Category: Applied Sciences

[Solved] what is eco? part 2

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Executive Solution Overview

– ## ProjectAssignment2-CreatingCharts2.pdf **## ProjectAssignment2-CreatingCharts2.pdf** Project Assignment #2 – Using Spreadsheet Data to Create Charts/Graphs Step by Step Instructions: Using Google Sheets’ chart-creating feature, you will create five separate graphs showing the relationship betwe…

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Assignment Prompt & Instructions

– ## ProjectAssignment2-CreatingCharts2.pdf

**## ProjectAssignment2-CreatingCharts2.pdf**

Project Assignment #2 – Using Spreadsheet Data to Create

Charts/Graphs
Step by Step Instructions:

Using Google Sheets’ chart-creating feature, you will create five separate graphs showing the relationship
between the following grouped pairs.

1. Nominal GDP and Real GDP (line chart)
2. Nominal GDP Growth Rate and Real GDP Growth Rate (column chart)
3. Real GDP Growth Rate and RGDP per capita Growth Rate (column chart)
4. Real GDP per capita Growth Rate and Unemployment rate (column chart)
5. RGDP per capita Growth Rate and Inflation Rate (line chart)

Before you begin:

• Check your Assignment #1 grade in the gradebook. If you did not make a 100 on your
spreadsheet, you had calculation or formatting mistakes that need correcting before you
begin this assignment. You can view the feedback to see what you need to correct before
starting this assignment.

• You will use your spreadsheet for this assignment. Open the spreadsheet and replace the XXX
on the 1980 row with the following values and then convert them to percentages.

o Nominal GDP growth rate .0875
o GDP deflator % change .0905
o Real GDP growth rate -.0027
o Population growth rate .0116
o Real GDP per capita growth rate -.0142
o Inflation rate .1350

• Before creating your first graph, name the data sheet. At the bottom of your spreadsheet on
the tab labeled Sheet1, open the drop-down menu and click on Rename. Name this tab “Macro
Data”.

Step 1: Create a Graph
There is a video demonstrating how to create Graph #2. These instructions will guide you through
creating Graph #1.

• To create a graph/chart, you will select the data to be graphed by dragging your mouse
through the entire column (including titles) of the desired data (highlight the Nominal
GDP column, including the column title).

• Once the entire column is highlighted, go to the Google Sheet menu at the top and find
the Insert Chart icon and click on it. A graph will immediately appear on the page.

• Your data for Chart 1 should show up as a line graph. If it isn’t, from the Chart Type menu in
the Chart editor, choose one of the Line charts.

Step 2: Add Another Series

• To add the rest of the data to your chart, in the Chart editor menu, find and click on Add
Series (near the bottom of the menu). Click on the grid-looking box (windowpane).

• Highlight the data to add. This will automatically fill in and populate your chart (highlight the
entire Real GDP column, including the title).

• Check to verify that a key has been generated at the top. If there isn’t one, at the bottom of
the Chart Editor menu, check the box “Use row 4 as header”, making sure the
o If that did not add a key, you didn't highlight the title when choosing the data. In that

case, delete the data set from your graph and begin again.
• Note: If the Chart Editor isn’t open, click on the graph, then click on the three dots in the

upper right-hand corner and choose Edit chart.

Step 3: Add the X-Axis

• In the Chart editor menu, under X axis choose Add X-axis. Click on the grid-looking box
(windowpane).

• In the Years column, highlight the Years column (include the title). That range automatically
pops up and is added to the graph.

• Before moving on to the next step make sure the boxes at the bottom that say, “Use row 4
as headers” and “Use column A as labels” are checked and “Treat labels as text” is NOT
checked.

Step 4: Add Detail

• You will continue to edit the chart by adding detail. In the menu above your chart, in your
Chart Editor, at the top, choose Customize.

• In the drop-down menu, click on Chart & axis titles.
• In the box below, make sure it says Chart title, then under Title text, type in the title of your

chart. This needs to reflect the information you are graphing. For example, Chart 1 title will
be Nominal and Real GDP.

o Next, click in the Chart title box and choose the Horizontal axis title, in the box below,
type in YEARS.

o Click on the Chart title box again and choose Vertical axis title, in the box below, type in
whatever unit is being measured. This must be in the unit the variable is measured. For
example, NGDP and RGDP are measured in Billions of U.S. Dollars, but NGDP and RGDP
growth rates are measured as Growth Rates.

• You must have major & minor gridlines for both the vertical and horizontal axes. To add
major or minor gridlines go to your Chart editor>Customize>Gridlines and Ticks (near the
bottom of the menu).
o Choose the Horizontal axis.

▪ Your years must be in five-year increments (example: 1985, 1990), if they are not do
the following:
▪ Go to Major spacing type, choose Count, Under Major count, type in 7.
▪ Then under Minor spacing type, choose Count. Under Minor count, choose 4.

This will add a minor grid line for each year not labeled (1981, 1982…)

▪ Do this on all the graphs for the horizontal axis

▪ Next change the colors for both Major and Minor gridlines (the current color is white
and when converted to a pdf cannot be seen). You can choose any color but:

▪ Choose one color for all major gridlines and one color for all minor gridlines.
▪ The colors should not be the same as the colors in the graph.
▪ The colors must be dark enough to show up, but they should not obscure the

lines or columns on the chart.
▪ The major lines must be darker than the minor lines.

o Choose the Vertical axis.
▪ Major lines for Chart 1 need to be in increments of $5,000. If that is not the current

increment, under Major spacing choose Count; under Major Count choose 7.
▪ Minor lines need to be in increments of $1,000. If that is not the current increment,

under Minor spacing choose Count; under Minor Count choose 4.
▪ Follow the steps outlined in the horizontal axis instructions to change your gridline

colors.

Step 5: Move Chart to Own Sheet

• To move this chart to a separate page, click on the 3 dots in the upper right-hand corner of
the chart and choose “MOVE TO OWN SHEET”.

• There will be a new tab at the bottom of your page, Chart 1. Click the drop-down menu and
choose Rename. Add the titles of the data columns you graphed. For example: 1. Nominal &
Real GDP. You may abbreviate this – NGDP and RGDP

• Check work to make sure everything on your graph is correct.

Step 6: Create Remaining Graphs.

• Follow Steps 1-4 to create the next four graphs. The video at the end of this assignment
demonstrates the creation of Graph #2

• Note the following differences:

• Charts 1 & 5 are Line charts. Charts 2-4 are Column charts. You can make this change
after you have selected your data and created your chart. From the Chart Type menu
choices, choose Column Chart.

• For the Vertical axis title, only the first graph is measured in Billions of U.S. dollars,
graphs 2-5 are measured as Percentages.

• You will need to change your gridlines on the vertical axis for Charts 2-5 to increments
of 1 percent. The major count value will vary depending on the percentage range of the
data shown. Experiment with the major count so that the uppermost range of data
is clearly shown and there is at least one percentage point above it. I used 16 for
the NGDP and RGDP Growth Rates, but you may need to use less or more.
Experiment until you have it right.

• Change the minor count to one. (Your minor counts will indicate half percent)

You are now done with Assignment #2. Please submit it through Canvas as a PDF. To do that follow these
steps:

• On your Google Sheet, go to File>Download>PDF (pdf.)
• When the pdf opens, in the EXPORT menu under the Export heading click on the down

arrow>choose Workbook.
• Click on EXPORT (this is saved in your download file).
• Go to this assignment in Canvas and submit.

**## ProjectAssignment2-CreatingCharts2.pdf**

Project Assignment #2 – Using Spreadsheet Data to Create

Charts/Graphs
Step by Step Instructions:

Using Google Sheets’ chart-creating feature, you will create five separate graphs showing the relationship
between the following grouped pairs.

1. Nominal GDP and Real GDP (line chart)
2. Nominal GDP Growth Rate and Real GDP Growth Rate (column chart)
3. Real GDP Growth Rate and RGDP per capita Growth Rate (column chart)
4. Real GDP per capita Growth Rate and Unemployment rate (column chart)
5. RGDP per capita Growth Rate and Inflation Rate (line chart)

Before you begin:

• Check your Assignment #1 grade in the gradebook. If you did not make a 100 on your
spreadsheet, you had calculation or formatting mistakes that need correcting before you
begin this assignment. You can view the feedback to see what you need to correct before
starting this assignment.

