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    hi – 2 years ago **files (1)** – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx** Diversity Project Kickoff Presentation Learner’s Name Capella University Collaboration, Communication, and Case Analysis for Master's Learners Diversity Project Kick…

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    – 2 years ago

    **files (1)**

    – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx

    **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

    Diversity Project Kickoff Presentation
    Learner’s Name
    Capella University

    Collaboration, Communication, and Case Analysis for Master's Learners

    Diversity Project Kickoff Presentation

    December, 2019

    Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

    1

    Presentation Outline

    Need for a Diversity Project

    Objectives of the Diversity Project

    Composition of the Workforce Diversity Steering Committee

    Role of the Committee

    Developing Interprofessional Collaboration

    Characteristics of a Diverse and Inclusive Workplace

    Benefits of a Diverse and Inclusive Workplace: Examples From the Field

    Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

    2

    Need for a Diversity Project

    Diversity is a sign of cultural respect

    Diverse medical centers promote access to high-quality health care for minority populations

    Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

    Diversity projects will set a course to ensure compliance with workplace diversity laws

    Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

    3

    Objectives of the Diversity Project

    Creating a Workforce Diversity Steering Committee

    Sensitizing members of the committee to the requirements of workplace diversity

    Establishing processes for encouraging interprofessional collaboration

    Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

    4

    Composition of the Workforce Diversity Steering Committee

    Decision-making wing

    Leadership (CEO, CFO, COO, etc.)

    Heads of departments

    Chief of Medicines

    Chief of Surgeons

    Chief of Residents

    Head of Nursing Staff

    Executive wing

    Doctors

    Nurses

    Administrative staff

    The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

    5

    Role of the Committee

    Representation during recruitment

    Training and sensitization on the requirements of a diverse organization

    Constant communication with hospital staff

    Identification and addressal of disparities due to lack of diversity

    Clear communication of organizational goals

    Adherence to standards set by CLAS (Edmund et al., 2015)

    The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

    6

    Developing Interprofessional Collaboration

    Setting common goals

    Establishing communication structures

    Conducing team-building exercises

    Rewarding efforts (Morley & Cashell, 2017)

    A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

    7

    Characteristics of a Diverse and Inclusive Workplace

    Representation of a diverse population

    Clearly communicated objectives

    Interprofessional collaboration

    Promotion of continuous learning (Morley & Cashell, 2017)

    The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

    8

    Benefits of a Diverse and Inclusive Workplace: Examples from the Field

    CHRISTUS Health

    Main Line Health

    Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

    CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

    9

    References

    Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

    Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

    Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

    10

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    **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

    Diversity Project Kickoff Presentation
    Learner’s Name
    Capella University

    Collaboration, Communication, and Case Analysis for Master's Learners

    Diversity Project Kickoff Presentation

    December, 2019

    Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

    1

    Presentation Outline

    Need for a Diversity Project

    Objectives of the Diversity Project

    Composition of the Workforce Diversity Steering Committee

    Role of the Committee

    Developing Interprofessional Collaboration

    Characteristics of a Diverse and Inclusive Workplace

    Benefits of a Diverse and Inclusive Workplace: Examples From the Field

    Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

    2

    Need for a Diversity Project

    Diversity is a sign of cultural respect

    Diverse medical centers promote access to high-quality health care for minority populations

    Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

    Diversity projects will set a course to ensure compliance with workplace diversity laws

    Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

    3

    Objectives of the Diversity Project

    Creating a Workforce Diversity Steering Committee

    Sensitizing members of the committee to the requirements of workplace diversity

    Establishing processes for encouraging interprofessional collaboration

    Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

    4

    Composition of the Workforce Diversity Steering Committee

    Decision-making wing

    Leadership (CEO, CFO, COO, etc.)

    Heads of departments

    Chief of Medicines

    Chief of Surgeons

    Chief of Residents

    Head of Nursing Staff

    Executive wing

    Doctors

    Nurses

    Administrative staff

    The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

    5

    Role of the Committee

    Representation during recruitment

    Training and sensitization on the requirements of a diverse organization

    Constant communication with hospital staff

    Identification and addressal of disparities due to lack of diversity

    Clear communication of organizational goals

    Adherence to standards set by CLAS (Edmund et al., 2015)

    The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

    6

    Developing Interprofessional Collaboration

    Setting common goals

    Establishing communication structures

    Conducing team-building exercises

    Rewarding efforts (Morley & Cashell, 2017)

    A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

    7

    Characteristics of a Diverse and Inclusive Workplace

    Representation of a diverse population

    Clearly communicated objectives

    Interprofessional collaboration

    Promotion of continuous learning (Morley & Cashell, 2017)

    The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

    8

    Benefits of a Diverse and Inclusive Workplace: Examples from the Field

    CHRISTUS Health

    Main Line Health

    Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

    CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

    9

    References

    Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

    Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

    Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

    10

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  • [Solved] Response

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  • [Solved] 380

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    you will submit your final research paper that you have been working on throughout this course, focused on a STEM and society related issue and how this is approached in two different societies. It is important that you incorporate and account for the feedback received on your outline when finalizin…

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    you will submit your final research paper that you have been working on throughout this course, focused on a STEM and society related issue and how this is approached in two different societies. It is important that you incorporate and account for the feedback received on your outline when finalizing your paper. Your paper should be 4-6 pages following an APA format (no abstract required). Refer to the grading rubric for an outline of how your work will be evaluated.

