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Tag: Homework Solution

  • [Solved] Literature Review Research Proposal

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    **Imagine** you own a popular gym. You have several personal trainers providing workouts and fitness support to your gym members. Your gym has a particular training plan that all the personal trainers use. You want to evaluate the effectiveness of your training plan against another gym’s training pl…

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    Assignment Prompt & Instructions

    **Imagine** you own a popular gym. You have several personal trainers providing workouts and fitness support to your gym members. Your gym has a particular training plan that all the personal trainers use. You want to evaluate the effectiveness of your training plan against another gym’s training plan for your members. You would like to run an experiment to evaluate the difference between the plans. Based on the outcome, you plan to create an advertising campaign to promote your training plan.

    **Consider** what research design and scientific method you would use to conduct your analysis as well as any possible extraneous variables that might complicate your research.

    ##### **Assessment Deliverable**

    **Write** a 700- to 875-word proposal for your potential training plan experiment in which you:

    – Describe the scientific method and how it is used in psychological research.
    – Describe which research method you would use to evaluate your gym’s training plan against the other training plan.
    – Outline specific details about how you would recruit participants, how many you would recruit to participate, and how you would collect the data. Provide a hypothesis about what you might find.
    – Describe at least 2 extraneous variables that might influence the outcomes of your evaluation. Explain at least 1 way you might be able to avoid or mitigate their influence.

    **Cite** at least 2 peer-reviewed, scholarly, or similar references according to APA guidelines.

    – a year ago

  • [Solved] Jelani Bell

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    In-depth study guidance and analytical solution covering Jelani Bell.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Internship Reflective Project

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    I need help completeling this project, I can send you all the info you need to complete it, but I am also open to ideas – a year ago **files (1)** – ## PracticumPresentationInstructionsandReflectivepaper.docx **## PracticumPresentationInstructionsandReflectivepaper.docx** **Practicum Presentation In…

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    Assignment Prompt & Instructions

    I need help completeling this project, I can send you all the info you need to complete it, but I am also open to ideas

    – a year ago

    **files (1)**

    – ## PracticumPresentationInstructionsandReflectivepaper.docx

    **## PracticumPresentationInstructionsandReflectivepaper.docx**

    **Practicum Presentation Instructions:**

    Final Practicum Presentation reflects your Practicum experiences and highlights your major projects, activities, and lessons learned. Presentation, like your Reflective Paper, should include

    A) Description and history of Agency

    1. Mission or objective of the h/c organization

    1. Size in terms of patient capacity and staff

    1. Target population serviced

    1. Type of services rendered and/or volume of service

    1. Relationship of institutions to other institutions

    1. Effectiveness in meeting institutional goals

    1. Other notable services or concepts

    B) Department/unit mission, vision, goals, effectiveness (if applicable)

    **C)** Reflections

    1. General observations

    1. Comments regarding your impressions of the facility and its programs and services

    1. Comments about your individual experiences, gains, and growth

    1. Comments about your ability to meet your professional and academic goals

    D) Project report[footnoteRef:1] [1: ]

    1. Description of your project or activities

    1. Interactions

    1. Your contributions

    1. Lessons Learned

    1. Analysis of professional and Personal growth.

    Each student prepares his/her presentation about his/her practicum experiences according to the guidelines above. The presentation can be in any of the following formats- PowerPoint, poster, a monologue with no supporting slides or materials- and should be submitted on the course Blackboard for all classmates to review and learn from your experiences. The presentation length is 10-15 minutes. If the file is too big, please create a YouTube presentation and provide a link.

    Any additional meetings are
    only required if they are recommended by the instructor based on the Practicum Preceptor’s feedback or the student’s request. The student is required to contact the instructor and schedule this additional meeting based on his and the instructor’s availability.

    [**Practicum Reflective Paper**](https://newlearn.govst.edu/webapps/assignment/uploadAssignment?content_id=_2200864_1&course_id=_23585_1&group_id=&mode=view)

    Each student is required to write a 6-10-page learning paper on his or her fieldwork experience.  This paper should include

    · highlights of the student’s work activities and/or projects,

    · “Lessons learned” part that reflects what helped a student to grow professionally and personally how she/he applied her theoretical knowledge to a real-life situation, and

    · a self-evaluation of his or her experiences and skills.

    Below are the major points your reflective Paper should include:

    A) Description and history of Agency

    · Mission or objective of the h/c organization

    · Size in terms of patient capacity and staff

    · Target population serviced

    · Type of services rendered and/or volume of service

    · Relationship of institutions to other institutions

    · Effectiveness in meeting institutional goals

    · Other notable services or concepts

    B) Department/unit mission, vision, goals, effectiveness (if applicable)

    C) Reflections (6-8 pages of a total report)

    · General observations

    · Analysis and evaluation of your individual experiences, professional and personal gains

    · Comments, analysis and evaluation of your ability to meet your professional and academic objectives that were established in your Professional Development Plan

    Steps that you realized you need to take to meet your professional and academic objectives

    This Reflective Paper should be written in APA format and include literature support. The paper is also part of your portfolio, item 6. Detailed instruction of the information to be included in your Reflective paper is included in your syllabus, p. 9.