• You will use your spreadsheet for this assignment. Open the spreadsheet and replace the XXX
on the 1980 row with the following values and then convert them to percentages.

o Nominal GDP growth rate .0875
o GDP deflator % change .0905
o Real GDP growth rate -.0027
o Population growth rate .0116
o Real GDP per capita growth rate -.0142
o Inflation rate .1350

• Before creating your first graph, name the data sheet. At the bottom of your spreadsheet on
the tab labeled Sheet1, open the drop-down menu and click on Rename. Name this tab “Macro
Data”.

Step 1: Create a Graph
There is a video demonstrating how to create Graph #2. These instructions will guide you through
creating Graph #1.

• To create a graph/chart, you will select the data to be graphed by dragging your mouse
through the entire column (including titles) of the desired data (highlight the Nominal
GDP column, including the column title).

• Once the entire column is highlighted, go to the Google Sheet menu at the top and find
the Insert Chart icon and click on it. A graph will immediately appear on the page.

• Your data for Chart 1 should show up as a line graph. If it isn’t, from the Chart Type menu in
the Chart editor, choose one of the Line charts.

Step 2: Add Another Series

• To add the rest of the data to your chart, in the Chart editor menu, find and click on Add
Series (near the bottom of the menu). Click on the grid-looking box (windowpane).

• Highlight the data to add. This will automatically fill in and populate your chart (highlight the
entire Real GDP column, including the title).

• Check to verify that a key has been generated at the top. If there isn’t one, at the bottom of
the Chart Editor menu, check the box “Use row 4 as header”, making sure the
o If that did not add a key, you didn't highlight the title when choosing the data. In that

case, delete the data set from your graph and begin again.
• Note: If the Chart Editor isn’t open, click on the graph, then click on the three dots in the

upper right-hand corner and choose Edit chart.

Step 3: Add the X-Axis

• In the Chart editor menu, under X axis choose Add X-axis. Click on the grid-looking box
(windowpane).

• In the Years column, highlight the Years column (include the title). That range automatically
pops up and is added to the graph.

• Before moving on to the next step make sure the boxes at the bottom that say, “Use row 4
as headers” and “Use column A as labels” are checked and “Treat labels as text” is NOT
checked.

Step 4: Add Detail

• You will continue to edit the chart by adding detail. In the menu above your chart, in your
Chart Editor, at the top, choose Customize.

• In the drop-down menu, click on Chart & axis titles.
• In the box below, make sure it says Chart title, then under Title text, type in the title of your

chart. This needs to reflect the information you are graphing. For example, Chart 1 title will
be Nominal and Real GDP.

o Next, click in the Chart title box and choose the Horizontal axis title, in the box below,
type in YEARS.

o Click on the Chart title box again and choose Vertical axis title, in the box below, type in
whatever unit is being measured. This must be in the unit the variable is measured. For
example, NGDP and RGDP are measured in Billions of U.S. Dollars, but NGDP and RGDP
growth rates are measured as Growth Rates.

• You must have major & minor gridlines for both the vertical and horizontal axes. To add
major or minor gridlines go to your Chart editor>Customize>Gridlines and Ticks (near the
bottom of the menu).
o Choose the Horizontal axis.

▪ Your years must be in five-year increments (example: 1985, 1990), if they are not do
the following:
▪ Go to Major spacing type, choose Count, Under Major count, type in 7.
▪ Then under Minor spacing type, choose Count. Under Minor count, choose 4.

This will add a minor grid line for each year not labeled (1981, 1982…)

▪ Do this on all the graphs for the horizontal axis

▪ Next change the colors for both Major and Minor gridlines (the current color is white
and when converted to a pdf cannot be seen). You can choose any color but:

▪ Choose one color for all major gridlines and one color for all minor gridlines.
▪ The colors should not be the same as the colors in the graph.
▪ The colors must be dark enough to show up, but they should not obscure the

lines or columns on the chart.
▪ The major lines must be darker than the minor lines.

o Choose the Vertical axis.
▪ Major lines for Chart 1 need to be in increments of $5,000. If that is not the current

increment, under Major spacing choose Count; under Major Count choose 7.
▪ Minor lines need to be in increments of $1,000. If that is not the current increment,

under Minor spacing choose Count; under Minor Count choose 4.
▪ Follow the steps outlined in the horizontal axis instructions to change your gridline

colors.

Step 5: Move Chart to Own Sheet

• To move this chart to a separate page, click on the 3 dots in the upper right-hand corner of
the chart and choose “MOVE TO OWN SHEET”.

• There will be a new tab at the bottom of your page, Chart 1. Click the drop-down menu and
choose Rename. Add the titles of the data columns you graphed. For example: 1. Nominal &
Real GDP. You may abbreviate this – NGDP and RGDP

• Check work to make sure everything on your graph is correct.

Step 6: Create Remaining Graphs.

• Follow Steps 1-4 to create the next four graphs. The video at the end of this assignment
demonstrates the creation of Graph #2

• Note the following differences:

• Charts 1 & 5 are Line charts. Charts 2-4 are Column charts. You can make this change
after you have selected your data and created your chart. From the Chart Type menu
choices, choose Column Chart.

• For the Vertical axis title, only the first graph is measured in Billions of U.S. dollars,
graphs 2-5 are measured as Percentages.

• You will need to change your gridlines on the vertical axis for Charts 2-5 to increments
of 1 percent. The major count value will vary depending on the percentage range of the
data shown. Experiment with the major count so that the uppermost range of data
is clearly shown and there is at least one percentage point above it. I used 16 for
the NGDP and RGDP Growth Rates, but you may need to use less or more.
Experiment until you have it right.

• Change the minor count to one. (Your minor counts will indicate half percent)

You are now done with Assignment #2. Please submit it through Canvas as a PDF. To do that follow these
steps:

• On your Google Sheet, go to File>Download>PDF (pdf.)
• When the pdf opens, in the EXPORT menu under the Export heading click on the down

arrow>choose Workbook.
• Click on EXPORT (this is saved in your download file).
• Go to this assignment in Canvas and submit.

November 5, 2026
[Solved] 8703

✓ Verified Academic Solution Available

Executive Solution Overview

– ## 8703.pdf **## 8703.pdf** The purpose of this discussion is to reflect on your own readiness to practice as a DNP- prepared nurse, to consider what you learned in this course and how this knowledge will impact your practice. Instructions Reflective inquiry allows for the expansion of self-awaren…

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Assignment Prompt & Instructions

– ## 8703.pdf

**## 8703.pdf**

The purpose of this discussion is to reflect on your own readiness to practice as a DNP-
prepared nurse, to consider what you learned in this course and how this knowledge will
impact your practice.

Instructions
Reflective inquiry allows for the expansion of self-awareness, identification of knowledge
gaps, and assessment of learning goals. As you reflect on your own readiness for practice
as a DNP-prepared nurse, it is important to consider what you learned in this course.
As you review the course outcomes and your experience in this course, address the
following:

1. Analyze and evaluate how your thinking was challenged in this course related to
translation science; summary, analysis, synthesis; and using an evidence-based
intervention in a practice change project to address a practice problem and impact
practice outcomes.

2. Considering this new knowledge, examine how this learning prepares you to
practice as a DNP-prepared nurse

3. Application of Knowledge
4. a. Address all bullet points in the weekly discussion accurately and thoroughly

with a substantive, in-depth discussion in the initial post
5. Integration of Evidence
6. a. Incorporate three (3) different sources each week: two (2) of the three (3)

should be scholarly.
7. b. The initial response should include at least one peer-reviewed, scholarly

source of evidence. The other two required literature sources may be included
in either the initial post or the reply post.

A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the
last five (5) years.
Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the
hanging indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in
the last five (5) years.
· Response post(s) may require a scholarly citation and reference.

Course Outcomes
This discussion enables the student to meet the following course outcomes:

1. Evaluate selected statistical methods for the purposes of critiquing the research to
complement the critical appraisal of evidence. (PCs 1, 3, 5; POs 3, 5, 7, 9)

2. Analyze research and non-research data for the purposes of critical appraisal and
judgement of evidence for translation into practice (PCs 1, 3, 4, 5, 7, 8; POs 1, 3, 5,
7, 9)

3. Justify use of a translation science theory when designing, implementing, and
evaluating a practice change project. (PCs 1, 2, 3, 4, 5, 6, 8; POs 1, 4, 5, 8, 9)

4. Formulate an emerging practice question focusing on the research-based
intervention to influence practice outcomes. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 3, 4, 5, 9)

5. Synthesize high-level research and non-research evidence relevant to practice
problems. (PCs 1, 3, 5, 7, 8; POs 1, 3, 5, 9)

**## 8703.pdf**

The purpose of this discussion is to reflect on your own readiness to practice as a DNP-
prepared nurse, to consider what you learned in this course and how this knowledge will
impact your practice.

