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Tag: Model Answer

  • [Solved] ss 2800 13 q

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) In the classic Asch experiment, describe how conformity was affected by groups, group size, or leadership? Your answer should be 2 full par – 2 years ago

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    In the classic Asch experiment, describe how conformity was affected by groups, group size, or leadership? Your answer should be 2 full par

    – 2 years ago

  • [Solved] ss 2800 12 q

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Select 3 different forms of collective behaviors and describe how they affect social change. Your answer should be 2 para – 2 years ago

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    Select 3 different forms of collective behaviors and describe how they affect social change. Your answer should be 2  para

    – 2 years ago

  • [Solved] ss 2800 11 q

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Compare and contrast resource mobilization theory and new social movement theory in how each explains a social movement. Your answer should be 3l par a – 2 years ago

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    Compare and contrast resource mobilization theory and new social movement theory in how each explains a social movement. Your answer should be 3l par a

    – 2 years ago

  • [Solved] Roch unit 8

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    Roch unit 8 – 2 years ago **files (1)** – ## UNIT8DISCUSSION.docx **## UNIT8DISCUSSION.docx** UNIT 8 DISCUSSION Instructions: For each of the learning objectives, provide an analysis of how the course supported each objective. 1. Discriminate among the mechanisms of action for the major classes of …

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    Roch unit 8

    – 2 years ago

    **files (1)**

    – ## UNIT8DISCUSSION.docx

    **## UNIT8DISCUSSION.docx**

    UNIT 8 DISCUSSION

    Instructions:

    For each of the learning objectives, provide an analysis of how the course supported each objective.

    1. Discriminate among the mechanisms of action for the major classes of drugs/medications

    2. Critique evidence that supports proposed pharmacotherapeutic protocols for appropriateness of application across the lifespan

    3. Integrate the teaching-learning needs of clients across the lifespan when proposing pharmacotherapies

    4. Propose prescriptive therapies for selected clients evaluating safety factors while utilizing knowledge of how current health status, age, gender, culture, genetic factors, ethical concerns and prescriptive authority impact decision making

    Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.

    Provide evidence (citations and references) to support your statements and opinions.

    All references and citations should in APA format.

    This Unit 8 discussion post does not require any peer responses and must be submitted by Tuesday at 11:59am (noon) of week 8.

    Estimated time to complete: 1 hour

    **## UNIT8DISCUSSION.docx**

    UNIT 8 DISCUSSION

    Instructions:

    For each of the learning objectives, provide an analysis of how the course supported each objective.

    1. Discriminate among the mechanisms of action for the major classes of drugs/medications

    2. Critique evidence that supports proposed pharmacotherapeutic protocols for appropriateness of application across the lifespan

    3. Integrate the teaching-learning needs of clients across the lifespan when proposing pharmacotherapies

    4. Propose prescriptive therapies for selected clients evaluating safety factors while utilizing knowledge of how current health status, age, gender, culture, genetic factors, ethical concerns and prescriptive authority impact decision making

    Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.

    Provide evidence (citations and references) to support your statements and opinions.

    All references and citations should in APA format.

    This Unit 8 discussion post does not require any peer responses and must be submitted by Tuesday at 11:59am (noon) of week 8.

    Estimated time to complete: 1 hour

  • [Solved] Roch headache

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    Roche headache – 2 years ago **files (1)** – ## HEADACHES1-4.docx **## HEADACHES1-4.docx** nstructions: For each scenario, please provide the following: • Identify the type of headache • Write your specific prescription(s) for the patient. (This must include the medication name, dose, route, and fre…

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    Roche headache

    – 2 years ago

    **files (1)**

    – ## HEADACHES1-4.docx

    **## HEADACHES1-4.docx**

    nstructions:
    For each scenario, please provide the following:
    • Identify the type of headache
    • Write your specific prescription(s) for the patient. (This must include the medication
    name, dose, route, and frequency as well as any special instructions that apply as you
    would include when writing a prescription).
    • Provide a rationale for your treatment plan.
    • Describe the patient education you would provide in relation to your treatment plan.
    • Support your plan and education for each scenario with a minimum of two scholarly
    references.

