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  • [Solved] Mod.4D Asian Culture Outline/APA STYLE/Turnitin-Plagiarism FREE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**Outline for the "Cultural Assessment" Assignment to come**_ – Create an outline for your "comprehensive assessment" of how your selected cultural (Asian) group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your ed…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    _**Outline for the "Cultural Assessment" Assignment to come**_

    – Create an outline for your "comprehensive assessment" of how your selected cultural (Asian) group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

    **Submission Instructions:**

    – Download, rename, edit, and submit the outline template included.
    – Utilize Interview powerpoint with speaker notes included

    – [\
    \
    OutlineTemplate.docx](https://www.sweetstudy.com/files/outlinetemplate-docx-10252357 "OutlineTemplate.docx")
    – [\
    \
    AsianCulturalInterviewPresentation.pptx](https://www.sweetstudy.com/files/asianculturalinterviewpresentation-pptx "AsianCulturalInterviewPresentation.pptx")
    – [\
    \
    AsianCulturalInterviewPresentation.pptx](https://www.sweetstudy.com/files/asianculturalinterviewpresentation-pptx-10252369 "AsianCulturalInterviewPresentation.pptx")

    – 2 years ago

  • [Solved] medication study guide

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    medication study guide – 2 years ago **files (1)** – ## medicationstudyguide.docx **## medicationstudyguide.docx** This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses…

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    Assignment Prompt & Instructions

    medication study guide

    – 2 years ago

    **files (1)**

    – ## medicationstudyguide.docx

    **## medicationstudyguide.docx**

    This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.
    **You may choose whichever medication interests you the most.**

    **Please pick from one of the following medications that interests you to create your guide:**

    | | | | | |
    | — | — | — | — | — |
    | Chlorpromazine | Fluphenazine | Haloperidol | Loxapine | Perphenazine |
    | Aripiprazole | Asenapine | Clozapine | Iloperidone | Olanzapine |
    | Paliperidone | Quetiapine | Risperidone | Ziprasidone | Lurasidone |
    | Brexpiprazole | Cariprazine | Lumateperone | Benztropine | Propranolol |
    | Deutetrabenazine | Valbenazine | | | |

    **Create** a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!

    **Note:** Your Medication Study Guide should
    **not** be in the format of an APA paper.

    **Also Note:** Your guide should be informed by the
    _FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research_.

    Areas of importance that you should address—but are not limited to—include:

    · Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses

    · Any supporting, valid, and reliable research for non-FDA uses

    · Drug classification

    · The medication mechanism of action

    · The medication pharmacokinetics

    · The medication pharmacodynamics

    · Appropriate dosing, administration route, and any considerations for dosing alterations

    · Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.

    · Definition of half-life, why half-life is important, and the half-life for your assigned medication

    · Side effects/adverse reactions potential

    · Discuss clinical concerns with EPS and Tardive Dyskinesia

    **Note:** Be sure to include screening tools that would be utilized.

    · Contraindications for use including significant drug to drug interactions

    · Overdose considerations

    · Diagnostics and labs monitoring comorbidities considerations

    · Legal, ethical, and social considerations

    · Pertinent patient education considerations

    Support your rationale with a minimum of
    **three (3)** academic resources.

    **## medicationstudyguide.docx**

    This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.
    **You may choose whichever medication interests you the most.**

    **Please pick from one of the following medications that interests you to create your guide:**

    | | | | | |
    | — | — | — | — | — |
    | Chlorpromazine | Fluphenazine | Haloperidol | Loxapine | Perphenazine |
    | Aripiprazole | Asenapine | Clozapine | Iloperidone | Olanzapine |
    | Paliperidone | Quetiapine | Risperidone | Ziprasidone | Lurasidone |
    | Brexpiprazole | Cariprazine | Lumateperone | Benztropine | Propranolol |
    | Deutetrabenazine | Valbenazine | | | |

    **Create** a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!

    **Note:** Your Medication Study Guide should
    **not** be in the format of an APA paper.

    **Also Note:** Your guide should be informed by the
    _FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research_.

    Areas of importance that you should address—but are not limited to—include:

    · Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses

    · Any supporting, valid, and reliable research for non-FDA uses

    · Drug classification

    · The medication mechanism of action

    · The medication pharmacokinetics

    · The medication pharmacodynamics

    · Appropriate dosing, administration route, and any considerations for dosing alterations

    · Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.

    · Definition of half-life, why half-life is important, and the half-life for your assigned medication

    · Side effects/adverse reactions potential

    · Discuss clinical concerns with EPS and Tardive Dyskinesia

    **Note:** Be sure to include screening tools that would be utilized.

    · Contraindications for use including significant drug to drug interactions

    · Overdose considerations

    · Diagnostics and labs monitoring comorbidities considerations

    · Legal, ethical, and social considerations

    · Pertinent patient education considerations

    Support your rationale with a minimum of
    **three (3)** academic resources.