Instructions
Reflective inquiry allows for the expansion of self-awareness, identification of knowledge
gaps, and assessment of learning goals. As you reflect on your own readiness for practice
as a DNP-prepared nurse, it is important to consider what you learned in this course.
As you review the course outcomes and your experience in this course, address the
following:

1. Analyze and evaluate how your thinking was challenged in this course related to
translation science; summary, analysis, synthesis; and using an evidence-based
intervention in a practice change project to address a practice problem and impact
practice outcomes.

2. Considering this new knowledge, examine how this learning prepares you to
practice as a DNP-prepared nurse

3. Application of Knowledge
4. a. Address all bullet points in the weekly discussion accurately and thoroughly

with a substantive, in-depth discussion in the initial post
5. Integration of Evidence
6. a. Incorporate three (3) different sources each week: two (2) of the three (3)

should be scholarly.
7. b. The initial response should include at least one peer-reviewed, scholarly

source of evidence. The other two required literature sources may be included
in either the initial post or the reply post.

A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the
last five (5) years.
Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the
hanging indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in
the last five (5) years.
· Response post(s) may require a scholarly citation and reference.

Course Outcomes
This discussion enables the student to meet the following course outcomes:

1. Evaluate selected statistical methods for the purposes of critiquing the research to
complement the critical appraisal of evidence. (PCs 1, 3, 5; POs 3, 5, 7, 9)

2. Analyze research and non-research data for the purposes of critical appraisal and
judgement of evidence for translation into practice (PCs 1, 3, 4, 5, 7, 8; POs 1, 3, 5,
7, 9)

3. Justify use of a translation science theory when designing, implementing, and
evaluating a practice change project. (PCs 1, 2, 3, 4, 5, 6, 8; POs 1, 4, 5, 8, 9)

4. Formulate an emerging practice question focusing on the research-based
intervention to influence practice outcomes. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 3, 4, 5, 9)

5. Synthesize high-level research and non-research evidence relevant to practice
problems. (PCs 1, 3, 5, 7, 8; POs 1, 3, 5, 9)

November 5, 2026
[Solved] AG6

✓ Verified Academic Solution Available

Executive Solution Overview

– ## AG6.pdf **## AG6.pdf** READ BELOW- The systematic review and meta-analysis conducted by Jancev et al. (2024) appropriately addressed the researchers’ stated question regarding whether continuous glucose monitoring (CGM) improves glycemic outcomes in adults with type 2 diabetes. The research que…

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Assignment Prompt & Instructions

– ## AG6.pdf

**## AG6.pdf**

READ BELOW-

The systematic review and meta-analysis conducted by Jancev et al. (2024) appropriately
addressed the researchers’ stated question regarding whether continuous glucose
monitoring (CGM) improves glycemic outcomes in adults with type 2 diabetes. The
research question determined the eLectiveness of CGM compared to self-monitoring of
blood glucose across multiple randomized controlled trials and a systematic review with
meta-analysis represented the methodological approach. Meta-analysis is particularly well
suited to intervention questions because it provides a pooled estimate of treatment eLect,
increases statistical power, and evaluates consistency across studies (Higgins et al.,
2022). Therefore, the chosen design aligns directly with the purpose of quantifying change
in HbA1c and CGM-derived glycemic metrics, supporting its methods.
The search process reported by Jancev et al. (2024) was largely comprehensive and
reproducible. The authors identified major biomedical databases. According to PRISMA
guidelines, listing databases, eligibility criteria, and a pre-registered protocol increases
transparency and replicability (Page et al., 2021). While the publication notes that full
search strings were provided in supplementary materials, the level of detail included in the
methods section demonstrates that another researcher could reasonably reproduce the
search strategy and identify the same body of evidence.
Based on the Johns Hopkins Individual Evidence Summary Tool, the review by Jancev et
al. (2024) provides evidence for an intervention that may be appropriate for translation into
practice. The meta-analysis demonstrated that CGM produced a statistically significant
improvement in HbA1c (approximately –0.31%) and a meaningful increase in time-in-range,
which is associated with improved glycemic stability. These outcomes, supported by Level I
evidence, suggest that real-time CGM may benefit adults with type 2 diabetes, particularly
those with suboptimal control or frequent hypoglycemia. As the Johns Hopkins tool
emphasizes the importance of evidence quality, outcome significance, and feasibility,
CGM represents a reasonable candidate for practice change—especially when
implemented in a phased or targeted manner to address workflow, cost, and insurance
considerations.
This systematic review is appropriate to support analysis of a practice problem related to
poor glycemic control in adults with type 2 diabetes. The review is very recent on
randomized controlled trials, and its rigorous analytic methods strengthen its relevance
and utility for evidence-based practice. Although HbA1c improvements were modest, the
consistency of findings across multiple trials and the improvements in time provide
meaningful support for interventions aimed at enhancing glucose monitoring and patient
engagement (Jancev et al., 2024). Overall, this review would be a strong component of the
evidence base informing a DNP practice change project focused on implementing CGM or
improving diabetes self-management strategies.

INSTRUCTIONS BELOW-

Respond to above by furthering dialogue by providing more information and clarification,
thereby adding more depth to the discussion.

This response requires two literature sources.
c. A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.

Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
· Response post(s) may require a scholarly citation and reference.

**## AG6.pdf**

READ BELOW-

The systematic review and meta-analysis conducted by Jancev et al. (2024) appropriately
addressed the researchers’ stated question regarding whether continuous glucose
monitoring (CGM) improves glycemic outcomes in adults with type 2 diabetes. The
research question determined the eLectiveness of CGM compared to self-monitoring of
blood glucose across multiple randomized controlled trials and a systematic review with
meta-analysis represented the methodological approach. Meta-analysis is particularly well
suited to intervention questions because it provides a pooled estimate of treatment eLect,
increases statistical power, and evaluates consistency across studies (Higgins et al.,
2022). Therefore, the chosen design aligns directly with the purpose of quantifying change
in HbA1c and CGM-derived glycemic metrics, supporting its methods.
The search process reported by Jancev et al. (2024) was largely comprehensive and
reproducible. The authors identified major biomedical databases. According to PRISMA
guidelines, listing databases, eligibility criteria, and a pre-registered protocol increases
transparency and replicability (Page et al., 2021). While the publication notes that full
search strings were provided in supplementary materials, the level of detail included in the
methods section demonstrates that another researcher could reasonably reproduce the
search strategy and identify the same body of evidence.
Based on the Johns Hopkins Individual Evidence Summary Tool, the review by Jancev et
al. (2024) provides evidence for an intervention that may be appropriate for translation into
practice. The meta-analysis demonstrated that CGM produced a statistically significant
improvement in HbA1c (approximately –0.31%) and a meaningful increase in time-in-range,
which is associated with improved glycemic stability. These outcomes, supported by Level I
evidence, suggest that real-time CGM may benefit adults with type 2 diabetes, particularly
those with suboptimal control or frequent hypoglycemia. As the Johns Hopkins tool
emphasizes the importance of evidence quality, outcome significance, and feasibility,
CGM represents a reasonable candidate for practice change—especially when
implemented in a phased or targeted manner to address workflow, cost, and insurance
considerations.
This systematic review is appropriate to support analysis of a practice problem related to
poor glycemic control in adults with type 2 diabetes. The review is very recent on
randomized controlled trials, and its rigorous analytic methods strengthen its relevance
and utility for evidence-based practice. Although HbA1c improvements were modest, the
consistency of findings across multiple trials and the improvements in time provide
meaningful support for interventions aimed at enhancing glucose monitoring and patient
engagement (Jancev et al., 2024). Overall, this review would be a strong component of the
evidence base informing a DNP practice change project focused on implementing CGM or
improving diabetes self-management strategies.

INSTRUCTIONS BELOW-

Respond to above by furthering dialogue by providing more information and clarification,
thereby adding more depth to the discussion.

This response requires two literature sources.
c. A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.

Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
· Response post(s) may require a scholarly citation and reference.