    Scenario 1:
    Ms. Jane Carter is a 28-year-old female who presents for evaluation of headaches. She
    is slightly pale and appears sensitive to the bright lights in the consultation room on exam. She
    reports “I’ve been getting these really bad headaches, and they are making it difficult to
    complete by work.”
    Ms. Carter reports experiencing headaches intermittent since she was a teenager, but
    they are more frequent in the last six months. She is experiencing 4 to 5 headaches a month
    that are lasting from 24 to 48 hours each. The headaches are generally on the right side of her
    head and feel like a severe throbbing sensation which she rates as 8 out of 10 pain. She
    occasional has nausea and notices she is too sensitive to light and noise to continue to work.
    She states her visions seems odd and she will sometimes see zigzag lines in her vision for about
    30 minutes before the headaches begin. She has tried Tylenol, ibuprofen and Excedrin over the
    counter without adequate relief. She is not currently taking any other medications.

    Scenario 2:
    Ms. Emily Parker is a 38-year-old female who presents for evaluation of recurring
    headaches. Ms. Parker appears alert but mildly fatigues and reports “I’ve been getting dull
    headaches almost every day which are very annoying.”
    Ms. Parker has a history of mild to moderate headaches for the past six months that
    occur on four to 5 days per week and typically last for three to four hours. She describes the
    headaches as bilateral and starting at the back of the head, radiating to the forehead. The
    headaches are a dull, pressing headache with a sensation of something tightening around her
    head that she rates as a 5 out of 10 pain. She has tried acetaminophen over the counter when

    they come on, but this doesn’t seem to help. She does usually feel better if she can rest in a
    quiet room for an hour, but her job does not always allow her to do this.

    Scenario 3:
    Mr. James Thompson is a 46-year-old male who presents for evaluation of headaches.
    He reports “I’ve been having chronic difficulty with headache, and they seem to be getting
    worse.”
    Mr. Thompson has a past medical history of hypertension and a myocardial infarction at
    the age of 29. He is currently taking losartan 50mg daily, verapamil SR 100mg daily, Carvedilol
    25mg twice daily, Atorvastatin 40mg at bedtime and topiramate 50mg twice daily.
    Mr. Thompson reports a history of headaches past 20 years and a previous diagnosis of
    migraines. He is currently taking topiramate 50mg twice daily for headache prevention, but
    reports that in the last four months the headaches have increased in frequency to four to five
    headaches per month and he has been taking Excedrin migraine OTC without relief. The
    headaches are described as a painful throbbing and pressure over the left temple and he rates
    them at a 9 out of 10 pain. The headaches tend to last for 12 to 24 hours at a time. His
    neurologic exam in the office is normal today.

    Scenario 4:
    Mr. Michael Davis is a 41-year-old male who presents to the clinic for evaluation of
    severe headaches. Mr. Davis appears distressed and exhausted and he is pacing in the exam
    room and occasionally rubbing his right temple. He reports “I’ve been having these horrible
    headaches on and off for the past few weeks. The come out of nowhere and feel like someone
    is stabbing me in the eye.”
    Mr. Davis describes a two-week history of severe headaches occurring one to two times
    daily lasting for about 45 minutes to an hour each time. The headaches started up abruptly
    after a two-year headache-free period. He describes them as strictly unilateral, centering
    around his right eye and temple with excruciating, sharp, burning pain. They are severe and he
    rates them at 10 out of 10 pain. He also experiences some redness of the eye, watering of the
    eye and runny nose when the symptoms occur. Nothing seems to help when the headaches
    come on, though he’s tried Tylenol and ibuprofen. He has no other past medical history

    **## HEADACHES1-4.docx**

    nstructions:
    For each scenario, please provide the following:
    • Identify the type of headache
    • Write your specific prescription(s) for the patient. (This must include the medication
    name, dose, route, and frequency as well as any special instructions that apply as you
    would include when writing a prescription).
    • Provide a rationale for your treatment plan.
    • Describe the patient education you would provide in relation to your treatment plan.
    • Support your plan and education for each scenario with a minimum of two scholarly
    references.

    Scenario 1:
    Ms. Jane Carter is a 28-year-old female who presents for evaluation of headaches. She
    is slightly pale and appears sensitive to the bright lights in the consultation room on exam. She
    reports “I’ve been getting these really bad headaches, and they are making it difficult to
    complete by work.”
    Ms. Carter reports experiencing headaches intermittent since she was a teenager, but
    they are more frequent in the last six months. She is experiencing 4 to 5 headaches a month
    that are lasting from 24 to 48 hours each. The headaches are generally on the right side of her
    head and feel like a severe throbbing sensation which she rates as 8 out of 10 pain. She
    occasional has nausea and notices she is too sensitive to light and noise to continue to work.
    She states her visions seems odd and she will sometimes see zigzag lines in her vision for about
    30 minutes before the headaches begin. She has tried Tylenol, ibuprofen and Excedrin over the
    counter without adequate relief. She is not currently taking any other medications.

