government at the state level plays an essential role. Consider the federally enacted PPACA’s individual mandate which sought to increase the number of consumers who receive insurance coverage and, therefore, greater access to care. In a system that is already stretched beyond capacity and confronting a nursing shortage, how can the health care system meet this increased demand? Policy and State Boards of Nursing Essay. Since state boards of nursing determine scope of practice, it is important to stay up to date and current with the policies and regulations that are created by the state board of nursing.

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To prepare for Policy and State Boards of Nursing:

Review the Thomas, Benbow, and Ayars article and the Watson and Hillman article focusing on how states regulate advanced nursing practice and how legislative changes are impacting scope of practice.

Visit your state board of nursing website and/or contact the board to determine how the state board controls advanced practice through regulations. Policy and State Boards of Nursing Essay.

Determine if your state board has created any new policies or regulations that address changes to scope of practice in response to legislative changes.

By Day 3 of Policy and State Boards of Nursing

Post
 a cohesive response that addresses the following:

What are the most recent regulations promulgated through your state board of nursing for advanced practice?

How are the state regulations supported within your place of employment?

How do the states differ in terms of scope of practice? What impact does this have on professional nurses across the United States? Policy and State Boards of Nursing Essay.

Read
 a selection of your colleagues’ postings.

By Day 6 of Policy and State Boards of Nursing

Respond
 to at least 
two
 of your colleagues selecting someone from a different state and comparing your state’s scope of practice with your colleague’s. Share any insights and implications for practice.

Note:
 Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources Policy and State Boards of Nursing Essay.

NURS 8100 Week 9: State and Local Role in Health Care Policy

As noted previously, policy is enacted and carried out through multiple levels of government. This week, the focus turns to the role of state and local government in policy making, with particular attention to the function of state boards of nursing in the regulation of practice. In light of health care reform efforts, scope of practice issues are of central importance and this falls under the purview of state boards of nursing. How do the states differ in terms of scope of practice? What impact does this have on professional nurses across the United States?

Learning Objectives

Students will:

Analyze the role of state boards of nursing in the regulation of nursing practice

Assess state and local politics and issues surrounding a current health care policy

Photo Credit: [poplasen]/[iStock / Getty Images Plus]/Getty Images

Policy and State Boards of Nursing Essay Learning Resources

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

Required Readings

Chen, A. S., & Weir, M. (2009). The long shadow of the past: Risk pooling and the political development of health care reform in the States. 
Journal of Health Politics, Policy & Law, 34
(5), 679–716.

Note:
 You will access this article from the Walden Library databases.

The authors provide an analysis of varying state health care policies, with a basic premise that health care risk is either “pooled”—shared, or “actuarial”—segmented by risk level. Most states have taken a segmented approach to health care, and therefore, have not solved health care issues such as rising costs and access to care. Policy and State Boards of Nursing Essay. The authors maintain that federal action is needed to create a uniformed approach to health care.

Junghee, L. (2009). Cultural, social, and political influences on state-level indigent health care policy formation. 
Journal of Policy Practice, 8
(2), 129–146.

Note:
 You will access this article from the Walden Library databases.

This article provides details on a 50-state study of Medicaid spending. The authors concluded that political and economic factors can positively predict individual state Medicaid spending, and that actual need has a negative impact on spending. In conclusion, a uniform, federal structure may be the only method to ensure equal access to Medicaid. Policy and State Boards of Nursing Essay.

Mills, A., Engelhard, C. L., & Tereskerz, P. M. (2010). Truth and consequences—Insurance-premium rate regulation and the ACA. 
New England Journal of Medicine 363
(10), 899–901.

Note:
 You will access this article from the Walden Library databases.

O’Connor, J. C., MacNeil, A., Chriqui, J. F., Tynan, M., Bates, H., & Eidson, S. K. (2008). Preemption of local smoke-free air ordinances: The implications of judicial opinions for meeting national health objectives. 
Journal of Law, Medicine & Ethics, 36
(2), 403– 412.

Note:
 You will access this article from the Walden Library databases.

Sommers, B. (2010). Enrolling eligible children in Medicaid and CHIP: A research update. 
Health Affairs, 29
(7), 1350.

Note:
 You will access this article from the Walden Library databases.

 

The enrollment and retention of eligible children in Medicaid and Children’s Health Insurance Program (CHIP) is a health care concern. The article concludes that some state processes have mitigated this issue but other requirements, such as providing citizenship documentation, may have a detrimental effect. Therefore, these concerns should be incorporated into the implementation on PPACA of 2010.

Thomas, M. B., Benbow, D. A., & Ayars, V. D. (2010). Continued competency and board regulation: One state expands options. 
Journal of Continuing Education in Nursing, 41
(11), 524-528.

Note:
You will access this article from the Walden Library databases Policy and State Boards of Nursing Essay.

The authors use the changes instituted by the state of Texas in regard to the licensing of nurses to illustrate the need to adapt state licensing requirements to the changing diversity and scopes of practice among nurses.

Watson, E., & Hillman, H. (2010). Advanced practice registered nursing: Licensure, education, scope of practice, and liability issues. 
Journal of Legal Nurse Consulting, 21
(3), 25–29.

Note:
 You will access this article from the Walden Library databases.

 

The expanded role of the advanced practice nurse has led to changes in licensure, education, certification, and scope of practice definitions. The author points out that this expanded role has led to increased liability and accountability concerns as well.

Yue, L., Harrington, C., Spector, W. D., & Mukamel, D. B. (2010). State regulatory enforcement and nursing home termination from the Medicare and Medicaid programs. 
Health Services Research, 45
(6p1), 1796-1814. doi:10.1111/j.1475-6773.2010.01164.x Policy and State Boards of Nursing Essay

Note:
 You will access this article from the Walden Library databases.

 

Those nursing homes receiving Medicare and Medicaid funding are subject to strict quality and safety regulations. This article examines the consequences of enforcing those federal quality standards.

Optional Resources

Wieck, K. L., Oehler, T., Green, A., & Jordan, C. (2004). Safe nurse staffing: A win-win collaboration model for influencing health policy. 
Nursing Education Perspectives, 31
(3), 160-166.

NURS 8100 Week 1 Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this Assignment, assigned in Week 2. Your Health Care Reform interview is due by 
Day 7
of this week. Policy and State Boards of Nursing Essay.

By Day 7

Submit this Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this Assignment, assigned in Week 2. Your Health Care Reform interview is due by 
Day 7
 of this week.

By Day 7

Submit this Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name. Policy and State Boards of Nursing Essay.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Policy and State Boards of Nursing Essay Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week9_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Policy and State Boards of Nursing Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Policy and State Boards of Nursing Essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

Policy and State Boards of Nursing Essay

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

Policy and State Boards of Nursing Essay

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

Policy and State Boards of Nursing Essay

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Policy and State Boards of Nursing Essay

Total Points: 30

Name: NURS_8100_Week9_Discussion_Rubric

Nursing and Health Policy in Other Nations Essay Assignment paper

NURS 8100 Week 10 Discussion: Nursing and Health Policy in Other Nations

Discussion: Nursing and Health Policy in Other Nations

Think for a moment about nurses who relocate because of professional opportunities. How could such a seemingly personal decision have a detrimental impact on global health care? As presented in this week’s Learning Resources, nurse migration is of global concern. In response to this issue, international health care organizations such as the World Health Organization (WHO) and the International Council of Nurses (ICN) have positioned themselves to craft related policy as a solution. Nursing and Health Policy in Other Nations Essay Assignment paper This is just one example of a global nursing policy effort.

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To prepare for Discussion: Nursing and Health Policy in Other Nations:

With information from the Learning Resources in mind, select a U.S. nursing- or health-related policy.

Search the web and locate a similar policy in another country.

Consider how the two policies are similar and dissimilar.

Nursing and Health Policy in Other Nations Essay Assignment paper

Was an international organization involved in promoting the policies? If not, should they have been?

By Day 3 of Discussion: Nursing and Health Policy in Other Nations

Post
 a cohesive response that addresses the following:

Post information on the nursing or health-related policies you located including a reference to the source.

Indicate the country you are comparing to the U.S.

Compare and contrast the two policies. What insights did you gain as a result of this comparison?

What is the role of international organizations in developing policy? Nursing and Health Policy in Other Nations Essay Assignment paper Provide a specific example.

Read
 a selection of your colleagues’ postings.

By Day 6 of Discussion: Nursing and Health Policy in Other Nations

Respond
 to at least 
two
 of your colleagues in one or more of the following ways:

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

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

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Nursing and Health Policy in Other Nations Essay Assignment paper.

Validate an idea with your own experience and additional research.

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

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

Note:
 Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues. Discussion: Nursing and Health Policy in Other Nations

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Discussion: Nursing and Health Policy in Other Nations Nursing and Health Policy in Other Nations Essay Assignment paper.

NURS 8100 Week 10: Nursing and Health Policy: The International Perspective

To be a professional nurse today means having a world view. With the internationalization of health care issues, it is important to broaden your perspective and explore international health policy and nursing practice.

This week, you will focus on global health care policy. You will examine the nursing profession through an international lens, as well as investigate global efforts to promote health policies and improve health care delivery around the world.

Nursing and Health Policy in Other Nations Essay Assignment paper Learning Objectives

Students will:

Compare and contrast U.S. nursing or health-related policies with those of another country

Evaluate the role of international nursing or health organizations in developing or supporting nursing policy

Photo Credit: [Bartosz Hadyniak]/[Vetta]/Getty Images

Nursing and Health Policy in Other Nations Essay Assignment paper Learning Resources

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

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). 
Understanding health policy: A clinical approach
 (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 14, “Health Care in Four Nations”This chapter compares the health care systems in Germany, Canada, United Kingdom, and Japan. All these nations offer universal health care; however, they organize and finance health care in varying ways. Nursing and Health Policy in Other Nations Essay Assignment paper.

Asadov, D.A., & Aripov, T. Y. (2009). The quality of care in post-soviet Uzbekistan: Are health reforms and international efforts succeeding? 
Public Health, 123
(11), 725–728.

Note:
 You will access this article from the Walden Library databases.

 

The authors discuss why health care initiatives in developing countries, such as Uzbekistan, are not succeeding, even with international involvement. They suggest involving regional input and consideration for better success.

Baillie, L., & Gallagher, A. (2009). Evaluation of the Royal College of Nursing’s ‘Dignity: At the heart of everything we do’ campaign: Exploring challenges and enablers. 
Journal of Research in Nursing, 15
(1), 15–28.

Note:
 You will access this article from the Walden Library databases.

 

This article provides details from a study concerning the Royal College of Nursing’s campaign to promote dignity in care. The authors focus on two aspects of the study—“enablers” and “challenges” of providing dignity in care to patients. Nursing and Health Policy in Other Nations Essay Assignment paper.

Clarke, S. P., & Aiken, L. H. (2008). An international hospital outcomes research agenda focused on nursing: Lessons from a decade of collaboration. 
Journal of Clinical Nursing, 17
(24), 3317–3323.

Note:
 You will access this article from the Walden Library databases.

The authors depict findings from an international nursing survey, which concludes that nurses work experiences (positive and negative) are remarkably consistent across countries, regardless of cultural differences. The authors propose that a global effort to improve the nurses work environments will lead to improved patient care.

Crigger, N. (2008). Towards a viable and just global nursing ethics. 
Nursing Ethics, 15
 (1), 17–27.

Note:
 You will access this article from the Walden Library databases.

 

This article discusses global justice and the nursing profession, and proposes five characteristics to guide global ethics. The author proposes that technology and business can act as barriers to global justice.

Eckenwiler, L. A. (2009). The WHO code of practice on the international recruitment of health personnel: We have only just begun. 
Developing World Bioethics, 9
(1).

Note:
 You will access this article from the Walden Library databases.

The World Health Organization (WHO) has drafted a Code of Practice to encourage global health care policies. The author focuses on the detrimental impact of health care professionals migrating from source countries (usually the global South) to destination countries. The author suggests that WHO could be more specific in the code relating to stakeholders and shared responsibilities to promote collaboration by all parties involved in global health care. Nursing and Health Policy in Other Nations Essay Assignment paper.

Koch, K., Schurmann, C., & Sawicki, P. (2010). The German health care system in international comparison: A patient perspective. 
Deutsches Arzteblatt International 107
(24), 427–434.

Note:
 You will access this article from the Walden Library databases.

 

This article provides information gleaned from a Commonwealth Fund survey on international health care experiences. The authors report a variation in patient experiences and satisfaction internationally but German respondents reported less satisfaction than most countries. German patients tend to be seen by more than one doctor, and perhaps the reported dissatisfaction can be traced to a lack of coordination in care.

