Homework

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Initial Post

Areas for reflection:

• Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.
• Describe how this new knowledge will impact your nursing practice.Homework

Course Competencies

• Apply strategies for safe, effective multidimensional nursing practice when providing basic care and comfort for clients.Homework
• Select appropriate nursing interventions when providing multidimensional care to clients experiencing alterations in mobility.Homework
• Explain components of multidimensional nursing care for clients with musculoskeletal disorders.
• Prioritize strategies for safe, effective multidimensional nursing practice when providing care for clients experiencing sensory and perception disorders.Homework
• Apply knowledge of integumentary disorders when providing safe, effective nursing care.Homework
• Describe strategies for safe, effective multidimensional nursing practice when providing care for clients experiencing immunologic, infectious, and inflammatory disorders.Homework

Responses

You are required to give a minimum of two responses and follow the criteria listed below:

• Review how your classmates achieved each course competency.Homework
• Identify new knowledge others gained you had not considered.
• Describe how this new knowledge could impact your nursing practice.Homework

Homework

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Johns Hopkins Nursing Evidence-Based Practice

Appendix E

Research Evidence Appraisal ToolHomework

Evidence level and quality rating:

Article title:

Number:

Author(s):

Publication date:

Journal:

Setting:

Sample (composition and size):

Does this evidence address my EBP question?

Yes

No- Do not proceed with appraisal of this evidence

Is this study:

QuaNtitative (collection, analysis, and reporting of numerical data) Measurable data (how many; how much; or how often) used to formulate facts, uncover patterns in research, and generalize results from a larger sample population; provides observed effects of a program, problem, or condition, measured precisely, rather than through researcher interpretation of data. Common methods are surveys, face-to-face structured interviews, observations, and reviews of records or documents. Statistical tests are used in data analysis.Homework

Go to Section I: QuaNtitative

QuaLitative (collection, analysis, and reporting of narrative data) Rich narrative documents are used for uncovering themes; describes a problem or condition from the point of view of those experiencing it. Common methods are focus groups, individual interviews (unstructured or semi structured), and participation/observations. Sample sizes are small and are determined when data saturation is achieved. Data saturation is reached when the researcher identifies that no new themes emerge and redundancy is occurring. Synthesis is used in data analysis. Often a starting point for studies when little research exists; may use results to design empirical studies. The researcher describes, analyzes, and interprets reports, descriptions, and observations from participants.Homework

Go to Section II: QuaLitative

Mixed methods (results reported both numerically and narratively) Both quaNtitative and quaLitative methods are used in the study design. Using both approaches, in combination, provides a better understanding of research problems than using either approach alone. Sample sizes vary based on methods used. Data collection involves collecting and analyzing both quaNtitative and quaLitative data in a single study or series of studies. Interpretation is continual and can influence stages in the research process.

Go to Section III: Mixed Methods

Johns Hopkins Nursing Evidence-Based Practice

Appendix E

Research Evidence Appraisal ToolHomework

Page 6 of 10

Johns Hopkins Nursing Evidence-Based Practice

Appendix E

Research Evidence Appraisal Tool

The Johns Hopkins Hospital/ The Johns Hopkins University

1

Section I: QuaNtitative

Level of Evidence (Study Design)

Is this a report of a single research study?

A

· Yes

· No Go to B

1. Was there manipulation of an independent variable?

· Yes

· No

2. Was there a control group?

· Yes

· No

3. Were study participants randomly assigned to the intervention and control groups?

· Yes

· No

If Yes to questions 1, 2, and 3, this is a randomized controlled trial (RCT) or experimental study.

LEVEL I

If Yes to questions 1 and 2 and No to question 3 or Yes to question 1 and No to questions 2 and 3, this is quasi-experimental. (Some degree of investigator control, some manipulation of an independent variable, lacks random assignment to groups, and may have a control group).

LEVEL II

If No to questions 1, 2, and 3, this is nonexperimental. (No manipulation of independent variable; can be descriptive, comparative, or correlational; often uses secondary data).Homework

LEVEL III

Study Findings That Help Answer the EBP Question

Skip to the Appraisal of QuaNtitative Research Studies section

Section I: QuaNtitative (continued)

Is this a summary of multiple sources of research evidence?