November 5, 2026
[Solved] ETHICAL CONSIDERATIONS

✓ Verified Academic Solution Available

Executive Solution Overview

Assess the purpose of an IRB and why research approaches are **unethical**

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Assignment Prompt & Instructions

Assess the purpose of an IRB and why research approaches are **unethical**

November 5, 2026
[Solved] 6nr

✓ Verified Academic Solution Available

Executive Solution Overview

– ## 6nr.pdf – ## 6Appendix_G_Individual_Evidence_Summary_Tool_20228.docx **## 6nr.pdf** The purpose of this discussion is to demonstrate your understanding of the review and appraisal of a systematic review that includes systematic review with meta-analysis, or meta-synthesis, and to use skil…

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Assignment Prompt & Instructions

– ## 6nr.pdf

– ## 6Appendix_G_Individual_Evidence_Summary_Tool_20228.docx

**## 6nr.pdf**

The purpose of this discussion is to demonstrate your understanding of the review and
appraisal of a systematic review that includes systematic review with meta-analysis, or
meta-synthesis, and to use skills in the appraisal of research studies in your future role as a
DNP-prepared nurse. Importantly, you will review the background and intention of the
systematic review research study. As you work to find solutions to practice problems,
critical review and appraisal of systematic reviews are required.

Using the practice problem, you previously selected , continue your search and appraisal
of evidence by analyzing one systematic review research study. This research study should
not be one that was used in NR715. Address the following in the discussion:

1. Appraise the systematic review research study using the Johns Hopkins Research
Appraisal Tool. Transfer your findings to the Johns Hopkins Individual Evidence
Summary Tool Download Johns Hopkins Individual Evidence Summary ToolOpen
this document with ReadSpeaker docReader.

2. Analyze the evidence summary tool of the research study to address the following in
the discussion:

a. Determine whether the research design selected by the researchers—
systematic review, systematic review with meta-analysis, or meta-synthesis
—answers their stated research question. Explain your rationale.

b. Based on information in the published study, explain if the researcher's
search was comprehensible and reproducible.

c. Based on the Johns Hopkins Individual Evidence Summary Tool, determine if
there is an evidence-based intervention in your appraised systematic review
you might consider for translation to patients in your practice for your future
practice change project. Explain your rationale.

d. Based on the Johns Hopkins Individual Evidence Summary Tool, determine if
you would use this systematic review research study as support for the
analysis of your selected practice problem. Explain your rationale.

Attach your completed Johns Hopkins Individual Evidence Summary Tool and
permalink to the selected research study.

Application of Knowledge
a. Address all bullet points in the weekly discussion accurately and thoroughly with a
substantive, in-depth discussion in the initial post
Integration of Evidence
a. Incorporate three (3) diYerent sources each week: two (2) of the three (3) should be
scholarly.
b. The initial response should include at least one peer-reviewed, scholarly source of
evidence. The other two required literature sources may be included in either the initial
post or the reply post.
c. A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.

\*\* Please be sure to follow your discussion post’s explicit instructions, as additional or
alternative sources may be required.
4. Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
· Response post(s) may require a scholarly citation and reference.

FIND AN ARTICLE HERE à https://library.chamberlain.edu/home
And no, you don’t need to sign in

**## 6Appendix_G_Individual_Evidence_Summary_Tool_20228.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6nr)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**## 6Appendix_G_Individual_Evidence_Summary_Tool_20228.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6nr)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**## 6nr.pdf**

The purpose of this discussion is to demonstrate your understanding of the review and
appraisal of a systematic review that includes systematic review with meta-analysis, or
meta-synthesis, and to use skills in the appraisal of research studies in your future role as a
DNP-prepared nurse. Importantly, you will review the background and intention of the
systematic review research study. As you work to find solutions to practice problems,
critical review and appraisal of systematic reviews are required.

Using the practice problem, you previously selected , continue your search and appraisal
of evidence by analyzing one systematic review research study. This research study should
not be one that was used in NR715. Address the following in the discussion:

1. Appraise the systematic review research study using the Johns Hopkins Research
Appraisal Tool. Transfer your findings to the Johns Hopkins Individual Evidence
Summary Tool Download Johns Hopkins Individual Evidence Summary ToolOpen
this document with ReadSpeaker docReader.

2. Analyze the evidence summary tool of the research study to address the following in
the discussion:

a. Determine whether the research design selected by the researchers—
systematic review, systematic review with meta-analysis, or meta-synthesis
—answers their stated research question. Explain your rationale.

b. Based on information in the published study, explain if the researcher's
search was comprehensible and reproducible.

c. Based on the Johns Hopkins Individual Evidence Summary Tool, determine if
there is an evidence-based intervention in your appraised systematic review
you might consider for translation to patients in your practice for your future
practice change project. Explain your rationale.

d. Based on the Johns Hopkins Individual Evidence Summary Tool, determine if
you would use this systematic review research study as support for the
analysis of your selected practice problem. Explain your rationale.

Attach your completed Johns Hopkins Individual Evidence Summary Tool and
permalink to the selected research study.

Application of Knowledge
a. Address all bullet points in the weekly discussion accurately and thoroughly with a
substantive, in-depth discussion in the initial post
Integration of Evidence
a. Incorporate three (3) diYerent sources each week: two (2) of the three (3) should be
scholarly.
b. The initial response should include at least one peer-reviewed, scholarly source of
evidence. The other two required literature sources may be included in either the initial
post or the reply post.
c. A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.

\*\* Please be sure to follow your discussion post’s explicit instructions, as additional or
alternative sources may be required.
4. Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
· Response post(s) may require a scholarly citation and reference.

FIND AN ARTICLE HERE à https://library.chamberlain.edu/home
And no, you don’t need to sign in

**## 6Appendix_G_Individual_Evidence_Summary_Tool_20228.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6nr)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**## 6nr.pdf**

The purpose of this discussion is to demonstrate your understanding of the review and
appraisal of a systematic review that includes systematic review with meta-analysis, or
meta-synthesis, and to use skills in the appraisal of research studies in your future role as a
DNP-prepared nurse. Importantly, you will review the background and intention of the
systematic review research study. As you work to find solutions to practice problems,
critical review and appraisal of systematic reviews are required.

Using the practice problem, you previously selected , continue your search and appraisal
of evidence by analyzing one systematic review research study. This research study should
not be one that was used in NR715. Address the following in the discussion:

1. Appraise the systematic review research study using the Johns Hopkins Research
Appraisal Tool. Transfer your findings to the Johns Hopkins Individual Evidence
Summary Tool Download Johns Hopkins Individual Evidence Summary ToolOpen
this document with ReadSpeaker docReader.

2. Analyze the evidence summary tool of the research study to address the following in
the discussion:

a. Determine whether the research design selected by the researchers—
systematic review, systematic review with meta-analysis, or meta-synthesis
—answers their stated research question. Explain your rationale.

b. Based on information in the published study, explain if the researcher's
search was comprehensible and reproducible.

c. Based on the Johns Hopkins Individual Evidence Summary Tool, determine if
there is an evidence-based intervention in your appraised systematic review
you might consider for translation to patients in your practice for your future
practice change project. Explain your rationale.

d. Based on the Johns Hopkins Individual Evidence Summary Tool, determine if
you would use this systematic review research study as support for the
analysis of your selected practice problem. Explain your rationale.

Attach your completed Johns Hopkins Individual Evidence Summary Tool and
permalink to the selected research study.

Application of Knowledge
a. Address all bullet points in the weekly discussion accurately and thoroughly with a
substantive, in-depth discussion in the initial post
Integration of Evidence
a. Incorporate three (3) diYerent sources each week: two (2) of the three (3) should be
scholarly.
b. The initial response should include at least one peer-reviewed, scholarly source of
evidence. The other two required literature sources may be included in either the initial
post or the reply post.
c. A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.

\*\* Please be sure to follow your discussion post’s explicit instructions, as additional or
alternative sources may be required.
4. Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Writing Requirements (APA style/formatting)
· In-text citations
· Reference list in correct APA style/formatting
· Standard English usage and mechanics
· A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
five (5) years.
· Response post(s) may require a scholarly citation and reference.