Lartey, S., Cummings, G., & Profetto-McGrath, J. (2014). Interventions that promote retention of experienced registered nurses in health care settings: A systematic review. 
Journal of Nursing Management, 22
(8), 1027-1041. doi:10.1111/jonm.12105

Note:
 You will access this article from the Walden Library databases.

The authors of this study examine the effectiveness of strategies for retaining experienced Registered Nurses. Noting the challenges of nursing shortages on a global scale, the authors explore those factors that could promote the retention of experienced nurses and suggest new opportunities for fulfilling a sustained nursing workforce.

Tyer-Viola, L., Nicholas, P., Corless, I., Barry, D., Hoyt, P., Fitzpatrick, J., & Davis, S. (2009). Social responsibility of nursing: a global perspective. 
Policy, Politics & Nursing Practice, 10
(2), 110–118. doi: 10.1177/1527154409339528

Note:
 You will access this article from the Walden Library databases.

 

This article depicts a study that examines nursing, social responsibility, and global health. The authors focus on concepts such as social justice, human rights, nurse migration, and nurse education as well as strategies to address these issues.

World Health Organization (WHO). (2010). 
Managing health workforce migration—The global Code of Practice
. Retrieved from http://www.who.int/hrh/migration/code/practice/en/index.html Nursing and Health Policy in Other Nations Essay Assignment paper

In 2010, WHO created the “Code of Practice on the International Recruitment of Health Personnel,” which urges a global policy on the recruitment of health care workers that would result in better global health care outcomes.

International Council of Nurses. (2010). 
International Council of Nurses
. Retrieved from http://www.icn.ch/

This website provides information from the ICN, an international federation of nurses associations. The ICN is a global organization, operated by nurses that advocates the profession of nursing and promotes global health care policy.

Royal College of Nursing. (2011). 
The Royal College of Nursing
. Retrieved from http://www.rcn.org.uk/

The RCN represents the interests of nurses in the United Kingdom and promotes health care policy.

Nursing and Health Policy in Other Nations Essay Assignment paper Optional Resources

Evans, C., & Ndirangu, E. (2008). The nursing implications of routine provider-initiated HIV testing and counseling in sub-Saharan Africa: A critical review of new policy guidance from WHO/UNAIDS. 
International Journal of Nursing Studies, 46
(5), 723–731.

France, C. (2008). The form and context of federalism: Meaning for health care financing. 
Journal of Health Politics, Policy & Law, 33
(4), 649–705. doi: 10.1215/03616878-2008-012

International Nursing Review. (2009). ICN initiative to fortify health workforce will open new Centre in Uganda. 
International Nursing Review, 56
(2), 151–152.

Pulcini, J., Jelic, M., Gul, R., & Loke, A. Y. (2010). An international survey on advanced practice nursing education, practice, and regulation. 
Journal of Nursing Scholarship, 42
(1), 31–39.

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Nursing and Health Policy in Other Nations Essay Assignment paper

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Nursing and Health Policy in Other Nations Essay Assignment paper

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Nursing and Health Policy in Other Nations Essay Assignment paper

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

Nursing and Health Policy in Other Nations Essay Assignment paper

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

Nursing and Health Policy in Other Nations Essay Assignment paper

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Nursing and Health Policy in Other Nations Essay Assignment paper

Paranoid and obsessive compulsive personality disorders essay examples

Obsessive-compulsive personality disorder (ocpd)

QUESTION

• Explain the diagnostic criteria for Obsessive compulsive personality disorder (ocpd)

• Explain the evidenced-based psychotherapy for the above personality diosrder

• Explain psychopharmacologic treatment for Obsessive compulsive personality disorder (ocpd .

• Describe clinical features from a client that led you to believe this client had this disorder. Align the clinical features with the DSM-5 criteria.

• Support your rationale with references to the Learning Resources or other academic resources.

Diagnostic Criteria for Paranoid Personality disorder (PPD)

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Paranoid Personality Disorder (PPD) is one of a group of mental health conditions called Cluster “A” Personality Disorders which involve the exhibition of odd/ eccentric ways of thinking; individuals with this disorder suffer from paranoia which is an unrelenting/ unending mistrust and suspicion of other people, even when there is no apparent reason to be suspicious (WebMD, 2018) Paranoid and obsessive compulsive personality disorders essay examples. PPD typically begins by early adulthood in the affected individuals and is usually more common in the male gender (men) than in the female, and individuals who suffer from PPD are always on guard because they believe that others are constantly trying to harm, humiliate, or threaten them (WebMD, 2018). The habits of blame, distrust and generally the unfounded beliefs might interfere with the sufferer’s ability to form close relationships (WebMD, 2018). The exact cause of this disorder is not known, but it is thought to be a combination of both biological and psychological factors; the fact that PPD is increasingly common in individuals who have close relatives with a diagnosis of schizophrenia suggests some genetic link between these two disorders, and early childhood experiences, such as physical or emotional trauma, also play a role in developing PPD during young adult life (WebMD, 2018).

In diagnosing PPD, the client may present as very formal in manner, and act frustrated/ baffled about having to seek mental health care and evidently showing muscle tension, restlessness, suspicion or the need to scan the environment for clues; the client will also show a humorless and serious mood but with goal-directed and logical speech, although, their arguments may not be true (Sadock, Sadock, & Ruiz, 2014). Moreover, PPD clients have thought contents that show evidence of projection, occasional ideas of reference, and they are always prejudiced  (Sadock, Sadock, & Ruiz, 2014).

Evidenced-based Psychotherapy and Psychopharmacologic Treatment for PPD

Currently, there are no Food and Drug Administration (FDA)-approved medications for PPD; medication is generally not a major focus of treatment for this disorder (Vyas & Khan, 2016). However, medications such as antidepressants, antianxiety, or anti-psychotic drugs, might be prescribed if the client’s symptoms are extreme or suffer from an associated psychological problem such as anxiety/ Depression in addition to PPD (WebMD, 2018). Cognitive-behavioral therapy (CBT) and psychodynamic therapy (PT) have been shown to be the effective treatment modalities for individuals diagnosed with PPD (Vyas & Khan, 2016). Furthermore, individuals with PPD do not typically seek treatment on their own because they believe that they do not have any problem, and when treatment is sought,  psychotherapy (CBT/ PT) is the first line/ treatment of choice for PPD (WebMD, 2018). Psychotherapy treatment will focus on increasing the client’s general coping skills, improving social interaction, communication skills, and self-esteem as well as ways to help reduce paranoia; however, because trust is an important factor in psychotherapy, treatment is usually challenging since individuals with PPD have extreme distrust of others and as a result, most clients with PPD do not follow/ stay compliant with their treatment plans (WebMD, 2018).

Clinical Features that Confirms Paranoid Personality Disorder using DSM-5

 

Mr. Jones is a 25-year-old white male with no prior psychiatric history brought to our office accompanied by his mother and sister who thinks that the client is getting worse with “bizarre behavior” which they started noticing about 2 years ago after he graduated from the University and has now become a big problem. This client is always suspicious of everything around him and thinks that his family and friends are against him and so, has stopped communicating with most of his friends and family members to his own detriment; his uncle recently helped him to get a banking job (he studied accountancy in the University) but refused to go or talk to his uncle because he believes that “it is all a set up.” He suspects that his mother is trying to encourage him to start working so that she can start exploiting him and making him pay all the bills. He is also preoccupied with doubts about his sister’s loyalty to him and unjustifiably questions her trustworthiness with anything or any situation that has to do with him.

Furthermore, the client’s mother verbalized his reluctance to confide in her as his mother because the client fears that his information will be known to everybody and be used to blackmail him in some ways. He also verbalized “I don’t like when people make unnecessary jokes around me because I believe that there is always a hidden meaning to every joke.” This client is able to hold grudges against people for an extended amount of time regardless of their relationship with him (family, friend, etc); he had held grudges with his mother for over a year over a very trivial issue in the past and even tried to attack her sister for intervening in the situation. Mr. Jones broke up with his girlfriend last summer due to the suspicion that she was having an affair; this issue also resulted in family problems because his family told him that his suspicion was unfounded.

This client’s signs and symptoms fit clearly into the 2013 DSM-5 manual by the American Psychiatric Association based on all the diagnostic features explained/ analyzed above by the client and his family. For a diagnosis of PPD to be made, the client must meet the two primary diagnostic criterion called A and B; four (4) out of the seven sub-features of criterion “A” must be met (he met six of these features) in addition to criterion “B” which explains that the client should not have his symptoms better explained by any psychotic episode in schizophrenia, or depressive disorder/ bipolar disorder with psychotic features (American Psychiatric Association, 2013). Mr. Jones does not have any other psychiatric history/ diagnosis and moreover, he does not have any diagnosed medical condition to which his current psychological symptoms can be attributed; this shows that he also met with criterion B to make a diagnosis of PPD.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry:     Behavioral sciences/ clinical psychiatry (11th Ed.). Philadelphia, PA: Wolters Kluwer.

Vyas, A., & Khan, M. (2016). Paranoid Personality Disorder. The American Journal of Psychiatry Resident’s Journal. Retrieved from:
https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp-rj.2016.110103

WebMD. (2018). Paranoid Personality Disorder. Retrieved from: https://www.webmd.com/mental-health/paranoid-personality-disorder#2

 

Obsessive Compulsive Personality Disorder (OCPD)

There are many different types of personality disorders that affect many people today. Unfortunately, unlike other mental health disorders personality disorders often present a great challenge when considering treatment options. Because personality disorders describe long-standing and enduring patterns of behavior, they are most often diagnosed in adulthood due to the fact that a child or teen is under constant development, personality changes, and maturation, it is uncommon for them to be diagnosed in childhood or adolescence years (Bressert, 2017),    In the discussion this week, I will define the Obsessive-Compulsive Personality Disorder, identify the diagnostic criteria for the disorder, and describe clinical features from a client that led you to believe this client had this disorder.

What is Obsessive Compulsive Personality Disorder

According to the American Psychiatric Association, (2016)
Obsessive-compulsive
personality disorder 301.4 (F60.5) is characterized by a preoccupation with orderliness, perfectionism, and mental and interpersonal control, at the expense of flexibility, openness, and efficiency. According to Bressert, (2017), Obsessive-compulsive personality disorder is approximately twice as prevalent in males than females and occurs in between 2.1 and 7.9 percent of the general population. Because this type of personality disorder cause a person to focus so much on being perfect, and they are usually pre-occupied with with logic and intellect, the process of making simple daily life decisions and prioritizing which one to do first becomes extremely difficult for them to do.

Diagnostic Criteria

There are several identified symptoms of
Obsessive-compulsive
personality disorder (OCPD) when the disorder is present. However, four (or more) of the following must be present for one to receive a diagnosis:

Is preoccupied with details, rules, lists, order, organization, or schedules to the extent that the major point of the activity is lost

Shows perfectionism that interferes with task completion (e.g., is unable to complete a project because his or her own overly strict standards are not met).

Is excessively devoted to work and productivity to the exclusion of leisure activities and friendships (not accounted for by obvious economic necessity).

Is overconscientious, scrupulous, and inflexible about matters of morality, ethics, or values (not accounted for by cultural or religious identification)

Is unable to discard worn-out or worthless objects even when they have no sentimental value

Is reluctant to delegate tasks or to work with others unless they submit to exactly his or her way of doing things

Adopts a miserly spending style toward both self and others; money is viewed as something to be hoarded for future catastrophes

Shows significant rigidity and stubbornness

Psychotherapy and Psychopharmacologic Treatment

As previously stated, it is not always easy finding the right treatment for someone suffering from a personality disorder. According to Ripoll, Triebwasser, and Siever (2011) In the USA there are no FDA-approved medications for the treatment of these disorders, so pharmacotherapy usually results off-label and pharmacological strategies remain lacking. However, evidence-based practice recommends a combined approach including both psychotherapy and pharmacotherapy. This is a very common form of treatment for all types of personality disorders especially those identified as Cluster C personality disorders which is what OCPD falls under. According to Bateman, Gunderson, and Mulder (2015), there are no randomized controlled trials of drug treatment for cluster C personality disorders, although it can be argued that antidepressants might be of some help, particularly, in patients with obsessive–compulsive personality disorder, as the use of SSRIs may decrease anxiety if it is present. When it comes to the therapy side of treatment for this disorder, the therapist will likely use a three-pronged approach to treatment, which typically includes: Cognitive Behavioral Therapy, medication and relaxation training. This type of treatment is typically long-term and is performed with a therapist that has experience in treating this kind of personality disorder (Healthline, 2016).