· Yes Continue

· No Use Appendix F

1. Does it employ a comprehensive search strategy and rigorous appraisal method?

If this study includes research, nonresearch, and experiential evidence, it is an integrative review (see Appendix F).

· Yes Continue

· No Use Appendix F

2. For systematic reviews and systematic reviews with meta-analysis (see descriptions below):

B

a. Are all studies included RCTs?

LEVEL I

b. Are the studies a combination of RCTs and quasi-experimental, or quasi-experimental only?

LEVEL II

c. Are the studies a combination of RCTs, quasi-experimental, and nonexperimental, or non- experimental only?

LEVEL III

A systematic review employs a search strategy and a rigorous appraisal method, but does not generate an effect size.

A meta-analysis , or systematic review with meta-analysis, combines and analyzes results from studies to generate a new statistic: the effect size.

Study Findings That Help Answer the EBP Question

Skip to the Appraisal of Systematic Review (With or Without a Meta-Analysis) section

Appraisal of QuaNtitative Research Studies

Does the researcher identify what is known and not known about the problem and how the study will address any gaps in knowledge?

· Yes

· No

Was the purpose of the study clearly presented?

· Yes

· No

Was the literature review current (most sources within the past five years or a seminal study)?

· Yes

· No

Was sample size sufficient based on study design and rationale?

· Yes

· No

If there is a control group:

· Were the characteristics and/or demographics similar in both the control and intervention groups?

· Yes

· No

N/A

· If multiple settings were used, were the settings similar?

· Yes

· NoHomework

N/A

· Were all groups equally treated except for the intervention group(s)?

· Yes

· No

N/A

Are data collection methods described clearly?

· Yes

· No

Were the instruments reliable (Cronbach’s [alpha] > 0.70)?

· Yes

· No

N/A

Was instrument validity discussed?

· Yes

· No

N/A

If surveys or questionnaires were used, was the response rate > 25%?

· Yes

· No

N/A

Were the results presented clearly?

· Yes

· No

If tables were presented, was the narrative consistent with the table content?

· Yes

· No

N/A

Were study limitations identified and addressed?

· Yes

· No

Were conclusions based on results?

· Yes

· No

Complete the Quality Rating for QuaNtitative Studies section

Appraisal of Systematic Review (With or Without Meta-Analysis)

Were the variables of interest clearly identified?

· Yes

· No

Was the search comprehensive and reproducible?

· Key search terms stated

· Yes

· No

· Multiple databases searched and identified

· Yes

· No

· Inclusion and exclusion criteria stated

· Yes

· No

Was there a flow diagram that included the number of studies eliminated at each level of review?

· Yes

· No

Were details of included studies presented (design, sample, methods, results, outcomes, strengths, and limitations)?

· Yes

· No

Were methods for appraising the strength of evidence (level and quality) described?

· Yes

· No

Were conclusions based on results?

· Yes

· No

· Results were interpreted

· Yes

· No

· Conclusions flowed logically from the interpretation and systematic review question

· Yes

· No

Did the systematic review include a section addressing limitations and how they were addressed?

· Yes

· No

Complete the Quality Rating for QuaNtitative Studies section (below)

Quality Rating for QuaNtitative Studies

Circle the appropriate quality rating below:

A High quality: Consistent, generalizable results; sufficient sample size for the study design; adequate control; definitive conclusions; consistent recommendations based on comprehensive literature review that includes thorough reference to scientific evidence.

B Good quality: Reasonably consistent results; sufficient sample size for the study design; some control, and fairly definitive conclusions; reasonably consistent recommendations based on fairly comprehensive literature review that includes some reference to scientific evidence.

C Low quality or major flaws: Little evidence with inconsistent results; insufficient sample size for the study design; conclusions cannot be drawn.

Johns Hopkins Nursing Evidence-Based Practice

Appendix E

Research Evidence Appraisal Tool

Section II: QuaLitative

Level of Evidence (Study Design)

A

Is this a report of a single research study?

· Yes this is Level III

· No go to II B

Study Findings That Help Answer the EBP Question

Complete the Appraisal of Single QuaLitative Research Study section (below)

Appraisal of a Single QuaLitative Research Study

Was there a clearly identifiable and articulated:

· Purpose?

· Yes

· No

· Research question?

· Yes

· No

· Justification for method(s) used?