    Due on Apr 20, 2025 11:59 PMHide Rubrics

    ## **Rubric Name: Paper Rubric**

    **Print** Criteria **ExemplaryAccomplishedDevelopingBeginningDid Not AttemptCriterion Score** Focus and Content35 points

    Purpose of the writing is clear. All required points are clearly explained and well supported.

    29.75 points

    Major points are stated clearly and are well supported.

    26.25 points

    Content is accurate and mostly complete.

    22.75 points

    Major points are addressed, but not well supported.

    0 points

    Content is incomplete and major required topics/points are missing.

    Score of Focus and Content,/ 35Discussion35 points

    Discussion of the information goes beyond simple relaying of facts by:

    -Drawing larger connections between events

    -Adding unique perspective to the information

    -Providing a well-supported conclusion that is beyond the obvious

    29.75 points

    Information is well and clearly discussed, with clear connections made and a well-supported conclusion provided.

    26.25 points

    Discussion is straightforward and factual, with a clear conclusion drawn.

    22.75 points

    Major points and information are provided with minimal discussion of meaning or significance. Conclusion may be absent or is not clear.

    0 points

    Discussion is absent: writing is simply a relaying of factoids.

    Score of Discussion,/ 35Organization & Structure15 points

    The paper flows well through all portions with smooth transitions. Points are captured simply and clearly.

    12.75 points

    Introduction previews major points. Paragraph transitions are logical. Conclusion flows from the body of paper.

    11.25 points

    Structure of the paper is clear.

    9.75 points

    Structure of the paper is not easy to follow. Introduction does not preview all major points. Paragraph transitions need improvement. Conclusion is does not flow well.

    0 points

    Required portions missing (intro, body, or conclusion). Paragraphs are disjointed and lack transition.

    Score of Organization & Structure,/ 15Formatting, Grammar, Punctuation & Spelling15 points

    Paper contains no errors in grammar, punctuation, or spelling. Formatting is consistent and includes references. Language is clear and precise.

    12.75 points

    Paper contains few grammatical, and a few punctuation and spelling errors (1-2 unique errors). Formatting is consistent and includes references.

    11.25 points

    Paper contains few grammatical, and a few punctuation and spelling errors (2-3 unique errors). Formatting is consistent and includes references.

    9.75 points

    Paper contains few grammatical, and a few punctuation and spelling errors (4-5 unique errors). Formatting is inconsistent but includes references.

    0 points

    Paper contains numerous grammatical, punctuation, and spelling errors (more than 5 unique errors). Paper lacks many elements of formatting such as consistent citation styles or references.

    – [\
    \
    Governmentvs.PrivateSectorSupportforSTEMRDSainticeGarlin.pdf](https://www.sweetstudy.com/files/governmentvs-privatesectorsupportforstemrdsainticegarlin-pdf "Governmentvs.PrivateSectorSupportforSTEMRDSainticeGarlin.pdf")

    – 2 years ago

  • [Solved] 290dsa

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    For this assignment, answer the following: – What is the purpose of an audit? – What information is contained within an audit trail? – What are the advantages and disadvantages of using an audit trail? – 2 years ago

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    Assignment Prompt & Instructions

    For this assignment, answer the following:

    – What is the purpose of an audit?
    – What information is contained within an audit trail?
    – What are the advantages and disadvantages of using an audit trail?

    – 2 years ago

  • [Solved] Response1

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  • [Solved] unit 6

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    – 2 years ago **files (1)** – ## unit6.pdf **## unit6.pdf** HSV335 – Violence Against Women Unit 6 Assignment: Sexual Violence in K-12 Due Date: Points: 100 Overview: You are a concerned parent who recently read Nan Stein’s chapter on sexual violence in K-12 and have been called to make a presentati…

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    – 2 years ago

    **files (1)**

    – ## unit6.pdf

    **## unit6.pdf**

    HSV335 – Violence Against Women

    Unit 6 Assignment: Sexual Violence in K-12

    Due Date:
    Points: 100

    Overview:
    You are a concerned parent who recently read Nan Stein’s chapter on sexual violence
    in K-12 and have been called to make a presentation to the school board relating your
    concerns. In your presentation, about why sexual violence should not be framed as
    bullying and concreate practices teachers and school administration can put into
    practice. To prepare your presentation you develop a Powerpoint, which covers:

    • Stein’s research along with what you found on the topic. Include statistics to
    justify the importance of this topic. (2 slides)

    • Why sexual violence should not be framed as bullying (1 slide)

    • Concreate practices teachers and school administration can put into practice. (2
    slides)

    Instructions:

    Develop a 5 slide Powerpoint to educate teachers, school board members, and other
    parents on the serious problem of sexual violence in K-12.