FIND AN ARTICLE HERE à https://library.chamberlain.edu/home
And no, you don’t need to sign in

**## 6Appendix_G_Individual_Evidence_Summary_Tool_20228.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6nr)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

– 1
– 2

November 5, 2026
[Solved] Comparing Climate Change Mitigation strategies

✓ Verified Academic Solution Available

Executive Solution Overview

The cost of reducing environmental risks to human health is great, but the cost of the risks themselves are even greater, in illness, lost productivity, and mortality. This truth makes it very important to weigh the value and effectiveness of mitigation strategies aimed at environmental challenges. …

Instant Solution Download
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Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

The cost of reducing environmental risks to human health is great, but the cost of the risks themselves are even greater, in illness, lost productivity, and mortality. This truth makes it very important to weigh the value and effectiveness of mitigation strategies aimed at environmental challenges.
## Instructions
Write a 4–5-page paper using the following instructions:
1. Identify four specific environmental challenges resulting from climate change using research from your textbook, and detail its four characteristics: geographic scope, key stakeholders, economic costs, and health impacts.
2. Summarize how climate change has worsened or created this environmental challenge, supporting your explanation with three references.
3. Compare the effectiveness of two mitigation efforts related to this environmental challenge.
4. Use at least four sources to support your writing. Choose sources that are credible, relevant, and appropriate.
5. Provide citations for each source listed on your source page at least one time within your assignment
This course requires the use of Strayer Writing Standards (SWS). The [library](https://library.strayer.edu/sws) is your home for SWS assistance, including citations and formatting. Please refer to the [Library site](https://library.strayer.edu/home) for all support. For help with research, writing, and citation, access the library or review [library guides](https://library.strayer.edu/index). Check with your professor for any additional instructions.
– Evaluate sources of environmental risk from energy production, manufacturing, and food production for their impact on population health.
– Assess strategies used to mitigate the negative effects of environmental hazards on population health.

November 5, 2026
[Solved] Climate Change Concerns

✓ Verified Academic Solution Available

Executive Solution Overview

– **Describe at least two climate change effects or concerns. What specific actions could you take to address and mitigate these concerns?** **Be sure to respond to at least one of your classmates' posts.** **SWS format- answer the question and respond to classmates discussion board** \ IMG_5763.p…

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Assignment Prompt & Instructions

– **Describe at least two climate change effects or concerns. What specific actions could you take to address and mitigate these concerns?**
**Be sure to respond to at least one of your classmates' posts.**
**SWS format- answer the question and respond to classmates discussion board**
\
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November 5, 2026
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if me rostclot bumbaclot in me ras gwan, what clot me gwan chose up win me gwan gon rasclat

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if me rostclot bumbaclot in me ras gwan, what clot me gwan chose up win me gwan gon rasclat

November 5, 2026
[Solved] reading

✓ Verified Academic Solution Available

Executive Solution Overview

– ## Touchstone2.2Q.docx **## Touchstone2.2Q.docx** _Touchstones are projects that illustrate your comprehension of the course material, help you to refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it for grading until you have compl…

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Assignment Prompt & Instructions

– ## Touchstone2.2Q.docx

**## Touchstone2.2Q.docx**

_Touchstones are projects that illustrate your comprehension of the course material, help you to refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it for grading until you have completed the unit’s Challenges. After you've submitted a Touchstone, it will be graded and counted towards your final course score._

**Touchstone 2.2: Informative Essay Draft**

BEFORE YOU START

Consider revisiting the
[Types and Characteristics of Informative Writing](https://app.sophia.org/tutorials/types-and-characteristics-of-informative-writing) tutorial about the purpose and types of informative writing. You might find it helpful to review the section on analytical writing if choosing Prompt A, and the section on definition writing if choosing Prompt B to kick-start writing this informative essay.

ASSIGNMENT: Select
one of the following writing prompts and draft a 3-5 page (approximately 800-1300 words) informative essay.

· Prompt A: Image Analysis

· Prompt B: Extended Definition

As a part of your completed draft, complete the color-coding activity described below. In addition, answer the "Think About Your Writing" questions on a separate sheet of paper and include it with your draft submission.

HINT

In the next Unit, Touchstone 3 will be a revision of the draft that you submit for Touchstone 2.2 based on the grader’s feedback and suggestions.

NOTE: Using or referencing outside sources is prohibited for this assignment and will impact grading time.

[Sample Image Analysis Essay: Prompt A](https://app.sophia.org/download/attachment/34188-Touchstone%202.2%20Sample%20Image%20Analysis%20Draft.pdf)

[Sample Extended Definition Essay: Prompt B](https://app.sophia.org/download/attachment/34187-Touchstone%202.2%20Sample%20Extended%20Definition%20Essay%20Draft.pdf)

In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review
[Touchstones: Academic Integrity Guidelines](https://app.sophia.org/tutorials/touchstones-academic-integrity-guidelines) for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review
[Ethical Standards and Appropriate Use of AI](https://app.sophia.org/tutorials/ethical-standards-and-appropriate-use-of-ai).

CopyLeaks Originality Checker: All writing will be checked for originality. Avoid using any outside text from third party sources since research is not required to complete Touchstone 2.2. Focus on showcasing your ability to rely on common knowledge for this informative essay.

[Share your feedback on Touchstones](https://app.sophia.org/spcc/english-composition-i-4-touchstone-2-2#)

A. Directions

Step 1: Choose a Prompt and Write an Informative Essay

Choose
one of the following prompts for your informative essay.

PROMPT A: IMAGE ANALYSIS

Although we look at print advertisements every day, we often do not consider the ways in which they affect us. Visual images in ads can influence and persuade us, so it is important to evaluate them critically and objectively to understand their meaning and effectiveness. Good image analysis involves an examination of the components of an image (layout, text, color, tone) to gain an understanding of the whole.

1. Select an advertisement image to analyze. To find a print advertisement to analyze, you can search the web using the keywords “print ad” or you could even find and take a picture of a local poster or billboard in your neighborhood. We recommend you choose a print ad that includes text, imagery, and color to best complete this assignment.

2. Conduct an image analysis: The print advertisement you choose should be directed toward a specific audience. To identify the intended audience, think about the members of the potential audience for the advertisement that you have chosen. Who are they? Ads for a beauty product, for example, may be aimed at young people; ads for a deodorant might target adults; a diaper commercial is likely intended for new parents; ads for cruise trips might be aimed at retirees. You can use any academically-appropriate advertisement to complete this assignment, as long as its intended audience is clearly identified. In your analysis, consider how design components within the image (such as layout, text, color, and tone) appeal to the audience and provide and establish context for the ad’s overall purpose.

3. Your thesis must inform the reader of the specific ad chosen and the plan to analyze it. Because you are writing in the informative mode, use objective language and a neutral point of view. For this essay, the informative mode means avoiding writing in the first-person and/or expressing personal bias towards the ad’s overall intention or effectiveness.

4. Draft an analytical essay that examines the audience, context, and purpose of the advertising image you’ve chosen.

HINT

Read the article by Marco Anders titled "Visual Rhetoric in Advertising" found in the
[Model Informative Essays](https://app.sophia.org/tutorials/model-informative-essays-7) tutorial for ideas about how to effectively write an image analysis. Your analysis should lead to a conclusion about the ad’s effectiveness, based on an examination of its components. Include the image with your draft.

PROMPT B: EXTENDED DEFINITION

1. Extend the definition of one of the following words beyond either the dictionary’s definition or a societal understanding of the word:

· Family

· Success

· Courage

· Art

· Beauty

2. In the introduction of your draft, briefly explain how the dictionary or society defines the word you've selected, and then explain the extended definition of the word in a single-sentence thesis towards the end that outlines the main points of extension. In the body paragraphs, provide unique examples and explanations to support these points of the extended definition.

3. Your thesis must inform your readers of the extended definition and, because you are writing in the informative mode, you must use objective language. For this essay, writing in the informative mode means avoiding writing in the first-person and/or framing personal examples using objective language.

4. Draft an extended definition essay that defines or redefines a word or concept.

HINT

Read the article by Hallie Radcliffe's titled "Mindfulness: Cutting Through the Noise" found in the
[Model Informative Essays](https://app.sophia.org/tutorials/model-informative-essays-7) tutorial for ideas about how to write an extended definition essay.

Step 2. Think About Your Writing

As a part of your completed draft, complete the color-coding activity and include answers to all of the questions below your draft.

PART 1: Color-Coding Activity

Using the color codes provided, evaluate your draft as follows:

· Use red text to indicate your thesis statement.

· Use green text to indicate the topic sentence of each body paragraph.