· Yes

· No

· Phenomenon that is the focus of the research?

· Yes

· No

Were study sample participants representative?

· Yes

· No

Did they have knowledge of or experience with the research area?

· Yes

· No

Were participant characteristics described?

· Yes

· No

Was sampling adequate, as evidenced by achieving saturation of data?

· Yes

· No

Data analysis:

· Was a verification process used in every step by checking and confirming with participants the trustworthiness of analysis and interpretation?

· Yes

· No

· Was there a description of how data were analyzed (i.e., method), by computer or manually?

· Yes

· No

Do findings support the narrative data (quotes)?

· Yes

· No

Do findings flow from research question to data collected to analysis undertaken?

· Yes

· No

Are conclusions clearly explained?

· Yes

· No

Skip to the Quality Rating for QuaLitative Studies section

For summaries of multiple quaLitative research studies (meta-synthesis), was a comprehensive search strategy and rigorous appraisal method used?

B

· Yes Level III

· No go to Appendix F

Study Findings That Help Answer the EBP Question

Complete the Appraisal of Meta-Synthesis Studies section (below)

Appraisal of Meta-Synthesis Studies

Were the search strategy and criteria for selecting primary studies clearly defined?

· Yes

· No

Were findings appropriate and convincing?

· Yes

· No

Was a description of methods used to:

· Compare findings from each study?

· Yes

· No

· Interpret data?

· Yes

· No

Did synthesis reflect:

· Yes

· No

· New insights?

· Yes

· No

· Discovery of essential features of phenomena?

· Yes

· No

· A fuller understanding of the phenomena?

· Yes

· No

Was sufficient data presented to support the interpretations?

· Yes

· No

Complete the Quality Rating for QuaLititative Studies section (below)

Quality Rating for QuaLitative Studies

Circle the appropriate quality rating below:

No commonly agreed-on principles exist for judging the quality of quaLitative studies. It is a subjective process based on the extent to which study data contributes to synthesis and how much information is known about the researchers’ efforts to meet the appraisal criteria.

For meta-synthesis, there is preliminary agreement that quality assessments should be made before synthesis to screen out poor-quality studies1.

A/B High/Good quality is used for single studies and meta-syntheses2.

The report discusses efforts to enhance or evaluate the quality of the data and the overall inquiry in sufficient detail; and it describes the specific techniques used to enhance the quality of the inquiry.

Evidence of some or all of the following is found in the report:

· Transparency: Describes how information was documented to justify decisions, how data were reviewed by others, and how themes and categories were formulated.

· Diligence: Reads and rereads data to check interpretations; seeks opportunity to find multiple sources to corroborate evidence.

· Verification: The process of checking, confirming, and ensuring methodologic coherence.

· Self-reflection and self-scrutiny: Being continuously aware of how a researcher’s experiences, background, or prejudices might shape and bias analysis and interpretations.

· Participant-driven inquiry: Participants shape the scope and breadth of questions; analysis and interpretation give voice to those who participated.

· Insightful interpretation: Data and knowledge are linked in meaningful ways to relevant literature.

C Lower-quality studies contribute little to the overall review of findings and have few, if any, of the features listed for High/Good quality.

1 https://www.york.ac.uk/crd/SysRev/!SSL!/WebHelp/6_4_ASSESSMENT_OF_QUALIT A TIVE_RESEARCH.htm 2 Adapted from Polit & Beck (2017).Homework

Section III: Mixed Methods

Level of Evidence (Study Design)

You will need to appraise both the quaNtitative and quaLitative parts of the study independently, before appraising the study in its entirety.

1. Evaluate the quaNitative part of the study using Section I.

Level

Quality

Insert here the level of evidence and overall quality for this part:

2. Evaluate the quaLitative part of the study using Section II.

Level

Quality

Insert here the level of evidence and overall quality for this part:

3. To determine the level of evidence, circle the appropriate study design:

· Explanatory sequential designs collect quaNtitative data first, followed by the quaLitative data; and their purpose is to explain quaNtitative results using quaLitative findings. The level is determined based on the level of the quaNtitative part.

· Exploratory sequential designs collect quaLitative data first, followed by the quaNtitative data; and their purpose is to explain quaLitative findings using the quaNtitative results. The level is determined based on the level of the quaLitative part, and it is always Level III.