    **## PracticumPresentationInstructionsandReflectivepaper.docx**

    **Practicum Presentation Instructions:**

    Final Practicum Presentation reflects your Practicum experiences and highlights your major projects, activities, and lessons learned. Presentation, like your Reflective Paper, should include

    A) Description and history of Agency

    1. Mission or objective of the h/c organization

    1. Size in terms of patient capacity and staff

    1. Target population serviced

    1. Type of services rendered and/or volume of service

    1. Relationship of institutions to other institutions

    1. Effectiveness in meeting institutional goals

    1. Other notable services or concepts

    B) Department/unit mission, vision, goals, effectiveness (if applicable)

    **C)** Reflections

    1. General observations

    1. Comments regarding your impressions of the facility and its programs and services

    1. Comments about your individual experiences, gains, and growth

    1. Comments about your ability to meet your professional and academic goals

    D) Project report[footnoteRef:1] [1: ]

    1. Description of your project or activities

    1. Interactions

    1. Your contributions

    1. Lessons Learned

    1. Analysis of professional and Personal growth.

    Each student prepares his/her presentation about his/her practicum experiences according to the guidelines above. The presentation can be in any of the following formats- PowerPoint, poster, a monologue with no supporting slides or materials- and should be submitted on the course Blackboard for all classmates to review and learn from your experiences. The presentation length is 10-15 minutes. If the file is too big, please create a YouTube presentation and provide a link.

    Any additional meetings are
    only required if they are recommended by the instructor based on the Practicum Preceptor’s feedback or the student’s request. The student is required to contact the instructor and schedule this additional meeting based on his and the instructor’s availability.

    [**Practicum Reflective Paper**](https://newlearn.govst.edu/webapps/assignment/uploadAssignment?content_id=_2200864_1&course_id=_23585_1&group_id=&mode=view)

    Each student is required to write a 6-10-page learning paper on his or her fieldwork experience.  This paper should include

    · highlights of the student’s work activities and/or projects,

    · “Lessons learned” part that reflects what helped a student to grow professionally and personally how she/he applied her theoretical knowledge to a real-life situation, and

    · a self-evaluation of his or her experiences and skills.

    Below are the major points your reflective Paper should include:

    A) Description and history of Agency

    · Mission or objective of the h/c organization

    · Size in terms of patient capacity and staff

    · Target population serviced

    · Type of services rendered and/or volume of service

    · Relationship of institutions to other institutions

    · Effectiveness in meeting institutional goals

    · Other notable services or concepts

    B) Department/unit mission, vision, goals, effectiveness (if applicable)

    C) Reflections (6-8 pages of a total report)

    · General observations

    · Analysis and evaluation of your individual experiences, professional and personal gains

    · Comments, analysis and evaluation of your ability to meet your professional and academic objectives that were established in your Professional Development Plan

    Steps that you realized you need to take to meet your professional and academic objectives

    This Reflective Paper should be written in APA format and include literature support. The paper is also part of your portfolio, item 6. Detailed instruction of the information to be included in your Reflective paper is included in your syllabus, p. 9.

  • [Solved] Human Resource Management J. Moore Who Will Survive Assignment

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    – [\ \ J.MooreWhoWillSurvive.doc](https://www.sweetstudy.com/files/j-moorewhowillsurvive-doc "J.MooreWhoWillSurvive.doc") – a year ago

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    Assignment Prompt & Instructions

    – [\
    \
    J.MooreWhoWillSurvive.doc](https://www.sweetstudy.com/files/j-moorewhowillsurvive-doc "J.MooreWhoWillSurvive.doc")

    – a year ago

  • [Solved] Human Resource Management HUM Week 3 Assignment

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    Executive Solution Overview

    see attached – a year ago **files (1)** – ## HUM6100Week3Assignment.docx **## HUM6100Week3Assignment.docx** Diversity in Groups Article Analysis **Prior to beginning work on this assignment,** · Read Chapter 6 from the textbook _Communicating in Groups: Applications and Skills_ (11th ed.). · Review …

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    Assignment Prompt & Instructions

    see attached

    – a year ago

    **files (1)**

    – ## HUM6100Week3Assignment.docx

    **## HUM6100Week3Assignment.docx**

    Diversity in Groups Article Analysis

    **Prior to beginning work on this assignment,**

    · Read Chapter 6 from the textbook
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Review the
    [_How to Read a Scholarly Article_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/0c71404a-f759-48e5-9380-e89ddf2f6ac5/1/How%20to%20Read%20a%20Scholarly%20Article.pdf) infographic.

    · Select a published article from one of the online databases listed in the UAGC Library that explores a diversity-related issue discussed in Chapter 6.

    · Some examples are racial, ethnic, gender, sexual orientation, or generational diversity in groups.

    · Review
    [_Writing an Article Critique_ Links to an external site.](https://writingcenter.uagc.edu/writing-article-critique) for guidance.

    In your paper,

    · Summarize the article, including its main argument(s) and key points.

    · Identify the research methodology and design (for example, qualitative, quantitative, and phenomenological) undertaken or put forth.

    · Evaluate the implications and meaning of the results.

    · Evaluate the research by critiquing its findings. If relevant, state and defend your position on the issue.

    · Explain how the research study could be improved or what you might have done differently and why.