PART 2: Reflection Questions

1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences)
_Sophia says: Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in your subject matter should be clear to readers._

2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences)
_Sophia says: Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?_

3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences)
_Sophia says: Think about what was easy about writing the draft, and what was more difficult. For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure._

Step 3. Review Rubric and Checklist

Your draft will be scored according to the Touchstone 2.2 Rubric, which considers required elements for either the analysis essay
or the extended definition essay, the thesis statement, organization, style and tone, focus, conventions, completion of the color-coding activity, and answers to the “Think About your Writing” questions above.

Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

Essay Prompt: Image Analysis
❒ If you chose the image analysis prompt, have you analyzed and interpreted several design components – and not just described – within the ad's design?
❒ Have you made conclusions about the audience and effectiveness of the ad?
❒ Did you include the image in your draft?
❒ Did you complete the color-coding activity?
❒ Is your draft 800-1300 words long?

Essay Prompt: Extended Definition
❒ If you chose the extended definition prompt, did you indicate how society defines the word you selected, and then explain an extended definition of it?
❒ Have you included examples and explanations to support the extended definition?
❒ Did you complete the color-coding activity?
❒ Is your draft 800-1300 words long?

Working Thesis
❒ Have you included a clear, focused, and detailed thesis statement?
❒ Does your thesis state the topic and purpose of your essay?
❒ Is your thesis a single sentence that outlines the main points of extension located toward the end of the introductory paragraph?

Focus and Organization
❒ Is there an adequate number of body paragraphs, each with a clear topic sentence that restates the word and focuses on the main points of the extended definition?
❒ Is there a conclusion paragraph that restates the thesis, reviews the main points, and provides final thoughts about the extended definition overall?
❒ Are your draft paragraphs sequenced properly?
❒ Have you used transitions to connect ideas between sentences and paragraphs?
❒ Can your draft be described as having a good flow?
❒ Does your draft have a clear focus?
❒ Are all supporting details relevant?
❒ Have you avoided using or referencing outside sources and relied solely on common knowledge and/or experience?

Style and Tone
❒ Is the tone of your draft unbiased and informative avoiding first-person or personal details that are not framed in an objective manner?
❒ Is it clear that the purpose of your essay is to inform readers about your topic?
❒ Have you carefully considered your word choices?

Conventions
❒ Have you checked your draft for grammatical errors?
❒ Have you used spell-check or another method to check spelling?
❒ Have you punctuated your draft correctly?

Before You Submit
❒ Have you included your name, date, and course at the top left of the page?
❒ Have you completed the “Think About Your Writing” questions and color coding activity?
❒ Is your draft between three and five pages long (approximately 800-1300 words)?

B. Rubric

| | | | | | |
| — | — | — | — | — | — |
| | Advanced (100%) | Proficient (85%) | Acceptable (75%) | Needs Improvement (50%) | Non-Performance (0%) |
| Image Analysis / Extended Definition<br>Prompt A: Analyze an advertisement using parts to draw conclusions. Prompt B: Define a meaningful word or concept in a unique or compelling way using personal or common knowledge of the subjects. (25%) | Prompt A: Consistently goes beyond description to analyze the design choices made in the advertisement, including layout, color schemes, text, and/or other design components; effectively draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept in a coherent and compelling way, consistently using critical thinking and thoughtful discussion to explore the definition; consistently goes beyond traditional definitions to define or redefine the word in a new and unique way. Relies on personal or common knowledge. | Prompt A: Primarily goes beyond description to analyze the design choices made in the advertisement, including layout, color schemes, text, and/or other design components; draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept in a coherent way, primarily using critical thinking and thoughtful discussion to explore the definition; primarily goes beyond traditional definitions to define or redefine the word in a new and unique way. Relies on personal or common knowledge. | Prompt A: Includes some analysis of the design choices made in the advertisement (e.g., layout, color schemes, text, and/or other design components), but focuses primarily on description; somewhat effectively draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept adequately, but only sometimes uses critical thinking and thoughtful discussion to explore the definition; only sometimes goes beyond traditional definitions to define or redefine the word in a new and unique way. Ideas may be outside the realm of personal or common knowledge without attempted citation. | Prompt A: Focuses heavily on description; analysis of the design choices made in the advertisement is limited or absent; conclusions about the intended audience, and the likely impact and effectiveness of the advertisement are very limited. Prompt B: Defines a word or concept, although critical thinking and thoughtful examination are largely absent; often relies too much on the traditional or dictionary definition and does not sufficiently explore a new or unique definition. Ideas are likely outside the realm of personal or common knowledge without attempted citation. | Prompt A: Does not describe or analyze the advertisement; does not draw conclusions about the advertisement. Prompt B: Does not define a word or concept from the list provided and/or does not explore the definition in a thoughtful or critical manner; relies almost entirely on the traditional or dictionary definition. Contains ideas outside the realm of personal or common knowledge without attempted citation. |
| Working Thesis<br>State the focused central claim of the essay. (13%) | Has a clear, focused, and detailed working thesis that is expressed in a single sentence that states the central claim of the essay. | Has a clear and focused working thesis that is expressed in a single sentence that states the central claim of the essay. | Has an acceptable working thesis that states a claim, but it may be unclear or unfocused, or consist of more than one sentence. | Has a working thesis, but it is not clear and/or focused and/or it does not state a claim. | Does not have an identifiable working thesis and/or the thesis is extremely unclear or unfocused. |
| Organization<br>Exhibit competent organization, flow, and writing techniques. (13%) | Includes all of the required components of an essay, including an introduction with a strong thesis; an adequate number of body paragraphs (3-6), each with an effective topic sentence; and a conclusion with an effective concluding statement; the sequence of sentences and paragraphs is logical and flows well. | Includes all of the required components of an essay, including an introduction with a thesis; an adequate number of body paragraphs (3-6), each with a topic sentence; and a conclusion with a concluding statement; the sequence of sentences and paragraphs is predominantly logical and flows well. | Includes all of the required components of an essay, including an introduction with a thesis; an adequate number of body paragraphs (3-6), each with a topic sentence; and a conclusion with a concluding statement; however, some components may be ineffective; the sequence of sentences and paragraphs is somewhat logical, and may lack good flow. | Is missing one of the required components of an essay or most of the components are ineffective; the sequence of sentences and/or paragraphs is frequently illogical and lacks flow. | Is missing multiple required components of an essay or all of the components are ineffective; the sequence of sentences and/or paragraphs is consistently illogical and there is no flow. |
| Style and Tone<br>Establish a consistent, informative tone and make thoughtful choices. (13%) | Demonstrates thoughtful and effective word choices and uses a wide variety of sentence structures; establishes a consistently unbiased and impersonal tone that is appropriate for an informative essay. | Demonstrates effective word choices and uses a variety of sentence structures; establishes an unbiased and impersonal tone that is appropriate for an informative essay, with occasional minor exceptions. | Demonstrates generally effective style choices, but may include poor word choice, and/or repetitive sentence structures; primarily establishes an unbiased and impersonal tone that is appropriate for an informative essay; but some sections express bias or include personal observations. | Frequently includes poor word choices, and/or repetitive sentence structures; primarily establishes a tone that is biased, and personal observations and opinions are expressed frequently. | Consistently demonstrates poor word choices and/or repetitive sentence structures; tone is consistently biased and the essay is dominated by personal observations and opinions. |
| Focus<br>Include relevant details and draw effective connections. (12%) | Details are relevant and support the purpose of the essay; the writer consistently makes effective connections between the supporting details and the working thesis. | Details are relevant and support the purpose of the essay; the writer makes some effective connections between the supporting details and the working thesis. | Details are predominantly relevant and generally support the purpose of the essay, though some details may be irrelevant and/or distracting. | Details are often irrelevant and frequently distract from the purpose of the essay. | Details are irrelevant and distract from the purpose of the essay. |
| Conventions<br>Demonstrate command of standard English grammar, punctuation, spelling, capitalization, and usage. (12%) | There are few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
| Think About Your Writing<br>Answer reflection questions thoroughly and thoughtfully. (12%) | Demonstrates thoughtful reflection; consistently includes insights, observations, and/or examples in all responses; answers all reflection questions effectively, following or exceeding response length guidelines. Completes the color coding effectively. | Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples; answers all reflection questions effectively, following response length guidelines. Completes the color coding effectively. | Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; answers all reflection questions, primarily following response length guidelines. Completes the color coding effectively. | Shows limited reflection; the majority of responses are lacking in detail or insight; answers reflection questions inadequately: may not answer all of the questions and/or may not follow response length guidelines. May not complete the color coding effectively. | Does not answer the majority of reflection questions or the majority of answers do not follow response length guidelines. Does not complete the color coding effectively. |

C. Requirements

· Your essay draft must be 3-5 pages (approximately 800-1300 words), double-spaced, with one-inch margins.