  • [Solved] K12 CASE STUDY

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## FieldExperiencePlacementChart_Week12.docx – ## K-12StudentCaseStudy.pdf **## FieldExperiencePlacementChart_Week12.docx** ![](https://www.sweetstudy.com/questions/k12-case-study) ## K-12 Student Case Study ### Field Experience Placement Chart **Week 1** | | | | — …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## FieldExperiencePlacementChart_Week12.docx

    – ## K-12StudentCaseStudy.pdf

    **## FieldExperiencePlacementChart_Week12.docx**

    ![](https://www.sweetstudy.com/questions/k12-case-study)

    ## K-12 Student Case Study

    ### Field Experience Placement Chart

    **Week 1**

    | | |
    | — | — |
    | Component | Descriptive Details |
    | **Student** | |
    | **Background data (pre-test)** | |
    | **Plan & Intervention Strategies** | |

    Page 1 of 1

    Page 2 of 2

    ## image1.png

    **## K-12StudentCaseStudy.pdf**

    Page 1 of 2

    K-12 Student Case Study

    General Directions

    Please identify a K-12 student (from a racial and ethnic group different from your own) to work
    with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
    work with the student. Please use the following format (and label each section in your paper):

    1. Analysis and Synthesis

    Collect information/data about the student. This information should come from multiple
    sources, such as school records, assessments, observations, interviews, referrals,
    pretests, etc. Summarize and organize the data in such a manner as to reveal the
    student’s strengths, weaknesses, etc.

    2. Diagnosis

    Describe consistencies and patterns leading to a summary of the problem(s) or
    situation(s), possible causes, and other significant and relevant characteristics of the
    student. Special attention should be given to the relevance of the student’s diverse
    backgrounds in the current educational setting. Link section to research.

    3. Interventions

    Describe in detail your interventions/strategies in working with the student. What exactly
    did you do? The justification of the plan should be guided by research.

    4. Evaluation

    Results? Were you successful? Describe evidence from your pre and post-test. Include
    a decision for termination or referral. Note: Please include an electronic copy of your pre
    and post-test questions with your emailed paper; include copies of the pre and post-test
    completed by the student with the hard copy of your final paper.

    5. Reflection

    Describe your experience working with an individual from a racial and ethnic group
    different from your own. What were your challenges? What were your successes?

    Suggested 8-Week Timeline:

    Week 1- Identify the student; obtain parent permission (if needed); collect background data
    (including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
    experience placement chart to university professor.

    Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
    records describing your meetings with the student, progress, concerns, etc.

    Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
    working with, the student’s issue/concern, what you have done so far, what your plans are over
    the next few weeks, etc.).

    Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
    Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
    university instructor will provide feedback and, if necessary, remediation.

    Page 2 of 2

    Scoring Guidelines

    Available points: 100

    Component Target Proficient Unacceptable

    Analysis &
    Synthesis

    Includes data from 4 or
    more sources (sources

    are explicitly stated in the
    case study); and correlate

    to student’s strengths,
    weaknesses, etc.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Includes data from one to
    two sources (sources are

    not stated in the case
    study); minimal detail of
    the student’s strengths,

    weaknesses, etc.

    Diagnosis Describes consistencies
    or patterns leading to a
    summary of the problem
    or situation; describes

    possible causes; includes
    other significant

    characteristics of the
    student as it relates to

    his/her diverse
    background; and is

    supported and cited by
    relevant research.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Intervention Includes multiple
    sessions; detailed

    summary of strategies
    and techniques used;

    strong plan; and is
    supported and cited by

    relevant research.

    Includes multiple
    sessions; detailed

    summary of strategies and
    techniques used; strong

    plan

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Evaluation Detailed summary of
    results; includes strong

    pre and posttest
    evidence; includes

    decision for termination or
    documentation of

    recommendation for
    further intervention with

    hosting professional.

    Includes summary of
    results, pre and posttest

    evidence, and decision for
    termination or

    documentation of
    recommendation for

    further intervention with
    hosting professional.

    Includes summary of
    results, no specific

    evidence is provided. No
    decision about future plans

    for student.

    Reflection & Format Thoughtful description of
    the experience, the
    challenges and the

    successes.
    Paper is well written;

    each section is labeled;
    free from grammar or

    spelling errors; 6-8 pages
    in length

    Full description of the
    experience, the

    challenges, and the
    successes.

    Paper is well written; each
    section is labeled; has
    minimal grammar or

    spelling errors; 6-8 pages
    in length

    Minimal description of the
    experience, the

    challenges, and the
    successes.