    · Explain how this research contributes to the knowledge base on diversity and groups.

    · Explain how this research relates to what we are learning in class.

    **The Diversity in Groups Article Analysis paper**

    ·
    **must be 2 to 4 double-spaced pages in length (not including title and references** pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · must include a separate title page with the following in title case:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution (The University of Arizona Global Campus)

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice.

    · Review the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    ·
    **must include an introduction and conclusion paragraph.**

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance in writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    ·
    **must use at least 1 credible source in addition to the course text.**

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, refer to this
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · You may also refer to the
    [_How to Use Library OneSearch_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/How+to+Use+Library+OneSearch/0_sijzep60) tutorial, which explains keyword searching process in the library to find scholarly articles, or the
    [_Advanced Internet Search Techniques_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/a3575b8c-04d9-4192-a01e-5a6e0b97355b/1/Advanced%20Internet%20Search%20Techniques.pdf) tip sheet, which provides some tips and strategies to make finding credible online research in a search engine such as Google easier and more efficient.

    · must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.

    · Refer to the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    Carefully review the
    [Grading RubricLinks to an external site.](http://au.waypointoutcomes.com/assessment/39279/preview) for the criteria that will be used to evaluate your assignment.

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 5: Becoming a Group

    · Chapter 6: Diversity in the Small Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 5 explores how groups form, develop, and evolve over time. Chapter 6 discusses how factors such as culture, gender, ethnicity, and individual differences influence group communication and dynamics. Chapter 5 will assist with your Phase Models in Group Development discussion forum, and Chapter 6 will assist with your Diversity in Groups Article Analysis assignment this week.

    Article

    Lewis, B. (2024, February 1).
    [Teamwork alone doesn’t guarantee success: Personality is a major factor in team performanceLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/t4kw74jvbr).
    _TD Magazine, 78_(2), 14.

    · The full-text version of this article is available through the Academic OneFile database in the University of Arizona Global Campus Library. This article highlights the impact of personality on team performance, satisfaction, and leadership's role in fostering a supportive environment. This article will assist with your Your Personality Type journal this week.

    **## HUM6100Week3Assignment.docx**

    Diversity in Groups Article Analysis

    **Prior to beginning work on this assignment,**

    · Read Chapter 6 from the textbook
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Review the
    [_How to Read a Scholarly Article_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/0c71404a-f759-48e5-9380-e89ddf2f6ac5/1/How%20to%20Read%20a%20Scholarly%20Article.pdf) infographic.

    · Select a published article from one of the online databases listed in the UAGC Library that explores a diversity-related issue discussed in Chapter 6.

    · Some examples are racial, ethnic, gender, sexual orientation, or generational diversity in groups.

    · Review
    [_Writing an Article Critique_ Links to an external site.](https://writingcenter.uagc.edu/writing-article-critique) for guidance.

    In your paper,

    · Summarize the article, including its main argument(s) and key points.

    · Identify the research methodology and design (for example, qualitative, quantitative, and phenomenological) undertaken or put forth.

    · Evaluate the implications and meaning of the results.

    · Evaluate the research by critiquing its findings. If relevant, state and defend your position on the issue.

    · Explain how the research study could be improved or what you might have done differently and why.

    · Explain how this research contributes to the knowledge base on diversity and groups.

    · Explain how this research relates to what we are learning in class.

    **The Diversity in Groups Article Analysis paper**

    ·
    **must be 2 to 4 double-spaced pages in length (not including title and references** pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · must include a separate title page with the following in title case:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution (The University of Arizona Global Campus)

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice.

    · Review the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    ·
    **must include an introduction and conclusion paragraph.**

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance in writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    ·
    **must use at least 1 credible source in addition to the course text.**

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, refer to this
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · You may also refer to the
    [_How to Use Library OneSearch_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/How+to+Use+Library+OneSearch/0_sijzep60) tutorial, which explains keyword searching process in the library to find scholarly articles, or the
    [_Advanced Internet Search Techniques_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/a3575b8c-04d9-4192-a01e-5a6e0b97355b/1/Advanced%20Internet%20Search%20Techniques.pdf) tip sheet, which provides some tips and strategies to make finding credible online research in a search engine such as Google easier and more efficient.

    · must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.

    · Refer to the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    Carefully review the
    [Grading RubricLinks to an external site.](http://au.waypointoutcomes.com/assessment/39279/preview) for the criteria that will be used to evaluate your assignment.

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 5: Becoming a Group

    · Chapter 6: Diversity in the Small Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 5 explores how groups form, develop, and evolve over time. Chapter 6 discusses how factors such as culture, gender, ethnicity, and individual differences influence group communication and dynamics. Chapter 5 will assist with your Phase Models in Group Development discussion forum, and Chapter 6 will assist with your Diversity in Groups Article Analysis assignment this week.

    Article

    Lewis, B. (2024, February 1).
    [Teamwork alone doesn’t guarantee success: Personality is a major factor in team performanceLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/t4kw74jvbr).
    _TD Magazine, 78_(2), 14.

    · The full-text version of this article is available through the Academic OneFile database in the University of Arizona Global Campus Library. This article highlights the impact of personality on team performance, satisfaction, and leadership's role in fostering a supportive environment. This article will assist with your Your Personality Type journal this week.