Clinical Features from a Client with OCPD

During clinicals we see a lot of clients with personality disorder who also present with other co-morbidities and mental health diagnosis like depression and anxiety. However, I recent assessed a client who present to the client with a chief complaint of anxiety. The client explained how she worked as a secretary at a law firm and how it was so important to her to make she that she did everything “perfectly” and how it bothered her to work with other people unless they made sure to do the job exactly how she did it. She expressed her concerns of increased stress and the need for a vacation with family and friends but is apprehensive about leaving for to long out of fear of the job not getting “done the right way”. When trying to explain to the client that there may me more than one way to complete the task and still get it done the right way, she quickly disagreed and became very defensive and increasingly anxious with just the idea of someone changing the process of getting the job done because it wasn’t her way. The client reported that her husband and children both have asked her to quit the job and spend some time at home as they can all see her obsession for it but refuses to step back at this time. Paranoid and obsessive compulsive personality disorders essay examples With all of these symptoms present, the client was diagnosed with OCPD.

References

American Psychiatric Association. (2016). The American Psychiatric Association practice guideline on the use of antipsychotics to treat agitation or psychosis in patients with dementia (5th ed.). Washington, DC.

 

Bateman AW, Gunderson J, Mulder R. Treatment of personality disorder. Lancet. 2015;385:735–743

 

Bressert, S. (2017, December 17). Obsessive Compulsive Personality Disorder. Retrieved from
https://psychcentral.com/disorders/obsessive-compulsive-personality-disorder/

 

Healthline. (2016, May 12). Psychotherapy vs. Medications: The Verdict Is In. Retrieved from
https://www.psychologytoday.com/blog/fulfillment-any-age/201507/psychotherapy-vs-medications-the-verdict-is-in

 

Ripoll LH, Triebwasser J, Siever LJ. Evidence-based pharmacotherapy for personality disorders. Int J Neuropsychopharmacol. 2011;14:1257–1288. Paranoid and obsessive compulsive personality disorders essay examples.

Learning Resources

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

Required Readings

American Nurses Association. (2014).
Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
. Washington, DC: Author.

Standard 12 “Leadership” (pages 76-77)

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)

Chapter 22, “Personality Disorders” (pp. 742–762)

Chapter 13, “Psychosomatic Medicine” (pp. 451–464)

Gabbard, G. O. (2014).
Gabbard’s treatment of psychiatric disorders
(5th ed.). Washington, DC: American Psychiatric Publications Paranoid and obsessive compulsive personality disorders essay examples.

Chapter 68, “Paranoid, Schizotypal, and Schizoid Personality Disorders”

Chapter 69, “Antisocial Personality Disorder”

Chapter 70, “Borderline Personality Disorder”

Chapter 71, “Histrionic Personality Disorder”

Chapter 72, “Narcissistic Personality Disorder”

Chapter 73, “Cluster C Personality Disorders

Note:
You will access this book from Walden Library databases.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Personality Disorders”

Note:
You will access this book from Walden Library databases.

Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders.
Psychiatry: Interpersonal & Biological Processes, 76
(1), 32–52. doi:10.1521/psyc.2013.76.1.32 Paranoid and obsessive compulsive personality disorders essay examples

Note:
You will access this article from Walden Library databases.

Rees, C. S., & Pritchard, R. (2015).
Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52
(1), 45–55. doi:10.1037/a0035158

Note:
You will access this article from Walden Library databases.

Required Media

Laureate Education. (2017a).
A woman with personality disorder
[Interactive media file]. Baltimore, MD: Author.

SUBJECTIVE

Rhonda is a 32-year-old Hispanic female who presents to your office for her initial appointment. When you ask what brought her to your office, she states: “I’m at the end of my rope, I don’t know what else to do.” She then bursts into tears. Rhonda explains that she has very few friends left, and everyone seems to have “abandoned” her. Rhonda explains that she goes out of her way to help other people, and to be nice to them, but this does not seem to help.

Rhonda then stands up and begins to pace around your office at times using wild hand gestures to explain the circumstances that led up to her making the appointment with you. She describes the recent breakup with her boyfriend as traumatic and explains “when we first met, he was the best guy in the world. He treated me really well. But he just became a complete monster! Even though he broke off the relationship with me, I was glad to see it end. I hate his guts!” Paranoid and obsessive compulsive personality disorders essay examples.

Rhonda explains that her current financial situation is also precarious. She states that she recently purchased an automobile, and is not certain how she is going to pay for it. She states that she had a car that was repossessed last year at that time, and that she borrowed some money from a friend to help pay for the car; the friend later turned around and accused her of theft. “It was my friend’s fault. She told me she would loan me the money and then backed out. I only took the money because she said she would loan it to me … people just can’t go back on their word like that when other people are counting on them.”

Rhonda reports that she was “always in trouble” as a kid. She states that people were always picking on her, to which she adds: “the other kids my age were just stupid. Paranoid and obsessive compulsive personality disorders essay examples . They didn’t know how to have fun.” She says “I have always been impulsive, but it’s fun. Sometimes people can be such prudes … you only go around life once, so you have to make the best of it.”

OBJECTIVE

Rhonda is currently single. She has no children. Educationally, she had completed two semesters toward her bachelor of arts degree in fine arts. Rhonda currently works as a waitress at a local restaurant. She has held this job for about 2 weeks. Prior to this, Rhonda worked as a housekeeper for a local hotel chain. She states that she was fired from this job because her coworkers were jealous of her and “planted” evidence of her stealing from hotel patrons. She was also arrested for cashing checks under an alias, for which she spent 120 days in jail. Paranoid and obsessive compulsive personality disorders essay examples.

Rhonda has a history of multiple incarcerations for offences ranging from larceny to possession of controlled substances to possession of an illegal firearm. She was also arrested several times for fighting and on at least one occasion, used a baseball bat to beat up a girl who she thought was trying to “set her up” with the police.

MENTAL STATUS EXAM

Rhonda is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. She reports her mood as “terrible!” Affect is labile and seems to change rapidly with the subject being discussed. Her eye contact is normal, but at times, she appears to stare at you. Rhonda is oriented to person, place, and time. She denies visual/auditory hallucinations, no overt paranoia or delusional thought processes noted. Rhonda denies any suicidal or homicidal ideation Paranoid and obsessive compulsive personality disorders essay examples.

Decision Point One

BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO RHONDA?

In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

 
Borderline Personality Disorder

 
Histrionic Personality Disorder

 
Antisocial Personality Disorder

Decision Point One

 
Borderline Personality Disorder

Decision Point Two

Refer to psychologist for psychological testing

RESULTS OF DECISION POINT TWO

Client returns to clinic in four weeks

The psychologist’s report indicates that a comprehensive psychological battery was performed for the purposes of diagnostic clarification. The end result suggested that Rhonda has traits of multiple personality disorder, but scores highest in antisocial personality traits, suggesting antisocial personality disorder (APD).

When Rhonda returns to the office, you review the psychologist’s report with her Paranoid and obsessive compulsive personality disorders essay examples. Rhonda seems upset, but also states “well, that’s why I am here, to get better … what do I need to do?”

Decision Point Three

Begin group-based cognitive behavioral therapy

Guidance to Student

DBT has not been demonstrated as an effective means of treating APD. There are currently no FDA-approved medications to treat APD either, and Abilify has been associated with an increase in impulse control issues (such as gambling). Also, prescribing medications to someone with antisocial personality disorder could lead to misuse or diversion.

Of the available choices, group-based cognitive behavior therapy may be useful in treating individuals with this personality disorder, but all “improvement” in signs/symptoms should be met with great skepticism.

Kernberg, O. (n.d.).
Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg
, MD. [Video file]. Mill Valley, CA: Psychotherapy.net

Note:
This video is approximately 94 minutes of length. Paranoid and obsessive compulsive personality disorders essay examples You will access this article from Walden Library databases.

NURS 8100 Week 11 Discussion 1: Policy Analysis Summary Essay

Discussion 1: Policy Analysis Summary

Health care policy can facilitate or impede the delivery of services. For the past several weeks, you have been engaging in an authentic activity by critically analyzing a specific health care policy and various aspects of the impact associated with its implementation Policy Analysis Summary Essay. A critical step in the policy process is communicating your findings with others. This week, you will share information from your policy analysis and its implications.

ORDER A PLAGIARISM-FREE PAPER HERE

To prepare for Discussion 1: Policy Analysis Summary:

Briefly summarize your policy analysis, focusing on the implications for clinical practice that may be most relevant or interesting for your colleagues. Include how evidence-based practice influenced the policy, policy options, or solutions. Policy Analysis Summary Essay.

By Day 3 of Discussion 1: Policy Analysis Summary

Post
 a 1- to 2-paragraph succinct summary of your policy analysis paper. Include at least two of the options or solutions for addressing the policy and the resulting implications for nursing practice and health care consumers.

Read
 a selection of your colleagues’ postings.

By Day 5 of Discussion 1: Policy Analysis Summary

Respond 
to at least 
two
 of your colleagues sharing insights or contrasting perspectives based on readings and evidence, and the practice implications of the policy.

Note:
 Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

Return
to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues Policy Analysis Summary Essay.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

NURS 8100 Week 11: Policy and Practice

As noted in 
Understanding Health Policy,
 “policies tend to evolve in a cyclical process of finding solutions that create new problems that require new solutions,” (p. 205). The tensions created by the pulls between quality care and cost containment, for instance, or between caring for the individual and concern with the common good, arise as new policies are introduced at all levels: national, state, local, and institutional. Policy Analysis Summary Essay When this occurs, new procedures may need to be implemented in the practice setting.

This week, you will reflect on the implications of health care policies for consumers and health care providers. You will also consider the reciprocal relationship between policy and practice as you explore how policy influences nursing practice and how evidence-based nursing practice influences policy. Additionally, you will propose a strategy for how nurses can advocate for themselves, their patients, and the profession through involvement in health care policy.

Note:
 This week you will complete the Discussion in a small group. Your instructor will notify you of your group assignment by Day 1 of this week.

Policy Analysis Summary Essay Learning Objectives

Students will:

Assess the implications of various policy options and solutions to consumers of health care and nursing practice

Outline current evidence that supports suggested options and solutions to a policy issue Policy Analysis Summary Essay

Propose an advocacy strategy nurses may employ to address a practice issue through the policy process

Photo Credit: [Ariel Skelley]/[Blend Images]/Getty Images

Policy Analysis Summary Essay Learning Resources

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

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). 
Understanding health policy: A clinical approach
 (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 17, “Conclusion: Tensions and Challenges”This chapter concludes with final thoughts on the challenge of providing quality health care and controlling health care costs. The solution is likely to be resolved only by a collaborative approach, involving all health care stakeholders, and by health professionals taking the lead.

Howard, J., Levy, F., Mareiniss, D. P., Craven, C. K., McCarthy, M., Epstein-Peterson, Z. D., & et al. (2010). New legal protections for reporting patient errors under the Patient Safety and Quality Improvement Act: A review of the medical literature and analysis. 
Journal of Patient Safety, 6
(3), 147-152.

Note:
 You will access this article from the Walden Library databases.

The authors studied the dissemination of information on the Patient Safety and Quality Improvement Act (PSQIA), a federal act that affords protection to those reporting medical errors. They found medical literature to be inadequate in this regard, and as a result, medical personnel were uninformed on their legal protections. This lack of information has become a barrier to policy implementation.

Jacobson, N., Butterill, D., & Goering, P. (2003). Development of a framework for knowledge translation: Understanding user context. 
Journal of Health Services Research & Policy, 8
(2), 94–99.

Note:
You will access this article from the Walden Library databases. Policy Analysis Summary Essay.

Lau, B., San Miguel, S., & Chow, J. (2010). Policy and clinical practice: Audit tools to measure adherence. 
Renal Society of Australasia Journal, 6
(1), 36–40.

Note:
 You will access this article from the Walden Library databases.

The authors study the compliance to renal-care policies by health care professionals. They conclude with the necessity for nurses to support evidence-based protocols as well as to obtain continuing education on new protocols.

McCracken, A. (2010). Advocacy: It is time to be the change. 
Journal of Gerontological Nursing, 36
(3), 15-17.

Note:
 You will access this article from the Walden Library databases.

The author proposes that nurses, as patient advocates, need to be more involved in the making of health care policy instead of reacting to policies that are constantly changing. The article provides a guide to help organize initial policy efforts.