· Convergent parallel designs collect the quaLitative and quaNtitative data concurrently for the purpose of providing a more complete understanding of a phenomenon by merging both datasets. These designs are Level III.

· Multiphasic designs collect quaLitative and quaNtitative data over more than one phase, with each phase informing the next phase. These designs are Level III.

Study Findings That Help Answer the EBP Question

Complete the Appraisal of Mixed Methods Studies section (below)

Appraisal of Mixed Methods Studies3

Was the mixed-methods research design relevant to address the quaNtitative and quaLitative research questions (or objectives)?

· Yes

· No

· N/A

Was the research design relevant to address the quaNtitative and quaLitative aspects of the mixed-methods question (or objective)?

· Yes

· No

· N/A

For convergent parallel designs, was the integration of quaNtitative and quaLitative data (or results) relevant to address the research question or objective?

· Yes

· No

· N/A

For convergent parallel designs, were the limitations associated with the integration (for example, the divergence of quaLitative and quaNtitative data or results) sufficiently addressed?

· Yes

· No

· N/A

Complete the Quality Rating for Mixed-Method Studies section (below)

3 National Collaborating Centre for Methods and Tools. (2015). Appraising Qualitative, Quantitative, and Mixed Methods Studies included in Mixed Studies Reviews: The MMAT. Hamilton, ON: McMaster University. (Updated 20 July, 2015) Retrieved from http://www.nccmt.ca/ resources/search/232Homework

Quality Rating for Mixed-Methods Studies

Circle the appropriate quality rating below

A High quality: Contains high-quality quaNtitative and quaLitative study components; highly relevant study design; relevant integration of data or results; and careful consideration of the limitations of the chosen approach.

B Good quality: Contains good-quality quaNtitative and quaLitative study components; relevant study design; moderately relevant integration of data or results; and some discussion of limitations of integration.

C Low quality or major flaws: Contains low quality quaNtitative and quaLitative study components; study design not relevant to research questions or objectives; poorly integrated data or results; and no consideration of limits of integration.

 

Homework

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This learning activity aims for a full understanding and unbiased view of the family—not just its problems, but also its strengths, values, and goals.Homework

Understanding family structure and style is essential to caring for a family in the community setting. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.Homework

• See the Interview Questionnaire in the attached document below.
• Family assessment assignment- community.docxDownload Family assessment assignment- community.docx
• Upon completion of the interview, write a 750-1,000-word paper.
• Analyze your assessment findings and the family’s answers to your questions.

Homework

This family health assessment is a two-part assignment. The information you gather in the first part of the assignment will be utilized for the second part of the assignment.

1. Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment.Homework
2. Document the responses as you conduct the interview. Do not put the family’s name, but utilize initials, the gender of each family member, and their age.

Your paper must include the following:

• Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
• Summarize the overall health behaviors of the family. Describe the current health of the family.
• Based on your findings, describe at least two of the functional health pattern strengths noted in the findings.
• Discuss three areas in which health problems or barriers to health were identified?
• Your assignment must include an eco-map and a genogram – as shown in the required textbook.

Homework

Submission Instructions:

• The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
• The paper is to be 750-1000 words in length, excluding the title, abstract and references page.
• Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).
• Your paper should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

Homework

Homework

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Using a variety of instruments (Windshield Survey, Community Assessment Tool, Screening interviews, etc.) while in your community, you will assess the community location. This will lead to a list of identified, prioritized health needs and your recommendations for intervention.Homework

You will complete a windshield survey of your community. The objective of a windshield survey is to assess a community in a short, simple way, compiling data to help form an analysis of that community. Simply put, a windshield survey is the equivalent of a community head-to-toe assessment. There are 6 elements that should be included in your windshield survey (See Community Assessment Template  Download Community Assessment Template). You will drive through your community and document your findings on a PowerPoint presentation. Take pictures of your community to enhance your PowerPoint presentation.Homework

1. After studying Module 3: Lecture Materials & Resources, familiarize yourself with the instruments for:
   • A Windshield Survey (Website Resource 15C, p. 425).
   • The Community Assessment Tool applied to Phenomenological Communities (Website Resource 15A, p. 425).
   • You may also wish to review Chapter 13, Box 13-1 (p. 343) for examples of assessments that may be appropriate for your community population, since the Community Assessment Tool includes some screening data and information from clients.Homework
2. Plan how you will obtain the information for the assessments.
   • Conduct a Windshield Survey assessment.
   • Drive around your community and take pictures.
   • Create a PowerPoint presentation No more than 10 slides addressing each area of the windshield study.
     Homework