    Scenario 2:
    Ms. Emily Parker is a 38-year-old female who presents for evaluation of recurring
    headaches. Ms. Parker appears alert but mildly fatigues and reports “I’ve been getting dull
    headaches almost every day which are very annoying.”
    Ms. Parker has a history of mild to moderate headaches for the past six months that
    occur on four to 5 days per week and typically last for three to four hours. She describes the
    headaches as bilateral and starting at the back of the head, radiating to the forehead. The
    headaches are a dull, pressing headache with a sensation of something tightening around her
    head that she rates as a 5 out of 10 pain. She has tried acetaminophen over the counter when

    they come on, but this doesn’t seem to help. She does usually feel better if she can rest in a
    quiet room for an hour, but her job does not always allow her to do this.

    Scenario 3:
    Mr. James Thompson is a 46-year-old male who presents for evaluation of headaches.
    He reports “I’ve been having chronic difficulty with headache, and they seem to be getting
    worse.”
    Mr. Thompson has a past medical history of hypertension and a myocardial infarction at
    the age of 29. He is currently taking losartan 50mg daily, verapamil SR 100mg daily, Carvedilol
    25mg twice daily, Atorvastatin 40mg at bedtime and topiramate 50mg twice daily.
    Mr. Thompson reports a history of headaches past 20 years and a previous diagnosis of
    migraines. He is currently taking topiramate 50mg twice daily for headache prevention, but
    reports that in the last four months the headaches have increased in frequency to four to five
    headaches per month and he has been taking Excedrin migraine OTC without relief. The
    headaches are described as a painful throbbing and pressure over the left temple and he rates
    them at a 9 out of 10 pain. The headaches tend to last for 12 to 24 hours at a time. His
    neurologic exam in the office is normal today.

    Scenario 4:
    Mr. Michael Davis is a 41-year-old male who presents to the clinic for evaluation of
    severe headaches. Mr. Davis appears distressed and exhausted and he is pacing in the exam
    room and occasionally rubbing his right temple. He reports “I’ve been having these horrible
    headaches on and off for the past few weeks. The come out of nowhere and feel like someone
    is stabbing me in the eye.”
    Mr. Davis describes a two-week history of severe headaches occurring one to two times
    daily lasting for about 45 minutes to an hour each time. The headaches started up abruptly
    after a two-year headache-free period. He describes them as strictly unilateral, centering
    around his right eye and temple with excruciating, sharp, burning pain. They are severe and he
    rates them at 10 out of 10 pain. He also experiences some redness of the eye, watering of the
    eye and runny nose when the symptoms occur. Nothing seems to help when the headaches
    come on, though he’s tried Tylenol and ibuprofen. He has no other past medical history

  • [Solved] Research, critique and discuss this article

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Research, critique and discuss this article attached. 2 APA pages of content, title and references not included. – [\ \ pavez-neves-2021-developing-teams-in-a-virtual-environment-a-generative-approach.pdf](h…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Research, critique and discuss this article attached.  2 APA pages of content, title and references not included.

    – [\
    \
    pavez-neves-2021-developing-teams-in-a-virtual-environment-a-generative-approach.pdf](https://www.sweetstudy.com/files/pavez-neves-2021-developing-teams-in-a-virtual-environment-a-generative-approach-pdf "pavez-neves-2021-developing-teams-in-a-virtual-environment-a-generative-approach.pdf")

    – 2 years ago

  • [Solved] Reflective writing: Design a Literature Course

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **Prompt**: Write a reflection describing a literature-based course of your own design. **Length**: 700-900 words **Format**: MLA style and formatting **Requirements and Expectations:** – **Introduce**the cour…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    **Prompt**: Write a reflection describing a literature-based course of your own design.

    **Length**: 700-900 words

    **Format**: MLA style and formatting

    **Requirements and Expectations:**

    – **Introduce**the course by providing the course title, the focus, who the course is geared toward, and a basic purpose for the course.