Nannini, A., & Houde, S. C. (2010). Translating evidence from systematic reviews for policy makers. 
Journal of Gerontological Nursing, 36
(6), 22–26.

Note:
 You will access this article from the Walden Library databases.

The article cites geronotological nurses as examples of those who are able to translate research into policy briefs that can be clearly understood by policy makers. Geronotological nurses are in this unique position because of their clinical experience and educational background.

Paterson, B. L., Duffet-Leger, L., & Cuttenden, K. (2009). Contextual factors influencing the evolution of nurses’ roles in a primary health care clinic Policy Analysis Summary Essay.
Public Health Nursing, 26
(5), 421-429.

Note:
 You will access this article from the Walden Library databases.

This article provides details on a study conducted in a nurse-managed clinic related to the changing roles of nurses. The authors found that nurses, in response to social, political, and economic forces, became involved in advocacy for the clinic through political action, government funding issues, and media relations roles.

Sistrom, M. (2010). Oregon’s Senate bill 560: Practical policy lessons for nurse advocates. 
Policy, Politics, & Nursing Practice, 11
(1), 29-35. doi: 10.1177/1527154410370786

Note:
 You will access this article from the Walden Library databases.

The author uses the efforts by a nurse advocate in lobbying for an Oregon bill related to healthy food in public schools to illustrate nurse advocacy and policy making. The bill, developed in response to childhood obesity, did not immediately become law. The author concludes with the importance of considering the political environment when creating successful policy. Policy Analysis Summary Essay.

Spenceley, S. M., Reutter, L., & Allen, M. N. (2006). The road less traveled: Nursing advocacy at the policy level. 
Policy, Politics, & Nursing Practice, 7
(3), 180-194. doi: 10.1177/1527154410370786

Note:
 You will access this article from the Walden Library databases.

Nurses have always been advocates at the patient-level of care, but the authors of this article promote the need for all nurses to become advocates at the policy level as well. They discuss factors that have kept nurses from getting involved with policy making and they provide strategies to resolve these challenges.

Wyatt, E. (2009). Health policy advocacy: Oncology nurses make a difference. 
ONS Connect, 24
(10), 12-15.

Note:
 You will access this article from the Walden Library databases.

The author presents information on two nurses who have become health care policy advocates—one as a policy maker and one as an elected legislator. Both have been able to use their perspectives from their nursing careers to affect health policy.

Zomorodi, M., & Foley, B. J. (2009). The nature of advocacy vs. paternalism in nursing: Clarifying the ‘thin line.’ 
Journal of Advanced Nursing, 65
(8), 1746-1752.

Note:
You will access this article from the Walden Library databases Policy Analysis Summary Essay.

The authors attempt to distinguish the concepts of advocating for a patient and paternalism, or overriding a patient’s wishes. They provide clinical examples to illustrate the differences between these concepts, and they conclude with strategies to use in practice.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). 
Healthcare policy and advocacy: Advocating through policy.
 Baltimore: Author.

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

In this media presentation, Dr. Joan Stanley and Dr. Kathleen White discuss how nurses can influence practice and engage in advocacy through the policy process Policy Analysis Summary Essay.

 

Optional Resources

Birnbaum, D. (2009). North American perspectives: POA, HAC and never events. 
Clinical Governance: An International Journal, 14
(3), 242–244.

Policy Analysis Summary Essay Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week11_Discussion1_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Policy Analysis Summary Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Policy Analysis Summary Essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

Policy Analysis Summary Essay

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Policy Analysis Summary Essay

Differential Diagnosis for Skin Conditions Essay Assignment Paper

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Differential Diagnosis for Skin Conditions Essay Assignment Paper, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

To prepare:

Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Assignment.

Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?

Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected. Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Consider which of the conditions is most likely to be the correct diagnosis, and why.

Download the SOAP Template found in this week’s Learning Resources.

ORDER A CUSTOM-WRITTEN PAPER NOW

To complete:

Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of
three to five
possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least 3 different references from current evidence based literature  Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

 

Differential Diagnosis for Skin Conditions Essay Assignment Paper Learning Resources

Required Readings

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

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).
Seidel’s guide to physical examination
(8th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments. Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016).
Advanced health assessment and clinical diagnosis in primary care
(5th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)

This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note:
Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for skin, hair, and nails. In
Mosby’s guide to physical examination
(7th ed.). St. Louis, MO: Elsevier Mosby.

 

This Adult Examination Checklist: Guide for Skin, Hair, and Nails was published as a companion to
Seidel’s guide to physical examination
(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Skin, hair, and nails physical exam summary. In
Mosby’s guide to physical examination
(7th ed.). St. Louis, MO: Elsevier Mosby.

 

Differential Diagnosis for Skin Conditions Essay Assignment Paper This Skin, Hair, and Nails Physical Exam Summary was published as a companion to
Seidel’s guide to physical examination
(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Everyday Health, Inc. (2013).
Resources for dermatology and visual conditions
.

Retrieved from http://www.skinsight.com/info/for_professionals

 

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

Clothier, A. (2014). Assessing and managing skin tears in older people. Nurse Prescribing, 12(6), 278–282. Retrieved from http://www.nurseprescribing.com/

Retrieved from the Walden Library Databases.

Watkins, J. (2013a). Skin rashes, part 1: Skin structure and taking a dermatological history. Practice Nursing, 24(1), 30–33. doi:10.12968/pnur.2013.24.1.30

Retrieved from the Walden Library Databases. Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Watkins, J. (2013b). Skin rashes, part 2: Distribution and different types of rashes. Practice Nursing, 24(3), 124–127. Retrieved from http://www.practicenursing.com/

Retrieved from the Walden Library Databases.

Watkins, J. (2013c). Skin rashes, part 3: localized rashes. Practice Nursing, 24(5), 235–241. doi:10.12968/pnur.2013.24.5.235

Retrieved from the Walden Library Databases.

Document:
Skin Conditions (Word document)

 

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

Document:
Comprehensive SOAP Exemplar (Word document)

Document:
Comprehensive SOAP Template (Word document)

Note:
To access the online resources included with the textbook, you need to complete the FREE online registration that is located at
https://evolve.elsevier.com/cs/product/9780323172660?role=student
.

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Go to
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Enter the name of the textbook,
Seidel’s Guide to Physical Examination
(name of text without the edition number) in the Search textbox.

Complete the registration process.

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(checklists, videos, animations, etc.).

Note:
Clicking on the URLs in the APA citations for the Resources from the textbook
will not
link directly to the desired online content. Use the online menu to navigate to the desired content.

Required Media

Online media for
Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the course text,
Seidel’s Guide to Physical Examination
. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques:

Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8).
Suturing technique.

Retrieved from https://www.youtube.com/watch?v=c-LDmCVtL0o

Mikheil. (2014, April 22).
Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress
.

Retrieved from https://www.youtube.com/watch?v=MFP90aQvEVM

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014).
DeGowin’s diagnostic examination
(10th ed.). New York, NY: McGraw Hill Medical. Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Chapter 6, “The Skin and Nails”

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

Ethicon, Inc. (n.d.a).
Absorbable synthetic suture material
. Retrieved from https://web.archive.org/web/20170215015223/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

Ethicon, Inc. (2006).
Dermabond topical skin adhesive application technique
. Retrieved from https://web.archive.org/web/20150921174121/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

Ethicon, Inc. (2001).
Ethicon needle sales types
. Retrieved from https://web.archive.org/web/20150921171922/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

Ethicon, Inc. (n.d.b).
Ethicon sutures
. Retrieved from https://web.archive.org/web/20150921202525/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

Ethicon, Inc. (2002).
How to care for your wound after it’s treated with Dermabond topical skin adhesive
. Retrieved from https://web.archive.org/web/20150926002534/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

Ethicon, Inc. (2005).
Knot tying manual
. Retrieved from https://web.archive.org/web/20160915214422/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

Ethicon, Inc. (n.d.c).
Wound closure manual
. Retrieved from https://web.archive.org/web/20170829043048/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/eth

Assignment 1: Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

To prepare:

Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Assignment.

Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?

Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected. Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Consider which of the conditions is most likely to be the correct diagnosis, and why.

Download the SOAP Template found in this week’s Learning Resources.

To complete:

Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of
three to five
possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least 3 different references from current evidence based literature. Differential Diagnosis for Skin Conditions Essay Assignment Paper.

Public Health Law Short Report Midterm Project

“A Public Health Law Short Report”

Title of Midterm Project: “A Public Health Law (Short Report)”:

You will pick a US public health law – a law at the federal, state, country or city level that is designed to protect the health of the public. You will do a literature search and write a report about the law and how it has impacted the health of the public.  Note that this is a “short” report – only 1,000 words Public Health Law Short Report Midterm Project.

 

The public health law must be from
one
of the following three topic areas:

1) Lead

2) Smoking

3) Immunization

 

Important tips on writing your midterm report:

Once you choose you main topic (lead, smoking or immunization), you should choose a law that addresses that topic that has been in effect at least for a few years. Search literature first to make sure that the law’s impact has been evaluated. For instance, “an evaluation study found that 5 years after the introduction of an anti-smoking law, smoking prevalence and incidence of asthma declined” Public Health Law Short Report Midterm Project.

 

Also, the law has to be very specific – for instance, “The Clean Indoor Air Act of NYS of 2003 (Public Health Law, Article 13-E)” instead of “Anti-smoking law in NYS”.

 

The content of your midterm report should cover the following points:

Background

Why was the law enacted?  Health, social, economic, and other contextual backgrounds

Description of the law

Explain the law:  What, When, Where, How and Who

Evidence of the law’s impact on health

Summarize evidence gathered from scientific studies and government reports that evaluated the law’s impact.

Brief concluding statement

Include your own assessments including critiques of the law (lessons learned), and any limitations to report.

 

Format Requirements:

Public Health Law Short Report Midterm Project Top of the first page: Title, your name, date of submission, and word count of the text*

Abstract: up to 200 words to summarize your report

Text: 1 inch margins, page numbered (lower right), single spaced, 12 point font.

Citation Style:  The JAMA style is preferred (see attached guide). Other established styles (APA, Chicago, etc.) are acceptable.

Bibliography/Citations: A minimum of 3 peer reviewed journal articles or credible government reports. All online materials should have URLs, and the date that you accessed them.

Appendix (optional): graphs, tables, and photos. Limit: one page total. They should supplement, but not duplicate, your writing. All materials need proper citations or disclosure of sources.

*Word count: 1,000 words maximum, excluding the title section, abstract, bibliography, and appendix. Public Health Law Short Report Midterm Project.

 

Submission:

You will submit your midterm report in a
Microsoft WORD document
 (uploading instructions are provided in the
MIDTERM PROJECT SUBMISSION
link below).

Due Date: Sunday 3/31 (11:59 PM at night)

 

Quality of report will be graded based on the following criteria:

Compliance with the format requirements

Quality of information (scientific value, accuracy)

Organization of materials (clarity and consistency)

Originality (of conclusion & interpretation)

Citations (minimum of 3 citations from peer reviewed journals or credible government reports)

This assignment 
will be reviewed for plagiarism using SafeAssign. Review the syllabus for the full policy on Academic Dishonesty and plagiarism.

 

Resource:  NYS Lead Laws

https://www.health.ny.gov/regulations/public_health_law/article_13/title_10/index.htm#prevention Public Health Law Short Report Midterm Project

Week 10 Main Discussion Post

Weighing the Evidence

“The demand for health care practices that are evidence-based, standardized, consistent, and promote optimal outcomes within the constraints of limited resources is growing” (Katapodi & Northouse, 2011). When weighing the value of evidence, it is important to study the hierarchies that “grade the evidence for its reliability and generalizability to larger populations based on research design and sampling method” (Stichler, 2010). Hierarchies offer a structure for grading the strength of the existing evidence (Stichler, 2010). weighing the evidence in nursing research essay example papers.

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Citation

Keyt, H., Faverio, P., & Restrepo, M. I. (2014). Prevention of ventilator-associated pneumonia in the intensive care units: A review of the clinically relevant recent advancements.
The Indian Journal of Medical Research
, 814-821. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=5f6f3c89-eb57-4ed5-af8a-e2084725cbda%40sessionmgr103&vid=1&hid=118

 

Article Summary

The authors of this study reviewed the literature about evidence-based ventilator-associated pneumonia (VAP) prevention measures. This literature was reviewed because “the pathophysiology, epidemiology, treatment and prevention of VAP have been extensively studied for decades, but a clear prevention strategy has not yet emerged” (Keyt, Faverio, & Restrepo, 2014). In their research, Keyt, Faverio, and Restrepo discovered that any patient placed on a mechanical ventilator was at risk of developing VAP. Several strategies were identified as prevention measures: non-invasive positive pressure ventilation (NPPV), sedation holidays, weaning trials, avoiding re-intubation, and early tracheostomy weighing the evidence in nursing research essay example papers.