  • [Solved] HUM Week 3 Journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – a year ago **files (1)** – ## HUM6100Week3Journal.docx **## HUM6100Week3Journal.docx** Your Personality Type Prior to working on this journal, · Review the article [Teamwork Alone Doesn’t Guarantee Success: Personality Is a Major Factor in Team PerformanceLinks to an external site.](h…

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    see attached

    – a year ago

    **files (1)**

    – ## HUM6100Week3Journal.docx

    **## HUM6100Week3Journal.docx**

    Your Personality Type

    Prior to working on this journal,

    · Review the article
    [Teamwork Alone Doesn’t Guarantee Success: Personality Is a Major Factor in Team PerformanceLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/t4kw74jvbr).

    · Take the
    [_Free Personality TestLinks to an external site._](https://www.16personalities.com/free-personality-test).

    · Determine your personality type from the 16 specified types.

    · Conduct a Google search to explore more about your identified type.

    · Address the following questions in your journal:

    · Do you feel the type is accurate? Why or why not?

    · How does understanding your personality type enhance your ability to work effectively in groups, especially within the human services profession? Consider its impact when working with various populations in service delivery, serving on committees, or with groups of colleagues at your organization or agency.

    Your journal should be 1 to 2 pages in length. If you reference ideas or quotes from the required reading, cite and reference them in
    [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) 7th edition format. Post your document by Day 7 of Week 3.

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 5: Becoming a Group

    · Chapter 6: Diversity in the Small Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 5 explores how groups form, develop, and evolve over time. Chapter 6 discusses how factors such as culture, gender, ethnicity, and individual differences influence group communication and dynamics. Chapter 5 will assist with your Phase Models in Group Development discussion forum, and Chapter 6 will assist with your Diversity in Groups Article Analysis assignment this week.

    Article

    Lewis, B. (2024, February 1).
    [Teamwork alone doesn’t guarantee success: Personality is a major factor in team performanceLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/t4kw74jvbr).
    _TD Magazine, 78_(2), 14.

    · The full-text version of this article is available through the Academic OneFile database in the University of Arizona Global Campus Library. This article highlights the impact of personality on team performance, satisfaction, and leadership's role in fostering a supportive environment. This article will assist with your Your Personality Type journal this week.

    **## HUM6100Week3Journal.docx**

    Your Personality Type

    Prior to working on this journal,

    · Review the article
    [Teamwork Alone Doesn’t Guarantee Success: Personality Is a Major Factor in Team PerformanceLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/t4kw74jvbr).

    · Take the
    [_Free Personality TestLinks to an external site._](https://www.16personalities.com/free-personality-test).

    · Determine your personality type from the 16 specified types.

    · Conduct a Google search to explore more about your identified type.

    · Address the following questions in your journal:

    · Do you feel the type is accurate? Why or why not?

    · How does understanding your personality type enhance your ability to work effectively in groups, especially within the human services profession? Consider its impact when working with various populations in service delivery, serving on committees, or with groups of colleagues at your organization or agency.

    Your journal should be 1 to 2 pages in length. If you reference ideas or quotes from the required reading, cite and reference them in
    [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) 7th edition format. Post your document by Day 7 of Week 3.

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 5: Becoming a Group

    · Chapter 6: Diversity in the Small Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 5 explores how groups form, develop, and evolve over time. Chapter 6 discusses how factors such as culture, gender, ethnicity, and individual differences influence group communication and dynamics. Chapter 5 will assist with your Phase Models in Group Development discussion forum, and Chapter 6 will assist with your Diversity in Groups Article Analysis assignment this week.

    Article

    Lewis, B. (2024, February 1).
    [Teamwork alone doesn’t guarantee success: Personality is a major factor in team performanceLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/t4kw74jvbr).
    _TD Magazine, 78_(2), 14.

    · The full-text version of this article is available through the Academic OneFile database in the University of Arizona Global Campus Library. This article highlights the impact of personality on team performance, satisfaction, and leadership's role in fostering a supportive environment. This article will assist with your Your Personality Type journal this week.

  • [Solved] HUM Week 3 Discussion Forum

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – a year ago **files (1)** – ## HUM6100Week3DB.docx **## HUM6100Week3DB.docx** **Phase Models in Group Development [WLO: 1] [CLOs: 1, 3, 4, 5]** Prior to beginning work on this discussion forum, · Read Chapter 5 from the textbook _Communicating in Groups: Applications and Skills_ (1…

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    Assignment Prompt & Instructions

    see attached

    – a year ago

    **files (1)**

    – ## HUM6100Week3DB.docx

    **## HUM6100Week3DB.docx**

    **Phase Models in Group Development [WLO: 1] [CLOs: 1, 3, 4, 5]**

    Prior to beginning work on this discussion forum,

    · Read Chapter 5 from the textbook
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Review the
    [_Examining Team Collaboration Using Tuckman’s Framework Fact Sheet_](https://uagc.instructure.com/courses/145114/files/23094777?wrap=1) [Download Examining Team Collaboration Using Tuckman’s Framework Fact Sheet](https://uagc.instructure.com/courses/145114/files/23094777/download?download_frd=1).