· Informative essay draft and topic selection guidelines must be followed or your submission will not be graded.

· Use a readable 12-point font.

· Composition must be original and written for this assignment and all writing must be appropriate for an academic context.

· Use of generative chatbot artificial intelligence tools (ChatGPT, Bing Chat, Bard) in place of original writing is strictly prohibited for this assignment.

· Plagiarism of any kind is strictly prohibited.

· Submission should include your name, the name of the course, the date, and the title of your essay draft.

· Submission must include both your color-coded informative essay draft and your answers to the "Think About Your Writing" questions.

· Include all of the assignment components in a single .doc or .docx file.

**## Touchstone2.2Q.docx**

_Touchstones are projects that illustrate your comprehension of the course material, help you to refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it for grading until you have completed the unit’s Challenges. After you've submitted a Touchstone, it will be graded and counted towards your final course score._

**Touchstone 2.2: Informative Essay Draft**

BEFORE YOU START

Consider revisiting the
[Types and Characteristics of Informative Writing](https://app.sophia.org/tutorials/types-and-characteristics-of-informative-writing) tutorial about the purpose and types of informative writing. You might find it helpful to review the section on analytical writing if choosing Prompt A, and the section on definition writing if choosing Prompt B to kick-start writing this informative essay.

ASSIGNMENT: Select
one of the following writing prompts and draft a 3-5 page (approximately 800-1300 words) informative essay.

· Prompt A: Image Analysis

· Prompt B: Extended Definition

As a part of your completed draft, complete the color-coding activity described below. In addition, answer the "Think About Your Writing" questions on a separate sheet of paper and include it with your draft submission.

HINT

In the next Unit, Touchstone 3 will be a revision of the draft that you submit for Touchstone 2.2 based on the grader’s feedback and suggestions.

NOTE: Using or referencing outside sources is prohibited for this assignment and will impact grading time.

[Sample Image Analysis Essay: Prompt A](https://app.sophia.org/download/attachment/34188-Touchstone%202.2%20Sample%20Image%20Analysis%20Draft.pdf)

[Sample Extended Definition Essay: Prompt B](https://app.sophia.org/download/attachment/34187-Touchstone%202.2%20Sample%20Extended%20Definition%20Essay%20Draft.pdf)

In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review
[Touchstones: Academic Integrity Guidelines](https://app.sophia.org/tutorials/touchstones-academic-integrity-guidelines) for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review
[Ethical Standards and Appropriate Use of AI](https://app.sophia.org/tutorials/ethical-standards-and-appropriate-use-of-ai).

CopyLeaks Originality Checker: All writing will be checked for originality. Avoid using any outside text from third party sources since research is not required to complete Touchstone 2.2. Focus on showcasing your ability to rely on common knowledge for this informative essay.

[Share your feedback on Touchstones](https://app.sophia.org/spcc/english-composition-i-4-touchstone-2-2#)

A. Directions

Step 1: Choose a Prompt and Write an Informative Essay

Choose
one of the following prompts for your informative essay.

PROMPT A: IMAGE ANALYSIS

Although we look at print advertisements every day, we often do not consider the ways in which they affect us. Visual images in ads can influence and persuade us, so it is important to evaluate them critically and objectively to understand their meaning and effectiveness. Good image analysis involves an examination of the components of an image (layout, text, color, tone) to gain an understanding of the whole.

1. Select an advertisement image to analyze. To find a print advertisement to analyze, you can search the web using the keywords “print ad” or you could even find and take a picture of a local poster or billboard in your neighborhood. We recommend you choose a print ad that includes text, imagery, and color to best complete this assignment.

2. Conduct an image analysis: The print advertisement you choose should be directed toward a specific audience. To identify the intended audience, think about the members of the potential audience for the advertisement that you have chosen. Who are they? Ads for a beauty product, for example, may be aimed at young people; ads for a deodorant might target adults; a diaper commercial is likely intended for new parents; ads for cruise trips might be aimed at retirees. You can use any academically-appropriate advertisement to complete this assignment, as long as its intended audience is clearly identified. In your analysis, consider how design components within the image (such as layout, text, color, and tone) appeal to the audience and provide and establish context for the ad’s overall purpose.

3. Your thesis must inform the reader of the specific ad chosen and the plan to analyze it. Because you are writing in the informative mode, use objective language and a neutral point of view. For this essay, the informative mode means avoiding writing in the first-person and/or expressing personal bias towards the ad’s overall intention or effectiveness.

4. Draft an analytical essay that examines the audience, context, and purpose of the advertising image you’ve chosen.

HINT

Read the article by Marco Anders titled "Visual Rhetoric in Advertising" found in the
[Model Informative Essays](https://app.sophia.org/tutorials/model-informative-essays-7) tutorial for ideas about how to effectively write an image analysis. Your analysis should lead to a conclusion about the ad’s effectiveness, based on an examination of its components. Include the image with your draft.

PROMPT B: EXTENDED DEFINITION

1. Extend the definition of one of the following words beyond either the dictionary’s definition or a societal understanding of the word:

· Family

· Success

· Courage

· Art

· Beauty

2. In the introduction of your draft, briefly explain how the dictionary or society defines the word you've selected, and then explain the extended definition of the word in a single-sentence thesis towards the end that outlines the main points of extension. In the body paragraphs, provide unique examples and explanations to support these points of the extended definition.

3. Your thesis must inform your readers of the extended definition and, because you are writing in the informative mode, you must use objective language. For this essay, writing in the informative mode means avoiding writing in the first-person and/or framing personal examples using objective language.

4. Draft an extended definition essay that defines or redefines a word or concept.

HINT

Read the article by Hallie Radcliffe's titled "Mindfulness: Cutting Through the Noise" found in the
[Model Informative Essays](https://app.sophia.org/tutorials/model-informative-essays-7) tutorial for ideas about how to write an extended definition essay.

Step 2. Think About Your Writing

As a part of your completed draft, complete the color-coding activity and include answers to all of the questions below your draft.

PART 1: Color-Coding Activity

Using the color codes provided, evaluate your draft as follows:

· Use red text to indicate your thesis statement.

· Use green text to indicate the topic sentence of each body paragraph.

PART 2: Reflection Questions

1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences)
_Sophia says: Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in your subject matter should be clear to readers._

2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences)
_Sophia says: Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?_

3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences)
_Sophia says: Think about what was easy about writing the draft, and what was more difficult. For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure._

Step 3. Review Rubric and Checklist

Your draft will be scored according to the Touchstone 2.2 Rubric, which considers required elements for either the analysis essay
or the extended definition essay, the thesis statement, organization, style and tone, focus, conventions, completion of the color-coding activity, and answers to the “Think About your Writing” questions above.

Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

Essay Prompt: Image Analysis
❒ If you chose the image analysis prompt, have you analyzed and interpreted several design components – and not just described – within the ad's design?
❒ Have you made conclusions about the audience and effectiveness of the ad?
❒ Did you include the image in your draft?
❒ Did you complete the color-coding activity?
❒ Is your draft 800-1300 words long?

Essay Prompt: Extended Definition
❒ If you chose the extended definition prompt, did you indicate how society defines the word you selected, and then explain an extended definition of it?
❒ Have you included examples and explanations to support the extended definition?
❒ Did you complete the color-coding activity?
❒ Is your draft 800-1300 words long?

Working Thesis
❒ Have you included a clear, focused, and detailed thesis statement?
❒ Does your thesis state the topic and purpose of your essay?
❒ Is your thesis a single sentence that outlines the main points of extension located toward the end of the introductory paragraph?

Focus and Organization
❒ Is there an adequate number of body paragraphs, each with a clear topic sentence that restates the word and focuses on the main points of the extended definition?
❒ Is there a conclusion paragraph that restates the thesis, reviews the main points, and provides final thoughts about the extended definition overall?
❒ Are your draft paragraphs sequenced properly?
❒ Have you used transitions to connect ideas between sentences and paragraphs?
❒ Can your draft be described as having a good flow?
❒ Does your draft have a clear focus?
❒ Are all supporting details relevant?
❒ Have you avoided using or referencing outside sources and relied solely on common knowledge and/or experience?