    – Be sure to end the introductory paragraph with a thesis statement.
    – In the **body:**
    – Write a paragraph further exploring the **purpose of the cours** e and what students would gain from taking it.

    – Specifically define at least three course objectives and how the course will guide students to meet those academic standards.
    – Select **at** **least three** works to include in your course.

    – These can be novels, poems, stories, articles, or a mix of media.
    – At least two of the three works must be works of fiction.
    – At least two of the three must be at least high school-level content.
    – None of the works should be a textbook/instructional book.
    – You should provide the title of the work (properly punctuated) and the author.
    – For each work, justify your choices by demonstrating what students may learn from reading these works.
    – It can discuss the works together and discuss elements they have in common that would make them worthy of college study, explore the common theme(s)/genres/etc.
    – Include how this course could help foster a Christian worldview

    – 2 years ago

  • [Solved] WK 8 RESP 2 EPID

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    – 2 years ago **files (1)** – ## WK8DISEPID.docx **## WK8DISEPID.docx** Systematic Reviews and Meta-Analyses ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-resp-2-epid) Systematic reviews are an …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK8DISEPID.docx

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-resp-2-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    RESPOND TO THIS DISCUSSION POST

    Simon

    Systematic reviews and Meta-analyses

    Systematic reviews and meta-analyses are regarded as gold standards in evidence-based epidemiological research due to their structured methodology and comprehensive synthesis of available data. However, other types of literature reviews—such as narrative reviews, scoping reviews, and rapid reviews—also contribute meaningfully to the research landscape, each with distinct strengths and limitations.

    **Systematic reviews** use predefined protocols to identify, appraise, and synthesize all relevant studies on a specific topic. One strength is their rigorous and reproducible approach, which minimizes bias and enhances the credibility of the findings (Page et al., 2021). Another strength is their ability to provide a high level of evidence that can guide clinical practice and policymaking. However, systematic reviews are often time-consuming and resource intensive. They also depend heavily on the quality of the included studies—poor-quality inputs can lead to unreliable conclusions (Haidich, 2010).

    **Meta-analyses** build on systematic reviews by statistically combining data from multiple studies. Their strengths include increased statistical power and the ability to detect small but clinically significant effects (Haidich, 2010). They also help in generalizing findings across diverse populations. Limitations include heterogeneity between studies (differences in populations, interventions, or outcomes), which can complicate interpretation. Additionally, meta-analyses can be skewed by publication bias or inclusion of low-quality studies (Seidler et al., 2020).

    The study by Driscoll et al. (2018) exemplifies how a systematic review and meta-analysis can produce compelling evidence—in this case, the association between nurse-to-patient ratios and patient outcomes in acute care settings. The review’s robust methodology and statistical synthesis allowed the authors to conclude that better staffing is associated with improved patient outcomes, which is valuable for healthcare planning and workforce policy.

    Besides systematic reviews and meta-analyses,
    **narrative reviews** are another common type. These are more flexible and provide a broad overview of a topic, often including expert opinions. While they are useful for theory development or exploring emerging areas, they are more susceptible to author bias due to the lack of a standardized methodology (Grant & Booth, 2009).

    **Scoping reviews** aim to map the existing literature on a topic and identify key concepts, gaps, and types of evidence available. They are particularly useful in areas with emerging evidence or interdisciplinary research. However, scoping reviews typically do not assess the quality of the included studies or provide detailed synthesis, limiting their utility for evidence-based practice (Munn et al., 2018).

    In conclusion, while systematic reviews and meta-analyses offer a high level of evidence and are integral to epidemiological research, other types of reviews also serve valuable purposes depending on the research objective. Each type has its strengths and limitations, and the choice of review should align with the goals, resources, and maturity of the research topic.

    **References**

    Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018). The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysis.
    _European Journal of Cardiovascular Nursing, 17_(1), 6–22.
    [https://doi.org/10.1177/1474515117721561Links to an external site.](https://doi.org/10.1177/1474515117721561)

    Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies.
    _Health Information & Libraries Journal, 26_(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37.
    [https://www.hippokratia.gr/images/PDF/14Sup1/699.pdfLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf)

    Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach.
    _BMC Medical Research Methodology, 18_, 143. https://doi.org/10.1186/s12874-018-0611-x

    Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews.
    _Journal of Clinical Epidemiology, 134_, 178–189.
    [https://doi.org/10.1016/j.jclinepi.2021.03.001Links to an external site.](https://doi.org/10.1016/j.jclinepi.2021.03.001)

    Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020). Prospective meta-analyses and Cochrane's role in embracing next-generation methodologies.
    _Cochrane Database of Systematic Reviews, 10_, ED000145.
    [https://doi.org/10.1002/14651858.ED000145Links to an external site.](https://doi.org/10.1002/14651858.ED000145)

    ## image1.jpeg

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-resp-2-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    RESPOND TO THIS DISCUSSION POST

    Simon

    Systematic reviews and Meta-analyses

    Systematic reviews and meta-analyses are regarded as gold standards in evidence-based epidemiological research due to their structured methodology and comprehensive synthesis of available data. However, other types of literature reviews—such as narrative reviews, scoping reviews, and rapid reviews—also contribute meaningfully to the research landscape, each with distinct strengths and limitations.

    **Systematic reviews** use predefined protocols to identify, appraise, and synthesize all relevant studies on a specific topic. One strength is their rigorous and reproducible approach, which minimizes bias and enhances the credibility of the findings (Page et al., 2021). Another strength is their ability to provide a high level of evidence that can guide clinical practice and policymaking. However, systematic reviews are often time-consuming and resource intensive. They also depend heavily on the quality of the included studies—poor-quality inputs can lead to unreliable conclusions (Haidich, 2010).

    **Meta-analyses** build on systematic reviews by statistically combining data from multiple studies. Their strengths include increased statistical power and the ability to detect small but clinically significant effects (Haidich, 2010). They also help in generalizing findings across diverse populations. Limitations include heterogeneity between studies (differences in populations, interventions, or outcomes), which can complicate interpretation. Additionally, meta-analyses can be skewed by publication bias or inclusion of low-quality studies (Seidler et al., 2020).

    The study by Driscoll et al. (2018) exemplifies how a systematic review and meta-analysis can produce compelling evidence—in this case, the association between nurse-to-patient ratios and patient outcomes in acute care settings. The review’s robust methodology and statistical synthesis allowed the authors to conclude that better staffing is associated with improved patient outcomes, which is valuable for healthcare planning and workforce policy.

    Besides systematic reviews and meta-analyses,
    **narrative reviews** are another common type. These are more flexible and provide a broad overview of a topic, often including expert opinions. While they are useful for theory development or exploring emerging areas, they are more susceptible to author bias due to the lack of a standardized methodology (Grant & Booth, 2009).

    **Scoping reviews** aim to map the existing literature on a topic and identify key concepts, gaps, and types of evidence available. They are particularly useful in areas with emerging evidence or interdisciplinary research. However, scoping reviews typically do not assess the quality of the included studies or provide detailed synthesis, limiting their utility for evidence-based practice (Munn et al., 2018).

    In conclusion, while systematic reviews and meta-analyses offer a high level of evidence and are integral to epidemiological research, other types of reviews also serve valuable purposes depending on the research objective. Each type has its strengths and limitations, and the choice of review should align with the goals, resources, and maturity of the research topic.

    **References**

    Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018). The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysis.
    _European Journal of Cardiovascular Nursing, 17_(1), 6–22.
    [https://doi.org/10.1177/1474515117721561Links to an external site.](https://doi.org/10.1177/1474515117721561)

    Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies.
    _Health Information & Libraries Journal, 26_(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37.
    [https://www.hippokratia.gr/images/PDF/14Sup1/699.pdfLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf)

    Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach.
    _BMC Medical Research Methodology, 18_, 143. https://doi.org/10.1186/s12874-018-0611-x

    Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews.
    _Journal of Clinical Epidemiology, 134_, 178–189.
    [https://doi.org/10.1016/j.jclinepi.2021.03.001Links to an external site.](https://doi.org/10.1016/j.jclinepi.2021.03.001)

    Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020). Prospective meta-analyses and Cochrane's role in embracing next-generation methodologies.
    _Cochrane Database of Systematic Reviews, 10_, ED000145.
    [https://doi.org/10.1002/14651858.ED000145Links to an external site.](https://doi.org/10.1002/14651858.ED000145)

    ## image1.jpeg

  • [Solved] Psychology Psychology third assignment /discussion and two replies

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    Third assignment/ discussion and two replies – [\ \ IMG_8011.jpeg](https://www.sweetstudy.com/files/img-8011-jpeg-10265387 "IMG_8011.jpeg") – [\ \ IMG_8012.jpeg](https://www.sweetstudy.com/files/img-8012-jpeg-10265389 "IMG_8012.jpeg") – [\ \ IMG_8010.jpeg](https://www.sweetstudy.com/files/i…