    **Teach the Class:**

    Reflect on a time when you were part of a relatively small group. With reference to this experience,

    · Explain Tuckman’s Model of Group Development stages to the class.

    · Walk your classmates through the forming, storming, norming, performing, and adjourning stages of this model, relating each stage to the group development experience you reflect on.

    · If, for some reason, your group did not reach the performing or adjourning stages (for example), then:

    · explain your hypotheses regarding why the group did not progress to this stage.

    · provide specific descriptions of each stage to illustrate your point.

    · Include an additional relevant, credible source to enhance your work and support the learning of your peers in class.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types.

    · Cite and reference your sources in
    [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.

    **TEXTBOOK**

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 5: Becoming a Group

    · Chapter 6: Diversity in the Small Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 5 explores how groups form, develop, and evolve over time. Chapter 6 discusses how factors such as culture, gender, ethnicity, and individual differences influence group communication and dynamics. Chapter 5 will assist with your Phase Models in Group Development discussion forum, and Chapter 6 will assist with your Diversity in Groups Article Analysis assignment this week.

    **## HUM6100Week3DB.docx**

    **Phase Models in Group Development [WLO: 1] [CLOs: 1, 3, 4, 5]**

    Prior to beginning work on this discussion forum,

    · Read Chapter 5 from the textbook
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Review the
    [_Examining Team Collaboration Using Tuckman’s Framework Fact Sheet_](https://uagc.instructure.com/courses/145114/files/23094777?wrap=1) [Download Examining Team Collaboration Using Tuckman’s Framework Fact Sheet](https://uagc.instructure.com/courses/145114/files/23094777/download?download_frd=1).

    **Teach the Class:**

    Reflect on a time when you were part of a relatively small group. With reference to this experience,

    · Explain Tuckman’s Model of Group Development stages to the class.

    · Walk your classmates through the forming, storming, norming, performing, and adjourning stages of this model, relating each stage to the group development experience you reflect on.

    · If, for some reason, your group did not reach the performing or adjourning stages (for example), then:

    · explain your hypotheses regarding why the group did not progress to this stage.

    · provide specific descriptions of each stage to illustrate your point.

    · Include an additional relevant, credible source to enhance your work and support the learning of your peers in class.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types.

    · Cite and reference your sources in
    [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.

    **TEXTBOOK**

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 5: Becoming a Group

    · Chapter 6: Diversity in the Small Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 5 explores how groups form, develop, and evolve over time. Chapter 6 discusses how factors such as culture, gender, ethnicity, and individual differences influence group communication and dynamics. Chapter 5 will assist with your Phase Models in Group Development discussion forum, and Chapter 6 will assist with your Diversity in Groups Article Analysis assignment this week.

  • [Solved] History Research writing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Instruction provided in file Approx 1100-1300 word 4 pg double space – a year ago **files (1)** – ## PaperAssignmentUsingLibraryResourcesSp25.docx **## PaperAssignmentUsingLibraryResourcesSp25.docx** Sp2025, ESW Option 1: Choose any of the Supreme Court cases that we have discussed this semester in …

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    Assignment Prompt & Instructions

    Instruction provided in file

    Approx 1100-1300 word  4 pg double space

    – a year ago

    **files (1)**

    – ## PaperAssignmentUsingLibraryResourcesSp25.docx

    **## PaperAssignmentUsingLibraryResourcesSp25.docx**

    Sp2025, ESW

    Option 1: Choose any of the Supreme Court cases that we have discussed this semester in lecture or that appear in the SCOTUS excerpts on Canvas. Find two (or more!) scholarly articles in historical journals or law reviews that discuss the case. Explain what you learned from the articles and how they help you better understand the court case. Also explain how the authors’ arguments compare to each other. Where are their interpretations similar? Where are they different?
    What do you think accounts for the differences in the arguments or perspectives of your authors? (Here you are approaching
    _historiography,_ or the study of the writing of history.) Do you find one of the articles more persuasive than the other? Explain why or why not.

    Option 2: Pick any aspect of the case
    _Dred Scott v. Sanford_ that you would like to know more about, pose a question you would like the answer to, and then try to find the answer using research in scholarly, secondary sources. Choose something fairly specific, such as the plea in abatement (Was asking for a plea in abatement common?), Justice Curtis’s dissent (Why did Curtis approach the issue so differently from Taney?), or the Missouri Supreme Court decision from 1852 (Did the Missouri Supreme Court decision acknowledge how it was departing from precedent?). Feel free to reach out about what you are curious about and how you could fashion your curiosity into a researchable question.

    General
    Requirements:

    · Approx. 1200 words, or about 4 pages double-spaced with one-inch margins. Include a word count. I will accept papers that are 15% over or under the word count.

    · Research drawn from at least TWO secondary, scholarly sources:

    · articles published in professional journals, available through the library’s databases

    · scholarly books that include footnotes, are ordinarily published by a university press, and are written by a professional historian, sociologist, cultural critic, etc.

    · Use at least two sources
    _not including class materials provided to you_. These two sources can be any combination of scholarly books and articles. Note that you will not read all of the book(s) you use, just the relevant parts. You should read all of the articles.

    · Footnotes and bibliography in Chicago style. See additional information below under “Style Guidance.”