    Requirements:

    • Submit a PowerPoint presentation.

    • 5 slides in length.

    • Resources cited in APA format on appropriate slides.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Evaluation Rubric for Unit 6 Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 20 points 21 – 38 points 39 – 59 points 60 points
    Content PowerPoint

    presentation
    does not cover
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12.

    PowerPoint
    presentation
    vaguely covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    mostly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    throughly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    PowerPoint
    Length

    More than 5
    slides

    n/a n/a 5 slides as
    required.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Speaker Notes
    are Clear,
    Concise and
    Appropriate to
    the Audience

    Does not
    provide speaker
    notes or the
    speaker notes
    are missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing minor
    details.

    Audience
    appropriate
    speaker notes
    are clear and
    concise and
    includes all key
    details.

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    Clear and
    Professional
    Writing and
    APA Format

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant errors
    that do not
    impede
    professional
    presentation.

    Few errors that
    do not impede
    professional
    presentation.

    Writing and
    format is clear,
    professional,
    APA compliant,
    and error free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Unit 6 Assignment

    **## unit6.pdf**

    HSV335 – Violence Against Women

    Unit 6 Assignment: Sexual Violence in K-12

    Due Date:
    Points: 100

    Overview:
    You are a concerned parent who recently read Nan Stein’s chapter on sexual violence
    in K-12 and have been called to make a presentation to the school board relating your
    concerns. In your presentation, about why sexual violence should not be framed as
    bullying and concreate practices teachers and school administration can put into
    practice. To prepare your presentation you develop a Powerpoint, which covers:

    • Stein’s research along with what you found on the topic. Include statistics to
    justify the importance of this topic. (2 slides)

    • Why sexual violence should not be framed as bullying (1 slide)

    • Concreate practices teachers and school administration can put into practice. (2
    slides)

    Instructions:

    Develop a 5 slide Powerpoint to educate teachers, school board members, and other
    parents on the serious problem of sexual violence in K-12.

    Requirements:

    • Submit a PowerPoint presentation.

    • 5 slides in length.

    • Resources cited in APA format on appropriate slides.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Evaluation Rubric for Unit 6 Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 20 points 21 – 38 points 39 – 59 points 60 points
    Content PowerPoint

    presentation
    does not cover
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12.

    PowerPoint
    presentation
    vaguely covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    mostly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    throughly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    PowerPoint
    Length

    More than 5
    slides

    n/a n/a 5 slides as
    required.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Speaker Notes
    are Clear,
    Concise and
    Appropriate to
    the Audience

    Does not
    provide speaker
    notes or the
    speaker notes
    are missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing minor
    details.

    Audience
    appropriate
    speaker notes
    are clear and
    concise and
    includes all key
    details.

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    Clear and
    Professional
    Writing and
    APA Format

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant errors
    that do not
    impede
    professional
    presentation.

    Few errors that
    do not impede
    professional
    presentation.

    Writing and
    format is clear,
    professional,
    APA compliant,
    and error free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Unit 6 Assignment

  • [Solved] Critical Assessment

    ✓ Verified Academic Solution Available

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    – 2 years ago **files (4)** – ## WK88211Assignment.docx – ## WK88211Resources.docx – ## NURS_8211_WK8_AppendixG_Geraldine.docx – NURS_8211_WK8_AppendixEGeraldine.docx **## WK88211Assignment.docx** **Critical Assessment** DNP graduates are expected to apply research findings and integrate nurs…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## WK88211Assignment.docx

    – ## WK88211Resources.docx

    – ## NURS_8211_WK8_AppendixG_Geraldine.docx

    – NURS_8211_WK8_AppendixEGeraldine.docx

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    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/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · 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 projectLinks 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 studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    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 can 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 the 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 the 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. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **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.

    © 2021 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

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    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/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · 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 projectLinks 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 studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    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 can 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 the 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 the 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. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **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.

    © 2021 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

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    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/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · 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 projectLinks 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 studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    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 can 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 the 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 the 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. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **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.

    © 2021 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

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

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    **Federal Law Enforcement – DHS and DOJ**

    The purpose of this assignment is to familiarize you with the numerous federal law enforcement agencies, their limited areas of responsibilities, and career possibilities within. Most federal law enforcement agencies fall under the jurisdiction of either the Department of Homeland Security or the Department of Justice. Provide a description of each Department and its _major_ law enforcement agencies that are listed below. For each agency, explore their web sites to learn of, and report on, their areas of responsibility, the types of crimes they are authorized to investigate, and the various jobs within those agencies **.**

    The agencies to report on are the U.S. Customs and Border Protection, Federal Bureau of Investigation, U.S. Immigration and Customs Enforcement, U.S. Secret Service, Drug Enforcement Administration, U.S. Marshals Service, Bureau of Alcohol, Tobacco, Firearms, and Explosives, and the U.S. Postal Inspection Service.

    Apa style for references

    Use the book : Policing America, 10th Edition

    ISBN: 9780135816578

    By: Kenneth Peak; William Sousa

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