Submission Instructions:

• The presentation is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.Homework
• Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).Homework

HOMEWORK

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Requirements: THE TOPIC IS HOLISTIC CARE IN NURSING. PATIENTS RECEIVE HOLISTIC CARE VS THE TRADITIONAL MEDICAL MODEL OF NURSING TO RECEIVE THE BEST STANDARD OF CARE AND IMPROVE PATIENT SATISFACTION IN THEIR CARE.

 

1. Review the elements included in PICOT questions to guide evidence-based nursing practice.

2. Respond to the questions below using the  PICOT Question Worksheet Template .

3. Using a minimum of 3 scholarly nursing sources, current within 5 years:

·HOMEWORK

· Identify and describe one practice-related issue or concern.  You may choose to build on the practice issue you identified in NR500NP/NR501NP.

· Explain why the issue/concern is important to nurse practitioner practice and its impact on health outcomes.

· Describe each element of your PICOT question in one or two sentences, being sure to address all of the following:

· P-Population and problem– What is the nursing practice concern or problem and whom does it affect?

· I–Intervention– What evidence-based solution for the problem would you like to apply? HOMEWORK

· C–Comparison– What is another solution for the problem? Note that this is typically the current practice, no intervention at all, or alternative solutions.

· O–Outcome– Very specifically, how will you know that the intervention worked? Think about how you will measure the outcome.

· T–Time frame– What is the Timeframe involved for the EBP initiative or the target date of completion?

· Construct your PICOT question in the standard PICOT question format (narrative) and define each letter separately, such as:  HOMEWORK

· P =

· I =

· C =

· O =  HOMEWORK

· T =

· PICOT question written in full =

4. Abide by the Chamberlain College of Nursing Academic Integrity Policy.

5. At the graduate level, we like to see you synthesizing your ideas into your own words. No direct quotes may be used in this worksheet.

6. Use APA formatting guidelines for references and citations.

7. Submit your worksheet using the PICOT Worksheet Template as a Word document to the Week 2 Dropbox HOMEWORK

ASSIGNMENT CONTENT
Category	Points	%	Description
Practice-related Issue	20	20%	This section of the worksheet includes: · Identification of one practice-related issue or concern · Description of the issue or concern · Rationale for addressing this issue or concern · Sufficient support from current, scholarly nursing sources
Significance of the Issue	20	20%	This section of the worksheet includes: · Explanation of why the issue/concern is important to the profession of nursing and to NP practice · Explanation of the impact of the issue or concern health outcomes · Sufficient support from current, scholarly nursing sources
Discussion of PICOT Elements	20	20%	This section of the worksheet includes: · Accurate and clear discussion of the following elements, including 1-2 sentences to address each: · P-Population and problem – What is the nursing practice concern or problem and whom does it affect? · I–Intervention – What evidence-based solution for the problem would you like to apply? · C–Comparison – what is another solution for the problem? Note that this is typically the current practice, no intervention at all, or alternative solutions. · O–Outcome – Very specifically, how will you know that the intervention worked? Think about how you will measure the outcome. · T–Time frame – What is the Timeframe involved for the EBP initiative and the target date of completion?HOMEWORK
PICOT Question	20	20%	This section of the worksheet includes: · Construction of the above described PICOT question in the standard PICOT question format (narrative) and define each letter separately, such as: · P = · I = · C = · O = · T = · PICOT question =
	80	80%	Total CONTENT Points= [100 pts]
ASSIGNMENT FORMAT
Category	Points	%	Description
Graduate-Writing Style	10	10%	For full credit in this section, the following criteria must be met: · Correct use of spelling and sentence structure · Clarity, organization, and logical flow of ideas within writing · Reference and citation formatting follow APA guidelines · No direct quotes are used in the worksheet
Scholarly Support	10	10%	· Minimum of 3 scholarly nursing sources, current within 5 years, are integrated HOMEWORK
	20	20%	Total FORMAT Points= [20pts]
			ASSIGNMENT TOTAL=100 points