    Style guidance:

    For
    footnotes:

    · In MS Word, go to “References” then “Insert Footnote” to create and number the footnotes automatically. Google Docs and Pages have similar functionality.

    · Include a bibliography at the end of the paper. Divide it into primary sources and secondary sources. Follow the formatting modeled for you in any Chicago-style guide.

    · See
    [https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html) for a quick guide to Chicago Notes-and-Bibliography style.
    **I am asking for Notes and Bibliography style.**

    · Your footnotes should include the precise page or pages from which your information or quotation comes.

    · Your bibliography should include
    _all_ the pages on which a journal article appears. See the link above.

    · The first citation of a particular source should include
    _all_ citation information. Subsequent citations should include only the author’s last name, short title, and page number. See the link above.

    To help you write correct, formal,
    written English, remember to do the following.

    · Use only complete sentences with a subject and predicate. Avoid sentence fragments and run-on sentences, both of which make it difficult to decode your meaning.

    · Do not use contractions such as
    _weren’t_ or
    _couldn’t_. Contractions are a verbal form. Use the written form:
    _were not_,
    _could not_, etc.

    · Check word usage for unfamiliar words.

    · Indent new paragraphs.

    Outside Resources and AI Tools: This assignment is designed to be self-contained. You should have everything you need to complete the assignment by using course materials and the scholarly articles that you found through the library. If you need help understanding the material, you should come to me or go to TASC.

    If you use
    _any_ additional sources, you must include them in your bibliography.

    You are supposed to do the work on your own, but If you use any AI tools, you must cite them in your bibliography, disclose what you used, include the precise wording of the prompt(s) you entered, and include a 2-3-sentence reflection on how the AI tool helped you with the assignment or helped you learn.

    If you use Grammarly or another editing AI tool to show you how to improve your writing, you must include that in your bibliography, as well. Do not let an editing tool rewrite your sentences for you; do the rewriting yourself. I do want to see you write in complete sentences, but I want to hear your authentic voice, not the robot voice.

    Violations of these standards—using any outside tools, that is anything except course materials and your two or three articles, without disclosing them—constitutes academic dishonesty and will be penalized. Your grade on the assignment will be lowered, possibly to an F.

    You cannot withdraw from a class in which you have committed academic dishonesty.

    **## PaperAssignmentUsingLibraryResourcesSp25.docx**

    Sp2025, ESW

    Option 1: Choose any of the Supreme Court cases that we have discussed this semester in lecture or that appear in the SCOTUS excerpts on Canvas. Find two (or more!) scholarly articles in historical journals or law reviews that discuss the case. Explain what you learned from the articles and how they help you better understand the court case. Also explain how the authors’ arguments compare to each other. Where are their interpretations similar? Where are they different?
    What do you think accounts for the differences in the arguments or perspectives of your authors? (Here you are approaching
    _historiography,_ or the study of the writing of history.) Do you find one of the articles more persuasive than the other? Explain why or why not.

    Option 2: Pick any aspect of the case
    _Dred Scott v. Sanford_ that you would like to know more about, pose a question you would like the answer to, and then try to find the answer using research in scholarly, secondary sources. Choose something fairly specific, such as the plea in abatement (Was asking for a plea in abatement common?), Justice Curtis’s dissent (Why did Curtis approach the issue so differently from Taney?), or the Missouri Supreme Court decision from 1852 (Did the Missouri Supreme Court decision acknowledge how it was departing from precedent?). Feel free to reach out about what you are curious about and how you could fashion your curiosity into a researchable question.

    General
    Requirements:

    · Approx. 1200 words, or about 4 pages double-spaced with one-inch margins. Include a word count. I will accept papers that are 15% over or under the word count.

    · Research drawn from at least TWO secondary, scholarly sources:

    · articles published in professional journals, available through the library’s databases

    · scholarly books that include footnotes, are ordinarily published by a university press, and are written by a professional historian, sociologist, cultural critic, etc.

    · Use at least two sources
    _not including class materials provided to you_. These two sources can be any combination of scholarly books and articles. Note that you will not read all of the book(s) you use, just the relevant parts. You should read all of the articles.

    · Footnotes and bibliography in Chicago style. See additional information below under “Style Guidance.”

    Style guidance:

    For
    footnotes:

    · In MS Word, go to “References” then “Insert Footnote” to create and number the footnotes automatically. Google Docs and Pages have similar functionality.

    · Include a bibliography at the end of the paper. Divide it into primary sources and secondary sources. Follow the formatting modeled for you in any Chicago-style guide.

    · See
    [https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html) for a quick guide to Chicago Notes-and-Bibliography style.
    **I am asking for Notes and Bibliography style.**

    · Your footnotes should include the precise page or pages from which your information or quotation comes.

    · Your bibliography should include
    _all_ the pages on which a journal article appears. See the link above.

    · The first citation of a particular source should include
    _all_ citation information. Subsequent citations should include only the author’s last name, short title, and page number. See the link above.

    To help you write correct, formal,
    written English, remember to do the following.

    · Use only complete sentences with a subject and predicate. Avoid sentence fragments and run-on sentences, both of which make it difficult to decode your meaning.