Data and Analysis

           
The article is a case-control study. Three authors reviewed “interventions currently available that have a clinical impact with regards to a reduction in the incidence of VAP” (Keyt, Faverio, & Restrepo, 2014). The authors looked for research on how VAP occurs, VAP prevention: reducing the time at risk, VAP prevention: targeting endotracheal tube colonization and microaspiration, VAP prevention: infection control in the ICU, and VAP prevention: reducing colonization. After reading multiple articles with similar results, they concluded that a multidisciplinary strategy showed more enhanced patient outcomes than strictly focusing on prevention approaches directed towards the pathophysiologic mechanism of VAP. The multidisciplinary strategy includes non-invasive positive pressure ventilation (NPPV), sedation holidays, weaning trials, avoiding re-intubation, and early tracheostomy (Keyt, Faverio, & Restrepo, 2014).

The weaknesses noted from the study was the lack of information about how the study was performed, how many studies were read, how they specifically came to their conclusions, and how the authors chose the articles and eliminated pieces. weighing the evidence in nursing research essay example papers. There was no information given about what roles each researcher played and how they obtained their articles to review. However, they did suggest that future research that studies clinical outcomes as primary endpoints will hopefully develop more thorough prevention strategies.

Additional Study

Based on their research, I learned that the use of ventilator bundles was most beneficial to prevent VAP. The study did not specify what interventions were the best to include in the ventilator bundles but stated that multiple interventions were favorable. Additional research could be completed on which interventions should be paired together to make up a ventilator bundle.

weighing the evidence in nursing research essay example papers References

Katapodi, M. C., & Northouse, L. L. (2011). Comparative Effectiveness Research: Using Systematic Reviews and Meta-Analyses to Synthesize Empirical Evidence.
Research and Theory for Nursing Practice, 25
(3), 191-209.

Keyt, H., Faverio, P., & Restrepo, M. I. (2014). Prevention of ventilator-associated pneumonia in the intensive care units: A review of the clinically relevant recent advancements.
The Indian Journal of Medical Research
, 814-821. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=5f6f3c89-eb57-4ed5-af8a-e2084725cbda%40sessionmgr103&vid=1&hid=118

Stichler, J. (2010). Evaluating the Evidence in Evidence-Based Design.
JONA: The Journal of Nursing Administration, 40
(9), 348-351.

 

6052 Discussion Week 10

Weighing the Evidence

Throughout this course, many lessons have been learned regarding the intricacies of research.  When conducting original research, we have learned there are many steps and decisions to be made before embarking upon any research project. weighing the evidence in nursing research essay example papers. One of the final steps of research is determining a meaningful conclusion and formulating explanations for the meaning of their data.  According to Polit and Beck (2017), research is the step-by-step inquiry that utilized an orderly and disciplined method to answer questions and to solve problems (Polit & Beck, 2017).

APA Citation

Ansari, S., & Szallasi, A. (2011). ‘Wrong blood in tube’: Solution for a persistent problem.

 

International Journal of Transfusion Medicine, 100
(1), 298-302.

 

Research Article and Statistical Analysis

Data can be synthesized by using a systematic review or meta-analysis (Katapodi & Northouse, 2011). The article reviewed: ‘
Wrong blood in tube’: solutions for a persistent problem
(Ansari & Szallasi, 2011). In this study, the objective was to determine the occurrence of WBITs at Monmouth Medical Center. The study aims to assess the effectiveness of safe methods enforced in 2006. The method used in this study was the collection of data from 2005 to 2009.  The researchers found that within a four-year period, 59,373 samples were collected and 0.04% of the significant errors were WBITs. It was recorded that 8 of the errors from the 0.04% were due to errors in typing results. weighing the evidence in nursing research essay example papers. The hospital mandated in 2006 that two witnesses (nurses) must check all blood sample collections. Implementing a two-verifier program has helped decrease the rate of WBITs from 11 in 2006 to 5 in 2007, but the WBITs have not been eradicated. It was concluded that WBITs is still the primary cause of wrong blood transfusion at Monmouth Medical Center. In the article by Ansari & Szallasi (2011) we see that after MMC adopted the two-verifier program, the rate of WBITs reduced from 11 to five which does not seem much but we see a decrease in situations that could have caused serious harm or be fatal to the patient.

An identified weakness in the study and recommendation is that the check-type method is not a foolproof method. The nurses and phlebotomist may beat the system by collecting both tubes at the same time from the wrong patient and also the check-type system cannot prevent silent WBITs weighing the evidence in nursing research essay example papers.

 

References

 

Ansari, S., & Szallasi, A. (2011). ‘Wrong blood in tube’: Solution for a persistent problem.

 

International Journal of Transfusion Medicine, 100
(1), 298-302.

 

Katapodi, M. C., & Northouse, L. L. (2011).  Comparative effectiveness research: Using

systematic reviews and meta-analyses to synthesize empirical evidence. 
Research and Theory for Nursing Practice: An International Journal, 25
(3), 191-209.  Retrieved from the Walden Library databases.

Polit, D. F., & Beck, C. T. (2017). 
Nursing research: Generating and assessing evidence for

nursing practice
(10
th
ed.).   Philadelphia, PA: Wolters Kluwer

 

Weighing the Evidence

Evidence-based practice has increasingly come to be valued in the provision of quality health care (Stichler, 2010).  However, one must recognize that “not all evidence is created equal” (Stichler, 2010).  After locating appropriate research articles, Stichler (2010) suggests that we must appraise the rigor of the research design, note the generalizability of the findings to other situations, and view the applicability of the research to your current situation.  weighing the evidence in nursing research essay example papers. The purpose of this discussion is to provide a summary of my selected research article, describe the data and statistics used, and explain how researchers reached their conclusion.  Additionally, I will propose one additional research study that could be done to further investigate the topic.

Citation:

Chen, Y., Chi, M., Chen, Y., Chan, Y., Chou, S., & Wang, F. (2013). Using a Criteria-Based Reminder to Reduce Use of Indwelling Urinary Catheters and Decrease Urinary Tract Infections.
American Journal of Critical Care
,
22
(2), 105-114. doi:10.4037/ajcc2013464.

Summary of Article

The article “Using a Criteria-Based Reminder to Reduce Use of Indwelling Urinary Catheters and Decrease Urinary Tract Infections” written by Chen, Chi, Chen, Chou, & Wang (2013) describes a randomized controlled trial (RCT) which was performed in 2 respiratory intensive care units (ICUs) in Taiwan.  A RCT is level 2 evidence according to Polit & Beck (2017).  The researchers desired to determine the effect of a criteria-based catheter reminder system on urinary catheter utilization and catheter-associated urinary tract infection (CAUTI).  The intervention included criteria for initial catheter use along with removal of the urinary catheter once the same criteria was no longer met.  Investigators would contact the physician to discuss catheter removal once criteria were no longer being met. The results showed that “utilization rate of indwelling urinary catheters was decreased by 22% in the intervention group” and that CAUTI incidence was reduced by 48% in the intervention group. (Chen, Chi, Chen, Chan, Chou, & Wang, 2013). weighing the evidence in nursing research essay example papers.

Description of the Data and Statistical Test Results

According to Chen, Chi, Chen, Chan, Chou, & Wang (2013), “data were analyzed by using IBM SPSS Statistics 17 software. Between-group differences were examined using the Chi-square or Fisher exact test and the categorical differences were presented in percentages and numerical forms (Chen, Chi, Chen, Chan, Chou, & Wang, 2013).  The experimental results data were analyzed by utilization of a t test or the Mann-Whitney test and were presented as means, standard deviations, medians, and ranges (Chen, Chi, Chen, Chan, Chou, & Wang, 2013).  The level of significance was set at .05 (Chen, Chi, Chen, Chan, Chou, & Wang, 2013).  The researchers also calculated relative risk and 95% confidence intervals (Chen, Chi, Chen, Chan, Chou, & Wang, 2013).  Additionally, all participant characteristic data and experimental result data were presented in charts within the research article (Chen, Chi, Chen, Chan, Chou, & Wang, 2013).

The Researchers’ Conclusions

The researchers’ conclusions were that CAUTI incidence decreased and urinary catheter utilization decreased significantly with use of a criteria-based reminder intervention.  Researchers used data to support their conclusions.  For CAUTI incidence reduction, researchers’ provided data for relative risk (0.47), 95% confidence interval (0.27-0.82), and level of significance (P=0.009).  For catheter utilization rate reduction, the provided data were: relative risk (0.78), 95% confidence interval (0.76-0.80), and level of significance (P<0.001).  According to Dingle (2011), if an outcome is 0.1% effective it is statistically significant and if an outcome is 20-30% or more effective it is clinically significant. weighing the evidence in nursing research essay example papers.  Based on the information which was provided and after calculation of the absolute risk for CAUTI incidence, it appears that the data presented is statistically significant, but not clinically significant as there was only a 13% decrease in CAUTI incidence in the intervention group.  The absolute risk for catheter utilization was not able to be determined because numbers were not given for the intervention and control groups. Additional Research Study Additional research could be conducted to see if the criteria-based reminder intervention is more effective with use of different patient populations and larger sample sizes.  This research used only ICU patients and testing the intervention in various inpatient hospital units at many different facilities will allow the results to become more generalizable to other populations.  A larger sample size will help to enhance the power of the conclusions (Polit & Beck, 2017). Conclusion As a health care provider, it is important to familiarize yourself with statistics so that appropriate evidence-based interventions can be identified through your research.  According to Dingle (2011), studies have found that experienced professionals do not understand the difference between statistical and clinical significance which is a major problem because these professionals are generally required to explain the significance of an intervention to their patients and their health outcomes.  As health care professionals, it is important to be able to weigh the evidence of research so that important findings can be applied to practice (Laureate Education, 2013). References Chen, Y., Chi, M., Chen, Y., Chan, Y., Chou, S., & Wang, F. (2013). Using a Criteria-Based Reminder to Reduce Use of Indwelling Urinary Catheters and Decrease Urinary Tract Infections. American Journal of Critical Care , 22 (2), 105-114. doi:10.4037/ajcc2013464. Dingle, P. (2011). Statin Statistics: Lies and Deception. Positive Health , 180 1-11. Retrieved from the Walden Library databases. weighing the evidence in nursing research essay example papers. Laureate Education (Producer). (2013). Weighing the Evidence . Baltimore, MD: Author. Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Stichler, Jaynelle. (2010). Evaluating the Evidence in Evidence-Based Design. The Journal of Nursing Administration , 40 (9), 348-351. doi:10.1097/NNA.0b013e3181ee42a7.     Week 10 Discussion Response Post 1 Shannon, Great post! I never thought about depression being a factor that comes after having a type 2 diabetes diagnosis.  I can see why it happens because of the lifestyle changes that need to be made and having to learn all about the disease and how to control it.  This would be difficult to comprehend for me if I wasn’t a nurse. There are so many people with type 2 diabetes now that I never really thought about how it would affect a person mentally.  The researchers indicated that self-care activities included medication taking, specific diet, foot care, glucose monitoring, and exercise.  These activities were not followed by all patients, but it was dependent on several factors including age, educational level, social support, complications, and education about diabetes (Kav, Yilmaz, Bulut, & Dogan, 2017).  This is another great example on how important diabetes education is for patients with new diagnoses. Because of the various risks for other diseases, such as heart disease and stroke, that comes with diabetes, I think it is imperative for us as nurses and nurse practitioners to stress the importance of keeping good glycemic control for our patients.  Active diabetes education should be used to achieve effective and long-term adherence to treatment in order to reduce incidence of complications (Luan et al., 2017).  Have you educated new diabetics on their condition before? My facility has a diabetic advanced practice nurse educator that goes around to all newly diagnosed patients and patients who have poor control of their diabetes.  She educates them regarding their insulin dosage, best times to check sugars, and about a1c levels. weighing the evidence in nursing research essay example papers. I think this is such a great resource to have for our patients and they always state how much more comfortable they feel with their diagnosis after she spends time with them! References Kav, S., Yilmaz, A. A., Bulut, Y., & Dogan, N. (2017). Self-efficacy, depression and self-care activities of people with type 2 diabetes in Turkey. Collegian, 24 (1), 27-35. doi:10.1016/j.colegn.2015.09.005 Luan, L. L., Yang, J., He, Y. F., Huang, Z. X., Liu, L., & Huang, Z. S. (2017). Biomedical Research, 28 (3), 1172-1177. Week 10 Discussion Response Post 2 Dai, Great post! I have chronic back pain and this article was interesting to me because I can see why people could become depressed because of it.  Back pain is very frustrating to live with and I feel like you never know when it is going to occur. weighing the evidence in nursing research essay example papers.  According to Lopez-Lopez et al. (2017), people with subacute lower back pain have a significant increase in depression regardless of gender.  Their study seems very limited as they did not test to see if people already have cases of depression or other mental illness as well.  I agree with you that one of the weaknesses of the study is not measuring the severity of the LBP related to depression.  What do you think would be a good way for them the researchers to measure this? According to Robertson, Kumbhare, Nolet, Srbely, and Newton (2017), people experiencing depression are 60% more likely to develop back pain in their lifetime versus non-depressed people.  It would be interesting to see if this could be attributable to lower levels of activity because of depression.  Do you think that there could be some level of somatic disorder with the lower back pain related to depression? References Lopez-Lopez, D., Vilar-Fernandez, J. M., Calco-Lobo, C., Losa-Iglesias, M. E., Rodriguez-Sanz, D., & Becerro-de-Dengoa-Vallejo, R. (2017). Evaluation of depression in subacute low back pain: A case control study. Pain Physician, 20(4), E499-E505. Robertson, D., Kumbhare, D., Nolet, P.. Srbely, J., & Newton, G. (2017). Assocations between low back pain and depression and somatization in a Canadian emerging adult population. Journal of the Canadian Chiropractic Association, 61 (2), 96-105. weighing the evidence in nursing research essay example papers.

PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients

Literature Research Review

Lisa Clemente

Walden University

 

Literature Research Review

Literature reviews are conducted for numerous reasons.  For the scholar, these reviews accentuate the integrity of the writer in his or her field. An in-depth review can govern how to make a significant addition to existing evidence. Researchers typically conduct research within the context of existing knowledge by undertaking a thorough literature review (Polit & Beck, 2017, p. 85). The purpose of this paper is to provide a synthesis of what the studies reveal about the current state of knowledge on the said PICOT question. This paper will also identify inconsistencies and contradictions in the review and offer possible explanations for such. The preliminary conclusion will provide evidence that either substantiates practice change or calls for

further research. PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients

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PICOT Question

What is the difference between the administration of t-PA and Heparin in patients diagnosed with stroke and success in the prevention of disabilities?

Population/Patient Problem: Stroke is diagnosed

Intervention: plan; testing computed axial tomography (CT) scan, physical examination, history and physical, laboratory studies, and neurology consult.

Comparison: thrombolytic (t-PA) vs. anticoagulant (heparin)

Outcome: prevention of disability

Time: when patient presents to the emergency department within 3 hours when last seen normal was within 2 hours.

Why develop a PICOT question? A crucial first step in evidence-based practice involves converting information needs into well-worded clinical questions that can be answered with research evidence (Polit & Beck, 2017, p. 31).  Evidence-based practice (EBP) is the integration of the best research evidence with clinical expertise and patient values (Twycross & Shorten, 2016). Formalizing a clinical question in particulars of the specific patient problem assists the researcher in finding clinically significant evidence in the literature PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients.

Literature Reviews: Finding and Critiquing Evidence

The aptitude to find research documents on a topic is an important skill that requires flexibility and patience.  A flexible approach to “data collection” and thinking creatively about ideas for new sources of information, is one way to conduct a qualitative study. An important

advantage of survey research is its flexibility (Keough & Tanabe, 2011, p. 37). Despite the method or approach used, primary and secondary questions will need to be addressed.  The systematic review of literature is a valuable resource for all nurses to influence policy decisions, and effectuate change. Several organizations that provide helpful guidelines for the conduct of systematic reviews of the literature, including the Cochrane Collaboration, the Johanna Briggs Institute, Cumulative Index to Nursing and Allied Health Literature (CINAHL), MEDLINE, ProQuest, and PubMed. For nurses to assume a leadership role in synthesizing scientific evidence for evidence-based policy development and refinement, nursing education will need to assume a more active role in teaching systematic review methodology (Houde, 2009, p. 9). PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients. Using evidence hierarchies rank evidence sources according to the strength of the evidence they provide, and in most cases, randomized controlled trial’s (RCTs) are near the top of these hierarchies (Polit & Beck, 2017, p. 25). Filtered and unfiltered data searches using key search words were utilized. Key search words such as; stroke, thrombolysis, heparin, rehabilitation, brain, hypertension, and hemorrhage revealed a Boolean phrase: stroke AND thrombolysis AND heparin. This initial search generated 22 hits, 5 had relevance to the chosen topic.

Identified Studies

The first study evaluated:
Drug Treatment of Acute Ischemic Stroke
by Basal, Sangha, and Khatri, identified acute ischemic stroke (AIS) as the fourth leading cause of death and the leading cause of adult disability in the USA. The discussion of the medications related to ischemic stroke care in the context of overall treatment. Ischemic stroke, accounts for 85% of all strokes (American Heart Association, 2011). This study evaluated therapies regarding emergent management of hypertension as one modifiable risk factor. This study also stressed the importance of maintaining glycemic control. Identified barriers in the study emphasized the importance of preventative care.

The second study titled,
Treatment Discontinuation with New Oral Agents for Long-term Anticoagulation: Insights from a Meta-analysis of 18 Randomized Trials Including 101, 801

Patients.
The objective of this study was to systematically examine discontinuation rates with new US Food and Drug Administration-approved oral anticoagulants (NOACs). This is a randomized control study comparing NOACs to placebo or traditional therapy. Conducted by two authors, the conclusion was that drug discontinuations were not statistically significant from those with conventional drug therapies. PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients. Poor compliance to medication regimens by patients is the leading cause of treatment failure.

The third study titled,
Acute Stroke Reperfusion Therapy Trends in the Expanded Treatment Window Era,
hails from the American Heart Association/American Stroke Association (AHA/ASA). From the year 2007 to 2012, there were 182,235 AIS patients (median age, 72 years; 51.5% women) in the database at the time of analysis (AHA/ASA, 2011). There was a trend for increased use of IV rt-PA in the 0.3 hours and the 3-4.5 hours’ time window. The conclusion infers that widening the window for thrombolysis increases the likelihood of administration. The strength of this study rests in the significant number of patients and the multistate data from a variety of hospitals. One weakness includes outcomes assessment by clinical features rather than formal scales such as the modified Rankin scale (mRS) score. The NIHSS score was only recorded in 55.5% of patients in the cohort, which is a hindrance in the establishment of baseline disability.

The fourth study:
Barriers to the utilization of thrombolysis for acute ischemic stroke.
This study was published in the
Journal of Clinical Pharmacy & Therapeutics.
This is a systematic review regarding what is currently known about the use of thrombolytic. Several barriers to utilization were identified. Pre and post admissions barriers were identified. The major barrier is the late presentation to the emergency department, placing the patient outside the treatment window. Current utilization is suboptimal at <3%. The final study, Comments, Opinions, and Reviews, A Qualitative Study of Stroke, is a literature review of published articles. This is a qualitative study method with the aim of understanding social research on behavior. This was unstructured with focus group interviews and ethnographic observation. With these methods conceptual data is obtained. The key words in this study search were: stroke, cerebrovascular accident, and qualitative. Each paper was reviewed independently by two authors with experience in researching stroke. The findings of 113 papers with 18 excluded, left 95 papers in the study. The conclusion calls for further education of the general public as to stroke identification and recognition. Early detection is the key to initiation of appropriate treatment. PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients. Synthesis of What the Studies Reveal About the Current State of Knowledge The selected studies were conducted in acute care settings due to the nature of the acuity. All subjects included were patients that suffered a stroke. The primary purpose was to identify the current knowledge in using t-PA versus heparin, and the resulting disabilities. There is considerable debate as to what treatment is best practice. These medications carry significant risk, and the benefit to these risks are not often quickly identified. The inclusion criteria are designed to maximize the benefits while recognizing the risk factors. The recurring theme in this literature research is the essence and importance of time. Public education is one area where gains have been made but reinforcement of this teaching is required. The ‘Act FAST’ public education campaign was introduced to reduce the time to presentation in patients with stroke, and thereby increase the opportunity for thrombolysis and rapid initiation of secondary prevention (Harbison & Hossain, 2003). Inconsistencies and contraindications with explanations There were no major discrepancies identified, the explanation for this is a direct result of the problem stated. The majority of acute ischemic stroke patients do not receive thrombolytic therapy due to late arrival to emergency departments and currently there is a lack of acute interventions for them. Further clinical trials may lead to medical breakthroughs to limit the extent of damage PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients. Preliminary Conclusion Currently, best practice dictates the use of thrombolysis in acute ischemic stroke. The interdisciplinary team approach offers the best opportunity to initiate treatment swiftly and minimize or prevent disability. Continued research efforts will bring new treatments that offer hope where there otherwise may not be. PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients. Literature Review Research Summary Table               Citation Type of Study   Design Type   Framework/Theory Setting Key Concepts/Variables Findings Hierarchy of Evidence Level Bansal, S., Sangha, K., & Khatri, P. (2013). Drug Treatment of Acute Ischemic Stroke. American Journal of Cardiovascular Drugs , 13(1), 57-69 13p. doi:10.1007/s40256-013-007-6 Type of Study: Randomized Clinical Trial- European Cooperative Acute Stroke Study (ECASS) III and the large scale registry SITS-ISTR     Design Type: randomized controlled-experimental     Framework/Theory: Descriptive tabulations of data are presented and interpreted   Acute Care Facility Concepts: medication efficacy comparison     Independent Variable: Physical exam, testing, Blood Pressure, Temperature t-PA vs heparin     Dependent Variable: Time frame of presentation     Controlled Variable: Wilcoxon-Mann-Whitney Rank Test       Urgent anticoagulation for Acute ischemic stroke (AIS) has generally not shown benefits that exceed the hemorrhage risks in the acute setting. Urgent antiplatelet use for AIS has limited benefits and should only promptly be initiated if alteplase was not administered, or after 24hours if alteplase was administered. Level 1 Systematic review Chatterjee, S., Sardar, P., Girl, J.S., Ghosh, J., & Mukherjee, D. (2014). Treatment Discontinuations with New Oral Agents for Long-term Anticoagulation: Insights from a Meta-analysis of 18 Randomized Trials Including 101, 801 Patients. Mayo Clinic Proceedings, 89(7), 896-907 12p. doi: 10.1016/j.mayocp.2014.01.030   Type of Study: Meta-analysis RCT   Design Type: systematic examination open label, double blind     Framework/Theory Independent extraction of relevant data was performed by 2 authors: Acute PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patientscare facility Concepts: comparing New oral anticoagulants with conventional therapy         Independent Variable: choice of medication     Dependent Variable: outcome of treatment, +/- disability       Discontinued due to adverse events, consent withdrawal, and nonadherence. Level 1 Systematic review PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients George, M., Tsai, A., & Peacock, J. (2014). Acute Stroke Reperfusion Therapy Trends in the Expanded Treatment Era. ScienceDirect, 23, 2316-2321. http://dx.doi.org/10.1016/j.strokecerebrovasdis.2014.04.023   Type of Study: The study population included patients admitted with a diagnosis of acute ischemic stroke from 2007-2012, there were 182,235 AIS patients in the Paul Coverdell National Stroke Registry.       Design Type: European Cooperative Acute Stroke Study III Trial         Framework/Theory: Trends in rates of IV rt-PA versus IA therapy were examined.   Acute Care Facility in 6 states Georgia, Mass, Michigan, Minnesota, North Carolina, and Ohio Concepts: With an expanded treatment window of 4.5 hours, more stroke patients are eligible for treatment with t-PA. The expanded treatment window allows for increased treatment opportunities. It is a must to ascertain last seen normal     Independent Variable: Age, race, stroke scale     Dependent Variable: t-PA therapy, no t-PA therapy     Controlled Variable: Wilcoxon-Mann-Whitney Rank Test     Guideline recommendations on IV reperfusion after AIS in an expanded time window are slowly being adopted into community practice.  Future studies can examine further trends in IV and IA treatments for AIS now that recent studies have shown no superiority of IA therapies to traditional interventions. Level II prognosis study Krass, I., & Bajorek, B. (2012). Barriers to the utilization for thrombolysis for acute ischemic      stroke. Retrieved from web.b.ebscohost.com.ezp.waldenulibrary.org   Type of Study: Medline, Embase, International Pharmaceutical Abstracts and Google Scholar     Design Type: retrospective observational studies in clinical audits, RCT study     Framework/Theory: NINDS trial Systemic integrated multidisciplinary approach.   2 tiered search strategy Concept: Several barriers to the utilization of thrombolysis in stroke care have been identified in the literature and can be classified as preadmission barriers and post-admission barrier. Thrombolysis significantly decreases disability from AIS. As expected, thrombolysis is contraindicated in patients with a high risk of bleeding, including patients on therapeutic anticoagulation, recent gastrointestinal bleeding. Level II Therapy and etiology McKevitt, C., Redfern, J., Mold, F., & Wolfe, C. (2004). Qualitative Studies of Stroke a Systematic Review. Retrieved from stroke.ahajouranls.org/content/35/6/1499.full   Type of Study: Qualitative     Design Type: Literature Review of published articles identified by systematically searching online database using key words   Framework/Theory: European Stroke Initiative (EUSI) and recommendations for medical stroke management. Qualitative social science framework Acute Care Setting PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients Concepts: EUSI recommendations identify the increasing recognition of stroke as an acute emergency, and call for education of the general public to allow them to recognize symptoms more quickly and to seek urgent treatment.     Independent Variable: identification of last seen normal     Dependent Variable: efficacy of treatment on +/- of disability         Qualitative studies have addressed a wide range of issues related to the impact of stroke on individuals, and to the organization and delivery of care. Level II Meaning and process questions       References American Heart Association. Heart disease and stroke statistics-2011 update. Circulation. 2011;123: e18-209 http://dx.doi.org/10.1161/CIR.ob013e3182009701 Bansal, S., Sangha, K., & Khatri, P. (2013). Drug Treatment of Acute Ischemic Stroke. American Journal of Cardiovascular Drugs, 13(1), 57-69 13p. doi:10.1007/s40256-013-007-6 Chatterjee, S., Sardar, P., Girl, J.S., Ghosh, J., & Mukherjee, D. (2014). Treatment Discontinuations with New Oral Agents for Long-term Anticoagulation: Insights from a Meta-analysis of 18 Randomized Trials Including 101, 801 Patients. Mayo Clinic Proceedings, 89(7), 896-907 12p. doi: 10.1016/j.mayocp.2014.01.030 George, M., Tsai, A., & Peacock, J. (2014). Acute Stroke Reperfusion Therapy Trends in the Expanded Treatment Era. ScienceDirect , 23 , 2316-2321. PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patientshttp://dx.doi.org/10.1016/j.strokecerebrovasdis.2014.04.023 Harbison, J., & Hossain, O. (2003). Is the ’Act FAST’ stroke campaign working? Retrieved from sfxhosted.exilbrisgroup.com/waldenu? ID=pmid:25385853&&genre=article&atitle= Houde, S. (2009). The Systematic Review of the Literature: A Tool for Evidence-Based Policy. Journal of Gerontological Nursing , 35 . Retrieved from web.a.ebscohost.com.ezp.waldenulibrary.org Keough, V., & Tanabe, P. (2011). Survey Research: An Effective Design for Conducting Nursing Research. Journal of Nursing , 1 , 37. Retrieved from web.a.ebscohost.com.ezp.waldenulibrary.org Krass, I., & Bajorek, B. (2012). Barriers to the utilization for thrombolysis for acute ischemic      stroke. Retrieved from web.b.ebscohost.com.ezp.waldenulibrary.org McKevitt, C., Redfern, J., Mold, F., & Wolfe, C. (2004). Qualitative Studies of Stroke a Systematic Review. Retrieved from stroke.ahajouranls.org/content/35/6/1499.full PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients Polit, D., & Beck, C. (2017). Nursing Research Generating and Assessing Evidence for Nursing Practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Twycross, A., & Shorten, A. (2016). Using observational research to obtain a picture of nursing practice. Evidence-Based Nursing , 19 , 66-67. http://dx.doi.org/10.1136/eb-2016-102393 PICOT question Literature Research Review Example Essay- t-PA and Heparin in stroke / diabetes patients