Style and Tone
❒ Is the tone of your draft unbiased and informative avoiding first-person or personal details that are not framed in an objective manner?
❒ Is it clear that the purpose of your essay is to inform readers about your topic?
❒ Have you carefully considered your word choices?

Conventions
❒ Have you checked your draft for grammatical errors?
❒ Have you used spell-check or another method to check spelling?
❒ Have you punctuated your draft correctly?

Before You Submit
❒ Have you included your name, date, and course at the top left of the page?
❒ Have you completed the “Think About Your Writing” questions and color coding activity?
❒ Is your draft between three and five pages long (approximately 800-1300 words)?

B. Rubric

| | | | | | |
| — | — | — | — | — | — |
| | Advanced (100%) | Proficient (85%) | Acceptable (75%) | Needs Improvement (50%) | Non-Performance (0%) |
| Image Analysis / Extended Definition<br>Prompt A: Analyze an advertisement using parts to draw conclusions. Prompt B: Define a meaningful word or concept in a unique or compelling way using personal or common knowledge of the subjects. (25%) | Prompt A: Consistently goes beyond description to analyze the design choices made in the advertisement, including layout, color schemes, text, and/or other design components; effectively draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept in a coherent and compelling way, consistently using critical thinking and thoughtful discussion to explore the definition; consistently goes beyond traditional definitions to define or redefine the word in a new and unique way. Relies on personal or common knowledge. | Prompt A: Primarily goes beyond description to analyze the design choices made in the advertisement, including layout, color schemes, text, and/or other design components; draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept in a coherent way, primarily using critical thinking and thoughtful discussion to explore the definition; primarily goes beyond traditional definitions to define or redefine the word in a new and unique way. Relies on personal or common knowledge. | Prompt A: Includes some analysis of the design choices made in the advertisement (e.g., layout, color schemes, text, and/or other design components), but focuses primarily on description; somewhat effectively draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept adequately, but only sometimes uses critical thinking and thoughtful discussion to explore the definition; only sometimes goes beyond traditional definitions to define or redefine the word in a new and unique way. Ideas may be outside the realm of personal or common knowledge without attempted citation. | Prompt A: Focuses heavily on description; analysis of the design choices made in the advertisement is limited or absent; conclusions about the intended audience, and the likely impact and effectiveness of the advertisement are very limited. Prompt B: Defines a word or concept, although critical thinking and thoughtful examination are largely absent; often relies too much on the traditional or dictionary definition and does not sufficiently explore a new or unique definition. Ideas are likely outside the realm of personal or common knowledge without attempted citation. | Prompt A: Does not describe or analyze the advertisement; does not draw conclusions about the advertisement. Prompt B: Does not define a word or concept from the list provided and/or does not explore the definition in a thoughtful or critical manner; relies almost entirely on the traditional or dictionary definition. Contains ideas outside the realm of personal or common knowledge without attempted citation. |
| Working Thesis<br>State the focused central claim of the essay. (13%) | Has a clear, focused, and detailed working thesis that is expressed in a single sentence that states the central claim of the essay. | Has a clear and focused working thesis that is expressed in a single sentence that states the central claim of the essay. | Has an acceptable working thesis that states a claim, but it may be unclear or unfocused, or consist of more than one sentence. | Has a working thesis, but it is not clear and/or focused and/or it does not state a claim. | Does not have an identifiable working thesis and/or the thesis is extremely unclear or unfocused. |
| Organization<br>Exhibit competent organization, flow, and writing techniques. (13%) | Includes all of the required components of an essay, including an introduction with a strong thesis; an adequate number of body paragraphs (3-6), each with an effective topic sentence; and a conclusion with an effective concluding statement; the sequence of sentences and paragraphs is logical and flows well. | Includes all of the required components of an essay, including an introduction with a thesis; an adequate number of body paragraphs (3-6), each with a topic sentence; and a conclusion with a concluding statement; the sequence of sentences and paragraphs is predominantly logical and flows well. | Includes all of the required components of an essay, including an introduction with a thesis; an adequate number of body paragraphs (3-6), each with a topic sentence; and a conclusion with a concluding statement; however, some components may be ineffective; the sequence of sentences and paragraphs is somewhat logical, and may lack good flow. | Is missing one of the required components of an essay or most of the components are ineffective; the sequence of sentences and/or paragraphs is frequently illogical and lacks flow. | Is missing multiple required components of an essay or all of the components are ineffective; the sequence of sentences and/or paragraphs is consistently illogical and there is no flow. |
| Style and Tone<br>Establish a consistent, informative tone and make thoughtful choices. (13%) | Demonstrates thoughtful and effective word choices and uses a wide variety of sentence structures; establishes a consistently unbiased and impersonal tone that is appropriate for an informative essay. | Demonstrates effective word choices and uses a variety of sentence structures; establishes an unbiased and impersonal tone that is appropriate for an informative essay, with occasional minor exceptions. | Demonstrates generally effective style choices, but may include poor word choice, and/or repetitive sentence structures; primarily establishes an unbiased and impersonal tone that is appropriate for an informative essay; but some sections express bias or include personal observations. | Frequently includes poor word choices, and/or repetitive sentence structures; primarily establishes a tone that is biased, and personal observations and opinions are expressed frequently. | Consistently demonstrates poor word choices and/or repetitive sentence structures; tone is consistently biased and the essay is dominated by personal observations and opinions. |
| Focus<br>Include relevant details and draw effective connections. (12%) | Details are relevant and support the purpose of the essay; the writer consistently makes effective connections between the supporting details and the working thesis. | Details are relevant and support the purpose of the essay; the writer makes some effective connections between the supporting details and the working thesis. | Details are predominantly relevant and generally support the purpose of the essay, though some details may be irrelevant and/or distracting. | Details are often irrelevant and frequently distract from the purpose of the essay. | Details are irrelevant and distract from the purpose of the essay. |
| Conventions<br>Demonstrate command of standard English grammar, punctuation, spelling, capitalization, and usage. (12%) | There are few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. | There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
| Think About Your Writing<br>Answer reflection questions thoroughly and thoughtfully. (12%) | Demonstrates thoughtful reflection; consistently includes insights, observations, and/or examples in all responses; answers all reflection questions effectively, following or exceeding response length guidelines. Completes the color coding effectively. | Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples; answers all reflection questions effectively, following response length guidelines. Completes the color coding effectively. | Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; answers all reflection questions, primarily following response length guidelines. Completes the color coding effectively. | Shows limited reflection; the majority of responses are lacking in detail or insight; answers reflection questions inadequately: may not answer all of the questions and/or may not follow response length guidelines. May not complete the color coding effectively. | Does not answer the majority of reflection questions or the majority of answers do not follow response length guidelines. Does not complete the color coding effectively. |

C. Requirements

· Your essay draft must be 3-5 pages (approximately 800-1300 words), double-spaced, with one-inch margins.

· Informative essay draft and topic selection guidelines must be followed or your submission will not be graded.

· Use a readable 12-point font.

· Composition must be original and written for this assignment and all writing must be appropriate for an academic context.

· Use of generative chatbot artificial intelligence tools (ChatGPT, Bing Chat, Bard) in place of original writing is strictly prohibited for this assignment.

· Plagiarism of any kind is strictly prohibited.

· Submission should include your name, the name of the course, the date, and the title of your essay draft.

· Submission must include both your color-coded informative essay draft and your answers to the "Think About Your Writing" questions.

· Include all of the assignment components in a single .doc or .docx file.

November 5, 2026
[Solved] 6p

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Due 12/7 at 6pm PST – ## 6pAppendix_G_Individual_Evidence_Summary_Tool_20226.docx – 6p.docx **## 6pAppendix_G_Individual_Evidence_Summary_Tool_20226.docx** Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals Individual Evidence Summary Tool Appendix G ![]…

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Assignment Prompt & Instructions

Due 12/7 at 6pm PST

– ## 6pAppendix_G_Individual_Evidence_Summary_Tool_20226.docx

– 6p.docx

**## 6pAppendix_G_Individual_Evidence_Summary_Tool_20226.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6p)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**6p.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6p-docx-10466881)

**6p.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6p-docx-10466881)

**## 6pAppendix_G_Individual_Evidence_Summary_Tool_20226.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6p)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**6p.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6p-docx-10466881)

**## 6pAppendix_G_Individual_Evidence_Summary_Tool_20226.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/6p)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**6p.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6p-docx-10466881)

– 1
– 2

November 5, 2026