    · Do not use contractions such as
    _weren’t_ or
    _couldn’t_. Contractions are a verbal form. Use the written form:
    _were not_,
    _could not_, etc.

    · Check word usage for unfamiliar words.

    · Indent new paragraphs.

    Outside Resources and AI Tools: This assignment is designed to be self-contained. You should have everything you need to complete the assignment by using course materials and the scholarly articles that you found through the library. If you need help understanding the material, you should come to me or go to TASC.

    If you use
    _any_ additional sources, you must include them in your bibliography.

    You are supposed to do the work on your own, but If you use any AI tools, you must cite them in your bibliography, disclose what you used, include the precise wording of the prompt(s) you entered, and include a 2-3-sentence reflection on how the AI tool helped you with the assignment or helped you learn.

    If you use Grammarly or another editing AI tool to show you how to improve your writing, you must include that in your bibliography, as well. Do not let an editing tool rewrite your sentences for you; do the rewriting yourself. I do want to see you write in complete sentences, but I want to hear your authentic voice, not the robot voice.

    Violations of these standards—using any outside tools, that is anything except course materials and your two or three articles, without disclosing them—constitutes academic dishonesty and will be penalized. Your grade on the assignment will be lowered, possibly to an F.

    You cannot withdraw from a class in which you have committed academic dishonesty.

  • [Solved] WK 10 RESP. DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## WK10DISDATA.docx **## WK10DISDATA.docx** Putting It Together How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## WK10DISDATA.docx

    **## WK10DISDATA.docx**

    Putting It Together

    How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

    For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373995)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)

    · Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adults\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

    #### [**Required Resources for Topic: Quality Improvement Project Assignment Options**](https://waldenu.instructure.com/courses/157739/pages/week-10-learning-resources?module_item_id=6373995)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education project_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods study_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University.

    **To prepare:**

    · Read and view the Learning Resources.

    By Day 3 of Week 10

    **Post** a response to the following prompts:

    · Evaluate a DNP QI project that used a mixed methods approach (choose from the list).

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    By Day 6 of Week 10

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **CLASS**

    In this discussion, you will reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

    Our interactive discussion addresses the following learning objectives:

    · Analyze a research study and use it to consider a design for an evidence-based practice project

    **Post** a response to the following prompts:

    · Evaluate a DNP QI project that used a mixed methods approach (choose from the list in the Weekly Resources).

    · What was the relationship to the practice-focused question to the use of the quantitative and qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    We encourage you to read the question carefully to answer all aspects presented.

    RESPOND TO THIS DISCUSSION POST

    **BIMPE**

    **Putting It Together**

    **Evaluate a DNP QI project that used a mixed methods approach**

              Frazier (2023) used a mixed methods research design to investigate secondary traumatic stress (STS) in emergency room (ER) nurses using both quantitative and qualitative methods. The study is important for understanding the personal experiences of ER nurses and the effects of STS and how they cope with it. The mixed methods design provides a comprehensive view of STS. The study is highly relevant for developing interventions to support ER nurses which is supported in the study by Salameh et al. (2023). The study could inform Quality Improvement (QI) initiatives to improve nurse well-being, but it was limited by a small sample size that reduces generalizability. Self-reported data may have biased the results and the lack of longitudinal data makes it hard to assess long-term effects. The implications for practice suggest that ER nurses should be provided with support programs and coping strategies. The results can be used to inform QI projects aimed at reducing STS and improving nurse retention and patient care. The study provides important insights for both research and practice in healthcare settings. The results demonstrated the critical need for organizations to develop strategies against STS, which was based on the research design that was used.

    The research design provided a solid foundation for the results with critical requirement for organizations to develop strategies against STS. An EBP project could be developed to create and evaluate a structured support intervention for emergency nurses who are at risk of STS.

    **What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results**

             The practice-focused question in this study was on the ways in which secondary traumatic stress affects emergency nurses and how it affects them in their personal and professional lives, and to develop interventions or support systems to help them. The quantitative results allowed the measurement of STS levels among nurses which provided statistical evidence about its prevalence and severity in this high-stress environment. While quantitative result was used to measure the prevalence and severity of STS symptoms using standardized tools. The qualitative results provided detailed insights into nurses' personal experiences which showed how their work affected their emotions and mental state and what methods they used to cope, this exploring the lived experiences of nurses, including how they perceive, and are impacted by STS.

    **What was the effectiveness of each?**

            The quantitative results were able to measure STS occurrence and related risk factors, but the qualitative results offered detailed information about nurses’ individual experiences and emotional responses to their work. Wasti et al. (2022) stated the relevance of a mixed method of research with each quantitative and qualitative research methods addressing different types of questions in a research study. The relevance of mixed-methods approach directly supports the practice-focused question by offering both statistical evidence in quantitative research to quantify the problem and narrative insights in qualitative design to inform tailored interventions, education, or policy.