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    Third assignment/ discussion and two replies

    – [\
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    – 2 years ago

  • [Solved] WEEK 7RE

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    #1 Elliot, R. (2025) state nurses have a crucial role in advocating for change at various levels to improve healthcare and the nursing profession. Participating in organizations like the American Nurses Association (ANA) or state-level nursing associations provides a collective voice to lobby policy…

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    #1

    Elliot, R. (2025) state nurses have a crucial role in advocating for change at various levels to improve healthcare and the nursing profession. Participating in organizations like the American Nurses Association (ANA) or state-level nursing associations provides a collective voice to lobby policymakers, develop policy agendas, and advocate for nurses' interests and patient care standards. These organizations often have dedicated government affairs teams that work on behalf of nurses. On a local level nurses can join community-based organizations focused on specific health issues such as maternal health, substance abuse to advocate for local policy changes and resource allocation. On a state level joining state nursing associations will actively lobby state legislatures on issues affecting nursing practice, patient safety, and healthcare funding. Communicating with state representatives and senators about pending healthcare legislation and sharing the impact on nurses and patients. Sharing information with candidates about the importance of specific healthcare legislation, such as S.891- Bipartisan Health Care Act (Pending Bill), and how it would impact their constituents. This can involve meetings, letters, and providing data and personal stories (2025).

    Does understanding a candidate's stance on health and healthcare matter? Absolutely. Understanding a candidate's position on health and healthcare is crucial for several reasons. Healthcare legislation directly affects how nurses provide care, the resources available, and the policies that govern their practice. Elected officials make decisions that shape the overall health and well-being of the population they serve. By understanding a candidate's stance, nurses can make informed decisions when voting and advocate for candidates who will support policies that promote quality patient care, a strong nursing workforce, and a healthy society (Han, 2020).

    An activist is a person who believes strongly in political or social change and takes part in activities such as public protests, lobbying, campaigning, or other forms of advocacy to make that change happen. The role of a nurse as an activist involves leveraging their professional knowledge, ethical obligations, and trusted position in society to advocate for policies and changes that improve patient care, public health, and the nursing profession itself. A nurse activist uses their unique perspective and skills to be a catalyst for positive change in healthcare and society, recognizing that their role extends beyond direct patient care to encompass broader issues of health, well-being, and social justice (Han, 2020).

    #2

    As nurses, we hold a unique and powerful voice in advocating for healthcare changes. We can make a difference in many wonderful ways, such as participating in policy discussions, joining professional organizations, and engaging with our communities (Mason et al., 2020). Becoming politically active is as simple as attending and sharing our thoughts at city council or county health board meetings. Many organizations, such as the American Nurses Association, offer great support for healthcare advocacy and work to push legislation forward. Additionally, it's important to host or participate in public forums and town halls, which are great opportunities to educate the public about critical healthcare issues.

    Nurses can advocate for healthcare legislation during elections by educating voters about candidates' positions on health-related issues, participating in voter registration drives aimed at healthcare workers and patients, and utilizing social media platforms like Instagram and Twitter to raise awareness of healthcare issues and promote political engagement (Turale et al., 2019).   I believe it's important for us as nurses to understand the candidate’s views on health and healthcare. When we vote with knowledge, we can help ensure that those we elect prioritize health equity and patient safety and advocate for nurses (NLN, 2020). This truly matters because it impacts funding, staffing ratios, and access to care. Plus, it shapes policies around mental health and reproductive health while also influencing the working conditions for nurses and the overall quality of care we provide (Robert Wood Johnson Foundation, 2018).

    An activist is an individual who endeavors to effectuate social or political change, frequently through organized initiatives such as protests, campaigns, or public educational efforts (Florell, 2021).  Nurse activists combine their clinical expertise with civic participation to contribute to advancing the healthcare system toward a more just and equitable direction. A nurse activist advocates for social justice within the healthcare sector and undertakes measures to enhance working conditions, patient safety, and access to care. They raise awareness concerning issues such as health disparities, racial inequities, and access to mental health services. Furthermore, nurse activists may engage in lobbying, education, or community organizations to promote health policy reforms (Cruz et al., 2020).

    – 2 years ago