Critiquing Qualitative and Quantitative Research Studies Example Paper
.

Critiquing Qualitative and Quantitative

Walden University

Nursing 6052C, Section 3, Essentials of Evidence-Based Practice

Critiquing Qualitative and Quantitative

           
 Qualitative and quantitative are the most popular types of studies. Each type serves a purpose in very different ways when proposing the resulting data. The purpose of this paper is to compare and contrast qualitative study to quantitative study by enhancing knowledge and the purpose of each.

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Qualitative Versus Quantitative

           
 Qualitative studies described as statistical data that can be observed rather than measured (Keenan, 2015). Subjective data that can only be seen and expressed by the participants and how daily live is affected is the basis for qualitative studies (Park & Park, 2016). It is important to know how life experiences are expressed in research data (Kopf, Hsu, Shows, & Albinsson, 2016). Although the data cannot be measured in usual standards with numbers, the results are no less significant to research. Most qualitative studies involve interviewing the participants to gather data. The questions are grouped into categories, to sum up the collective answers. Critiquing Qualitative and Quantitative Research Studies Example Paper.

Quantitative studies set up a hypothesis and compare the data in statistical numbers (Keenan, 2015).  Beginning with a hypothesis, the researchers are looking for a data set that proves the hypothesis. The how and why are not considered, but looking for outcomes that can be measured numerically (Kopf, Hsu, Shows, & Albinsson, 2016). With quantitative research, the findings can be graphed to give a visual representation of the final data.

Advantages and Disadvantages of Qualitative and Quantitative

           
 Qualitative studies give researchers the ability to expand the results to include the life experiences of the participants; the downside is when compiling the results there could be a different answer from each participant. Critiquing Qualitative and Quantitative Research Studies Example Paper. For a researcher, this could be overwhelming data to group into subcategories. The advantage of using qualitative studies is using open-ended questions give the participants the feeling of expressing their feelings and being heard rather than just being a statistic. Study groups are generally small with interview question sets and extended study time (Park & Park, 2016).

Quantitative studies result in numbers that can be measured; not all data are measurable in numbers depending on the hypothesis to be answered (Laureate Education, Inc. (Executive Producer), (2012b). Measuring one’s experience in numbers can be difficult. Quantitative studies are more related to large participant groups with little to no interactions with researchers (Kopf, Hsu, Shows, & Albinsson, 2016). These type studies generally consist of chart review or offering a lengthy survey to participants. Critiquing Qualitative and Quantitative Research Studies Example Paper. Quantitative studies can be more impersonal and are strictly about the numbers.

Qualitative a Real Science or Not

           
 Qualitative studies is described as pseudoscience. Life experiences cannot be measured in the sense of normal datasets (Laureate Education, Inc. (Executive Producer), (2012a). It is difficult to measure what makes a participant happy or sad, but a blood pressure or temperature is strictly number measured. Qualitative research is no less important when discussing the medical or behavioral care to be given to patients Critiquing Qualitative and Quantitative Research Studies Example Paper.

Summary

           
 Qualitative and quantitative studies are both successful in their respective presentations. Researchers must choose how they intend to present the resulting data, should it be statistically or based on life experiences (? Both studies can be extremely helpful when looking at the data, the presentation of data is offered in the results in a different manner.

 

References

Keenan, M. (2015). Research methods. 
Salem Press Encyclopedia
,

Kopf, D. A., Hsu, M. K., Shows, G. D., & Albinsson, P. A. (2016). Quantitative versus Qualitative Research Methods. 
Society For Marketing Advances Proceedings
, 470.

Laureate Education, Inc. (Executive Producer). (2012a).
Qualitative and mixed methods research designs
. Baltimore, MD: Author. Critiquing Qualitative and Quantitative Research Studies Example Paper.

Laureate Education, Inc. (Executive Producer). (2012b).
Quantitative research for evidence-based practice
. Baltimore, MD: Author.

Maciukiewicz, M., Pawlak, J., Kapelski, P., Łabędzka, M., Skibinska, M., Zaremba, D., & … Hauser, J. (2016). Can psychological, social and demographical factors predict clinical characteristics symptomatology of bipolar affective disorder and schizophrenia?.
Psychiatric Quarterly
,
87
(3), 501-513. doi:10.1007/s11126-015-9405-z

Park, J., & Park, M. (2016). Qualitative versus Quantitative Research Methods: Discovery or Justification?. 
Journal Of Marketing Thought
, 
3
(1), 1-7. doi:10.15577/jmt.2016.03.01.1

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

van Langen, W. J., Beentjes, T. A., van Gaal, B. G., der Sanden, M. N., & Goossens, P. J. (2016). How the illness management and recovery program enhanced recovery of persons with schizophrenia and other psychotic disorders: A qualitative study.
Archives of Psychiatric Nursing
,
30
(5), 552-557. doi:10.1016/j.apnu.2016.04.005

 

 

Critique Template for a Qualitative Study

 

NURS 5052/NURS 6052

Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)

Date:
January 14, 2018

Your name:
Keli Walker

Article reference (in APA style):

van Langen, W. J., Beentjes, T. A., van Gaal, B. G., der Sanden, M. N., & Goossens, P. J. (2016). How the illness management and recovery program enhanced recovery of persons with schizophrenia and other psychotic disorders: A qualitative study.
Archives of Psychiatric Nursing
,
30
(5), 552-557. doi:10.1016/j.apnu.2016.04.005 Critiquing Qualitative and Quantitative Research Studies Example Paper

 

URL:
     
     

 

 

 

What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.

 

When the purpose is to improve practice, nurses must give special consideration to questions such as these:

 

Are the research findings appropriate to my practice setting and situation?

What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?

How might a proposed change in practice trigger changes in other aspects of practice?

Critiquing Qualitative and Quantitative Research Studies Example Paper

 

To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.

 

If the article is unavailable in a full-text version through the Walden University Library, you must
e-mail the article as a PDF or Word attachment to your Instructor.

 

 

QUALITATIVE RESEARCH CRITIQUE

 

 

Research Issue and Purpose

 

What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)

 

The researchers are looking, in the patient’s perspective, at how an Illness Management and Recovery programs (IMR) assists with the recovery process for those patients diagnosed with schizophrenia. Critiquing Qualitative and Quantitative Research Studies Example Paper.

 

 

Researcher Pre-understandings

 

Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem?

 

All the researchers participating in the study are professionals in the field of mental health.

 

 

Literature Review

 

What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.) Critiquing Qualitative and Quantitative Research Studies Example Paper.

 

A literature review is not set aside, but is incorporated into the introduction of the study. All references are appropriate and add strength to the study.

 

 

Theoretical or Conceptual Framework

 

Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)

 

There is no theoretical or conceptual framework specifically stated.

 

 

Participants

 

Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of sampling strategy was used? Was it appropriate? Was the sample size adequate? Did the researcher stipulate that information redundancy was achieved?

 

The participants recruited included four women and four men having a diagnosis of schizophrenia or another psychotic disorder, patients in an outpatient facility in the Netherlands, who completed one of three IMR programs offered. All participants, except one, completed the program and offered insightful, promising statements of self-management of stressors that could potentially lead to a relapse in declining mental condition. Because this was the initial study of the IMR program, the sample size was appropriate, and information was redundant which was the hopeful outcome that the programs would be successful. Critiquing Qualitative and Quantitative Research Studies Example Paper.

 

 

Protection of Human Research Participants

 

What steps were taken to protect human research subjects?

 

Because there were no medical treatments offered in this study, there was no ethical approval needed. This study was strictly interview based with voluntary participation.

 

 

 

Research Design

 

What was the design of the study? If the design was modeled from previous research or pilot studies, please describe.

 

The descriptive phenomenological design used for this study specifically concentrates on the lived experiences and how IMR contributes to the daily lives of the participants.

 

 

Data Collection/Generation Methods

 

What methods were used for data collection/generation?

Was triangulation used? 

 

Open interviews were conducted to collect the data reported. By using open-ended interview questions, the participants are allowed to voice their specific answers.

 

 

Credibility

 

Were the generated data credible? Explain your reasons.

 

The data collected can be labeled as credible based on the extensive attention to logging data during the study and additional qualitative research education for the authors. Critiquing Qualitative and Quantitative Research Studies Example Paper.

 

 

Data Analysis

 

What methods were used for data analysis? What evidence was provided that the researcher’s analysis was accurate and replicable?