    References

    Frazier, M. C. (2023).
    _Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.​

    Wasti, S. P., Simkhada, P., Van Teijlingen, E., Sathian, B., & Banerjee, I. (2022). The growing importance of mixed-methods research in health.
    _Nepal Journal of Epidemiology_,
    _12_(1), 1175-1178.
    [https://doi.org/10.3126/nje.v12i1.43633Links to an external site.](https://doi.org/10.3126/nje.v12i1.43633)

    Salameh, B., Daibes, A. G., & Qaddumi, J. (2023). Assessing the prevalence, predictors, and consequences of secondary traumatic stress among emergency nurses in Palestine during the COVID-19 pandemic.
    _SAGE Open Nursing_,
    _9_.
    [https://doi.org/10.1177/23779608231207224](https://doi.org/10.1177/23779608231207224)

    **## WK10DISDATA.docx**

    Putting It Together

    How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

    For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373995)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)

    · Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adults\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

    #### [**Required Resources for Topic: Quality Improvement Project Assignment Options**](https://waldenu.instructure.com/courses/157739/pages/week-10-learning-resources?module_item_id=6373995)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education project_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods study_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University.

    **To prepare:**

    · Read and view the Learning Resources.

    By Day 3 of Week 10

    **Post** a response to the following prompts:

    · Evaluate a DNP QI project that used a mixed methods approach (choose from the list).

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    By Day 6 of Week 10

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **CLASS**

    In this discussion, you will reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

    Our interactive discussion addresses the following learning objectives:

    · Analyze a research study and use it to consider a design for an evidence-based practice project

    **Post** a response to the following prompts:

    · Evaluate a DNP QI project that used a mixed methods approach (choose from the list in the Weekly Resources).

    · What was the relationship to the practice-focused question to the use of the quantitative and qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    We encourage you to read the question carefully to answer all aspects presented.

    RESPOND TO THIS DISCUSSION POST

    **BIMPE**

    **Putting It Together**

    **Evaluate a DNP QI project that used a mixed methods approach**

              Frazier (2023) used a mixed methods research design to investigate secondary traumatic stress (STS) in emergency room (ER) nurses using both quantitative and qualitative methods. The study is important for understanding the personal experiences of ER nurses and the effects of STS and how they cope with it. The mixed methods design provides a comprehensive view of STS. The study is highly relevant for developing interventions to support ER nurses which is supported in the study by Salameh et al. (2023). The study could inform Quality Improvement (QI) initiatives to improve nurse well-being, but it was limited by a small sample size that reduces generalizability. Self-reported data may have biased the results and the lack of longitudinal data makes it hard to assess long-term effects. The implications for practice suggest that ER nurses should be provided with support programs and coping strategies. The results can be used to inform QI projects aimed at reducing STS and improving nurse retention and patient care. The study provides important insights for both research and practice in healthcare settings. The results demonstrated the critical need for organizations to develop strategies against STS, which was based on the research design that was used.

    The research design provided a solid foundation for the results with critical requirement for organizations to develop strategies against STS. An EBP project could be developed to create and evaluate a structured support intervention for emergency nurses who are at risk of STS.

    **What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results**

             The practice-focused question in this study was on the ways in which secondary traumatic stress affects emergency nurses and how it affects them in their personal and professional lives, and to develop interventions or support systems to help them. The quantitative results allowed the measurement of STS levels among nurses which provided statistical evidence about its prevalence and severity in this high-stress environment. While quantitative result was used to measure the prevalence and severity of STS symptoms using standardized tools. The qualitative results provided detailed insights into nurses' personal experiences which showed how their work affected their emotions and mental state and what methods they used to cope, this exploring the lived experiences of nurses, including how they perceive, and are impacted by STS.

    **What was the effectiveness of each?**

            The quantitative results were able to measure STS occurrence and related risk factors, but the qualitative results offered detailed information about nurses’ individual experiences and emotional responses to their work. Wasti et al. (2022) stated the relevance of a mixed method of research with each quantitative and qualitative research methods addressing different types of questions in a research study. The relevance of mixed-methods approach directly supports the practice-focused question by offering both statistical evidence in quantitative research to quantify the problem and narrative insights in qualitative design to inform tailored interventions, education, or policy.

    References

    Frazier, M. C. (2023).
    _Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.​

    Wasti, S. P., Simkhada, P., Van Teijlingen, E., Sathian, B., & Banerjee, I. (2022). The growing importance of mixed-methods research in health.
    _Nepal Journal of Epidemiology_,
    _12_(1), 1175-1178.
    [https://doi.org/10.3126/nje.v12i1.43633Links to an external site.](https://doi.org/10.3126/nje.v12i1.43633)

    Salameh, B., Daibes, A. G., & Qaddumi, J. (2023). Assessing the prevalence, predictors, and consequences of secondary traumatic stress among emergency nurses in Palestine during the COVID-19 pandemic.
    _SAGE Open Nursing_,
    _9_.
    [https://doi.org/10.1177/23779608231207224](https://doi.org/10.1177/23779608231207224)

  • [Solved] Weekly experience in a pediatric clinic

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    Weekly experience in a pediatric clinic as a student nurse practitioner – a year ago **files (1)** – ## Weeklyexperienceassignment.docx **## Weeklyexperienceassignment.docx** Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic. · Did you face an…

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    Assignment Prompt & Instructions

    Weekly experience in a pediatric clinic as a student nurse practitioner

    – a year ago

    **files (1)**

    – ## Weeklyexperienceassignment.docx

    **## Weeklyexperienceassignment.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## Weeklyexperienceassignment.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.