    Paper is poorly written; no
    labels used; has many

    grammar and/or spelling
    errors; less than 6 pages

    in length

    – K-12 Student Case Study
    – General Directions
    – Scoring Guidelines

    **## K-12StudentCaseStudy.pdf**

    Page 1 of 2

    K-12 Student Case Study

    General Directions

    Please identify a K-12 student (from a racial and ethnic group different from your own) to work
    with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
    work with the student. Please use the following format (and label each section in your paper):

    1. Analysis and Synthesis

    Collect information/data about the student. This information should come from multiple
    sources, such as school records, assessments, observations, interviews, referrals,
    pretests, etc. Summarize and organize the data in such a manner as to reveal the
    student’s strengths, weaknesses, etc.

    2. Diagnosis

    Describe consistencies and patterns leading to a summary of the problem(s) or
    situation(s), possible causes, and other significant and relevant characteristics of the
    student. Special attention should be given to the relevance of the student’s diverse
    backgrounds in the current educational setting. Link section to research.

    3. Interventions

    Describe in detail your interventions/strategies in working with the student. What exactly
    did you do? The justification of the plan should be guided by research.

    4. Evaluation

    Results? Were you successful? Describe evidence from your pre and post-test. Include
    a decision for termination or referral. Note: Please include an electronic copy of your pre
    and post-test questions with your emailed paper; include copies of the pre and post-test
    completed by the student with the hard copy of your final paper.

    5. Reflection

    Describe your experience working with an individual from a racial and ethnic group
    different from your own. What were your challenges? What were your successes?

    Suggested 8-Week Timeline:

    Week 1- Identify the student; obtain parent permission (if needed); collect background data
    (including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
    experience placement chart to university professor.

    Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
    records describing your meetings with the student, progress, concerns, etc.

    Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
    working with, the student’s issue/concern, what you have done so far, what your plans are over
    the next few weeks, etc.).

    Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
    Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
    university instructor will provide feedback and, if necessary, remediation.

    Page 2 of 2

    Scoring Guidelines

    Available points: 100

    Component Target Proficient Unacceptable

    Analysis &
    Synthesis

    Includes data from 4 or
    more sources (sources

    are explicitly stated in the
    case study); and correlate

    to student’s strengths,
    weaknesses, etc.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Includes data from one to
    two sources (sources are

    not stated in the case
    study); minimal detail of
    the student’s strengths,

    weaknesses, etc.

    Diagnosis Describes consistencies
    or patterns leading to a
    summary of the problem
    or situation; describes

    possible causes; includes
    other significant

    characteristics of the
    student as it relates to

    his/her diverse
    background; and is

    supported and cited by
    relevant research.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Intervention Includes multiple
    sessions; detailed

    summary of strategies
    and techniques used;

    strong plan; and is
    supported and cited by

    relevant research.

    Includes multiple
    sessions; detailed

    summary of strategies and
    techniques used; strong

    plan

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Evaluation Detailed summary of
    results; includes strong

    pre and posttest
    evidence; includes

    decision for termination or
    documentation of

    recommendation for
    further intervention with

    hosting professional.

    Includes summary of
    results, pre and posttest

    evidence, and decision for
    termination or

    documentation of
    recommendation for

    further intervention with
    hosting professional.

    Includes summary of
    results, no specific

    evidence is provided. No
    decision about future plans

    for student.

    Reflection & Format Thoughtful description of
    the experience, the
    challenges and the

    successes.
    Paper is well written;

    each section is labeled;
    free from grammar or

    spelling errors; 6-8 pages
    in length

    Full description of the
    experience, the

    challenges, and the
    successes.

    Paper is well written; each
    section is labeled; has
    minimal grammar or

    spelling errors; 6-8 pages
    in length

    Minimal description of the
    experience, the

    challenges, and the
    successes.

    Paper is poorly written; no
    labels used; has many

    grammar and/or spelling
    errors; less than 6 pages

    in length

    – K-12 Student Case Study
    – General Directions
    – Scoring Guidelines

    **## FieldExperiencePlacementChart_Week12.docx**

    ![](https://www.sweetstudy.com/questions/k12-case-study)

    ## K-12 Student Case Study

    ### Field Experience Placement Chart

    **Week 1**

    | | |
    | — | — |
    | Component | Descriptive Details |
    | **Student** | |
    | **Background data (pre-test)** | |
    | **Plan & Intervention Strategies** | |

    Page 1 of 1

    Page 2 of 2

    ## image1.png

    **## K-12StudentCaseStudy.pdf**

    Page 1 of 2

    K-12 Student Case Study

    General Directions

    Please identify a K-12 student (from a racial and ethnic group different from your own) to work
    with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
    work with the student. Please use the following format (and label each section in your paper):

    1. Analysis and Synthesis

    Collect information/data about the student. This information should come from multiple
    sources, such as school records, assessments, observations, interviews, referrals,
    pretests, etc. Summarize and organize the data in such a manner as to reveal the
    student’s strengths, weaknesses, etc.