 

Colaizzi’s data analysis method was used, as per the steps listed in Polit and Beck (2017), to compile the final results:

1)Read all protocols to acquire a feeling for them.

2) Review each protocol and extract significant statements

3) Spell out the meaning of each significant statement

4) Organize the formulated meanings into clusters of themes

5) Integrate results into an exhaustive description of the phenomenon under study

6) Formulate an exhaustive description of the phenomenon under study in as
u
nequivocal a statement of identification as possible

7) Ask participants about the findings thus far as a final validation step

 

 

Findings

 

What were the findings?

 

The findings were as predicted, IMR is a productive program that assists patients in learned behavior to manage stressors to prevent or reduce relapse in mental conditions.

 

 

Discussion of Findings

 

Was the discussion of findings related to the framework? Were those the expected findings?  Were they consistent with previous studies? Were serendipitous (i.e., accidental) findings described
?

 

Because this is the first descriptive phenomenological study, there are no comparisons available. Findings were discovered along the way after compiling interviews.

 

 

Limitations

 

Did the researcher report limitations of the study? (Limitations are acknowledgments of internal characteristics of the study that may help explain insignificant and other unexpected findings, and more importantly, indicate those groups to whom the findings CANNOT be generalized or applied. It is a fact that all studies must be limited in some way; not all of the issues involved in a problem situation can be studied all at once.)

 

Limitations were discussed in detail:

Only two trainers were available for the IMR program. The results could be reflecting the trainer’s ability to teach rather than the program itself

There may be bias because the selection process for potential participants were submitted by the trainers.

Limited participants and only those whom had completed the course were included. If those who had not completed the program may have different outlooks on the program, offering possible negative views.

 

 

Implications

 

Are the conclusions and implications drawn by the author warranted by the study findings? (Sometimes researchers will seem to ignore findings that don’t confirm their expectations as they interpret the meaning of their study findings.)

 

The findings should be promoted during the program and all staff that are working with patients should be aware of the study findings to reinforce the learning.

 

 

Recommendations

 

Does the author offer legitimate recommendations for further research?  Is the description of the study sufficiently clear and complete to allow replication of the study? (Sometimes researchers’ recommendations seem to come from “left field” rather than following obviously from the discussion of findings. If a research problem is truly significant, the results need to be confirmed with additional research; in addition, if a reader wishes to design a study using a different sample or correcting flaws in the original study, a complete description is necessary.)

 

No recommendations were noted other than the implications.

 

Research Utilization in Your Practice

 

How might this research inform your practice? Are the research findings appropriate to your practice setting and situation? What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? How might the utilization of this research trigger changes in other aspects of practice?

 

The program studied would be very appropriate for the facility if outpatient services were offered. At this time there are no plans to offer outpatient mental services with the exception of referrals to other providers.

 

 

Critique Template for a Quantitative Study

 

NURS 5052/NURS 6052

Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)

Date:
January 14, 2018

Your name:
Keli Walker

Article reference (in APA style):

Maciukiewicz, M., Pawlak, J., Kapelski, P., Łabędzka, M., Skibinska, M., Zaremba, D., & … Hauser, J. (2016). Can psychological, social and demographical factors predict clinical characteristics symptomatology of bipolar affective disorder and schizophrenia?.
Psychiatric Quarterly
,
87
(3), 501-513. doi:10.1007/s11126-015-9405-z

 

URL:
     
     

 

 

 

What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.

 

When the purpose is to improve practice, nurses must give special consideration to questions such as these:

 

Are the research findings appropriate to my practice setting and situation?

What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?

How might a proposed change in practice trigger changes in other aspects of practice?

 

To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed methods research study of your choice.

 

If the article is unavailable in a full-text version through the Walden University Library, you must
e-mail the article as a PDF or Word attachment to your Instructor.

 

 

QUANTITATIVE RESEARCH CRITIQUE

 

Research Problem and Purpose

 

What are the problem and purpose of the referenced study? (Sometimes ONLY the purpose is stated clearly and the problem must be inferred from the introductory discussion of the purpose.)

 

To determine if clinical and demographical characteristics are predictors of symptom dimensions.

 

Hypotheses and Research Questions

 

What are the hypotheses (or research questions/objectives) of the study? (Sometimes the hypotheses or study questions are listed in the Results section, rather than preceding the report of the methodology used. Occasionally, there will be no mention of hypotheses, but anytime there are inferential statistics used, the reader can recognize what the hypotheses are from looking at the results of statistical analysis.)

 

The study is looking at social and demographical factors and how they affect the clinical characteristics with relation to the patient outcome.

 

 

Literature Review

 

What is the quality of the literature review? Is the literature review current? Relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)

 

The literature review is incorporated into the background of the study. All resources are appropriate and within the limits of the study.

 

 

 

Theoretical or Conceptual Framework

 

Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)

 

No theoretical or conceptual framework was mentioned.

 

 

Population

 

What population was sampled? How was the population sampled? Describe the method and criteria. How many subjects were in the sample?

 

Sample size consists of 892 patients diagnosed with bipolar disorder (443) and schizophrenia (449) of those patients 476 female and 396 male. All participants were inpatient in a region of Poland.

 

 

Protection of Human Research Participants

 

What steps were taken to protect human research subjects?

 

Written consent was obtained from the patient before acceptance into the study.

 

 

Research Design

 

What was the design of the study? If the design was modeled from previous research or pilot studies, please describe.

 

No design was specifically stated.

 

 

Instruments and Strategies for Measurement

 

What instruments and/or other measurement strategies were used in data collection? Was information provided regarding the reliability and validity of the measurement instruments? If so, describe it.

 

Categories to sort demographic and clinical data with subsets within main categories offered a bigger picture rather than lumping data into generic categories.

 

Data Collection

 

What procedures were used for data collection?

 

Most data collected was from chart reviews, but in some instances, interview questions were needed to answer questions related to familial burdens.

 

Data Analysis

 

What methods of data analysis were used? Were they appropriate to the design and hypotheses?

 

Poisson regression models were used in the study.

 

 

 

Interpretation of Results

 

What results were obtained from data analysis? Is sufficient information given to interpret the results of data analysis?

 

It was proven that social factors do have effects on clinical outcomes. Social stressors can negatively affect mental status, and the possibility of regression is true.

 

 

Discussion of Findings

 

Was the discussion of findings related to the framework? Were those the expected findings?  Were they consistent with previous studies? Were serendipitous (i.e., accidental) findings described
?

 

The discussion of finding does address previous studies, and findings was similar to those studies. It should also be noted that this study also addresses the familial burdens of those diagnosed with bipolar disorders and schizophrenia.

 

 

 

 

Limitations

 

Did the researcher report limitations of the study? (Limitations are acknowledgments of internal characteristics of the study that may help explain insignificant and other unexpected findings, and more importantly, indicate those groups to whom the findings CANNOT be generalized or applied. It is a fact that all studies must be limited in some way; not all of the issues involved in a problem situation can be studied all at once.)

 

Limitations were not addressed in the article.

 

 

Implications

 

Are the conclusions and implications drawn by the author warranted by the study findings? (Sometimes researchers will seem to ignore findings that don’t confirm their hypotheses as they interpret the meaning of their study findings.)

 

There were no implications discussed in the study.

 

 

 

Recommendations

 

Does the author offer legitimate recommendations for further research? Is the description of the study sufficiently clear and complete to allow replication of the study? (Sometimes researchers’ recommendations seem to come from “left field” rather than following obviously from the discussion of findings. If a research problem is truly significant, the results need to be confirmed with additional research; in addition, if a reader wishes to design a study using a different sample or correcting flaws in the original study, a complete description is necessary.)

 

Recommendations were not discussed

 

 

Research Utilization in Your Practice

 

How might this research inform your practice? Are the research findings appropriate to your practice setting and situation? What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? How might the utilization of this research trigger changes in other aspects of practice?

 

The study offers insight into the stressors that affect those diagnosed with bipolar and schizophrenia. It is important to keep these stressors in mind when working with these types of patients.

 

 

 

 

 

Walden University M.S. in Nursing

Formative Evaluation Criteria for Applications and Formal Papers

 

Categories and Criteria                                                                        

 

Points

QUALITY OF WORK SUBMITTED
– 35 Possible Points

1. The extent to which work meets the assigned criteria and
work reflects graduate level critical and analytic thinking                                                                                                            
(0-30 Points)

Assignment
exceeds
expectations. All topics are addressed with a minimum of 75% containing
exceptional
breadth and depth about
each
of the assignment topics.

25-30

Assignment meets expectations. All topics are addressed with a minimum of 50% containing
good
breadth and depth about
each
of the assignment topics.

20-24

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

16-19

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

 

0-15

2. Purpose of the paper is clear                                                                                      
(0-5 Points)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

5

Purpose of the assignment is stated, yet is brief and not descriptive.

4

Purpose of the assignment is vague.

1-3

No purpose statement was provided.

0

ASSIMILATION AND SYNTHESIS OF IDEAS –
50 Possible Points

 
The extent to which the work reflects the student’s ability to-

1. Understand and interpret the assignment’s key concepts          
                                    (0-10 Points)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

9-10

Demonstrates a clear understanding of key concepts.

8

Shows some degree of understanding of key concepts.

5-7

Shows a lack of understanding of key concepts, deviates from topics.

0-4

2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources
                                                                                             
(0-20 Points)

Demonstrates and applies
exceptional
support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.

15-20

Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.

10-14

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

3-9

Includes and integrates specific information from 0 to 1 resource to support major points and point of view.

0-2

3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections.                                                           
(0-20 Points)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

18-20

Summarizes information gleaned from sources to support major points, but does not synthesize.

16-17

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

14-15

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

0-13

WRITTEN EXPRESSION AND FORMATTING –
15 Possible Points

1. Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.
                                    (0-5 Points)

Paragraphs and sentences follow writing standards.

5

Paragraphs and sentences follow writing standards 80% of the time.

4

Paragraphs and sentences follow writing standards 70% of the time.

3

Paragraphs and sentences follow writing standards < 70% of the time. 0-2 2. English writing standards: Correct grammar, mechanics, and proper punctuation (0-5 Points) Uses correct grammar, spelling, and punctuation with no errors. 5 Contains a few (1-2) grammar, spelling, and punctuation errors. 4 Contains several (3-4) grammar, spelling, and punctuation errors. 3 Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. 0-2 3. The paper follows correct APA format for title page, headings, font, spacing,   margins, indentations, page numbers, running head, p arenthetical/in-text citations, and reference list                (0-5 Points) Uses correct APA format with no errors. 5 Contains a few (1-2) APA format errors. 4 Contains several (3-4) APA format errors. 3 Contains many (≥ 5) APA format errors. 0-2 Total Points for Assignment: Please copy and paste this rubric table at the end of all Application Assignments in order for your assignment to be graded. Guidance for Application Assignments : Application Assignments require a title page, introduction, body of the paper, conclusion, and reference page. The title page needs to follows APA style and includes a title, student name, course number and section, and date. An abstract is not required. APA style headings are to be used appropriately to separate and organize sections of the paper. The use of direct quotes is discouraged and should only be used when the source material uses language that is particularly striking or notable. The introduction should provide an overview of the topic, the purpose of the paper, and topics that will be addressed. The body of the paper needs to address all required topics. The conclusion ought to provide closure for the reader, synthesize the content, and tie everything together to help clarify the main points of the paper. The reference page should include all references cited in the assignment in correct APA format.. Some course assignments may require the use of more than 2 credible outside resources. In these cases, the minimum outside sources specified in the instructions for the assignment will be applied in the grading of these course assignments. Credible sources include scholarly peer-reviewed journal articles, evidence based resources, and professional (.org), educational (.edu), and government websites (.gov). Commercial websites (.com) are not considered credible sources. Please note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years. Late Policies : Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the Assignment amounting to a 20% point loss.  After 5 days, the Assignment will not be graded. Students should be aware that late Assignments may not receive the same level of written feedback as do Assignments submitted on time. Critiquing Qualitative and Quantitative Research Studies Example Paper. Assignment Expectations Quantitative Critique completed appropriately- Qualitative or Mixed Methods Critique completed appropriately  Contrasted the types of information that you gained from examining the 2 different research approaches Critiquing Qualitative and Quantitative Research Studies Example Paper Described general advantages and disadvantages of the 2 research approaches. Used examples from articles Formulated a response to the claim that qualitative research is not real science. Highlighted general insights that both quantitative and qualitative studies can provide to researchers. Supported with references to learning resources other credible resources Critiquing Qualitative and Quantitative Research Studies Example Paper