    2. Diagnosis

    Describe consistencies and patterns leading to a summary of the problem(s) or
    situation(s), possible causes, and other significant and relevant characteristics of the
    student. Special attention should be given to the relevance of the student’s diverse
    backgrounds in the current educational setting. Link section to research.

    3. Interventions

    Describe in detail your interventions/strategies in working with the student. What exactly
    did you do? The justification of the plan should be guided by research.

    4. Evaluation

    Results? Were you successful? Describe evidence from your pre and post-test. Include
    a decision for termination or referral. Note: Please include an electronic copy of your pre
    and post-test questions with your emailed paper; include copies of the pre and post-test
    completed by the student with the hard copy of your final paper.

    5. Reflection

    Describe your experience working with an individual from a racial and ethnic group
    different from your own. What were your challenges? What were your successes?

    Suggested 8-Week Timeline:

    Week 1- Identify the student; obtain parent permission (if needed); collect background data
    (including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
    experience placement chart to university professor.

    Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
    records describing your meetings with the student, progress, concerns, etc.

    Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
    working with, the student’s issue/concern, what you have done so far, what your plans are over
    the next few weeks, etc.).

    Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
    Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
    university instructor will provide feedback and, if necessary, remediation.

    Page 2 of 2

    Scoring Guidelines

    Available points: 100

    Component Target Proficient Unacceptable

    Analysis &
    Synthesis

    Includes data from 4 or
    more sources (sources

    are explicitly stated in the
    case study); and correlate

    to student’s strengths,
    weaknesses, etc.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Includes data from one to
    two sources (sources are

    not stated in the case
    study); minimal detail of
    the student’s strengths,

    weaknesses, etc.

    Diagnosis Describes consistencies
    or patterns leading to a
    summary of the problem
    or situation; describes

    possible causes; includes
    other significant

    characteristics of the
    student as it relates to

    his/her diverse
    background; and is

    supported and cited by
    relevant research.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Intervention Includes multiple
    sessions; detailed

    summary of strategies
    and techniques used;

    strong plan; and is
    supported and cited by

    relevant research.

    Includes multiple
    sessions; detailed

    summary of strategies and
    techniques used; strong

    plan

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Evaluation Detailed summary of
    results; includes strong

    pre and posttest
    evidence; includes

    decision for termination or
    documentation of

    recommendation for
    further intervention with

    hosting professional.

    Includes summary of
    results, pre and posttest

    evidence, and decision for
    termination or

    documentation of
    recommendation for

    further intervention with
    hosting professional.

    Includes summary of
    results, no specific

    evidence is provided. No
    decision about future plans

    for student.

    Reflection & Format Thoughtful description of
    the experience, the
    challenges and the

    successes.
    Paper is well written;

    each section is labeled;
    free from grammar or

    spelling errors; 6-8 pages
    in length

    Full description of the
    experience, the

    challenges, and the
    successes.

    Paper is well written; each
    section is labeled; has
    minimal grammar or

    spelling errors; 6-8 pages
    in length

    Minimal description of the
    experience, the

    challenges, and the
    successes.

    Paper is poorly written; no
    labels used; has many

    grammar and/or spelling
    errors; less than 6 pages

    in length

    – K-12 Student Case Study
    – General Directions
    – Scoring Guidelines

    **## FieldExperiencePlacementChart_Week12.docx**

    ![](https://www.sweetstudy.com/questions/k12-case-study)

    ## K-12 Student Case Study

    ### Field Experience Placement Chart

    **Week 1**

    | | |
    | — | — |
    | Component | Descriptive Details |
    | **Student** | |
    | **Background data (pre-test)** | |
    | **Plan & Intervention Strategies** | |

    Page 1 of 1

    Page 2 of 2

    ## image1.png

    **## K-12StudentCaseStudy.pdf**

    Page 1 of 2

    K-12 Student Case Study

    General Directions

    Please identify a K-12 student (from a racial and ethnic group different from your own) to work
    with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
    work with the student. Please use the following format (and label each section in your paper):

    1. Analysis and Synthesis

    Collect information/data about the student. This information should come from multiple
    sources, such as school records, assessments, observations, interviews, referrals,
    pretests, etc. Summarize and organize the data in such a manner as to reveal the
    student’s strengths, weaknesses, etc.

    2. Diagnosis

    Describe consistencies and patterns leading to a summary of the problem(s) or
    situation(s), possible causes, and other significant and relevant characteristics of the
    student. Special attention should be given to the relevance of the student’s diverse
    backgrounds in the current educational setting. Link section to research.

    3. Interventions

    Describe in detail your interventions/strategies in working with the student. What exactly
    did you do? The justification of the plan should be guided by research.

    4. Evaluation

    Results? Were you successful? Describe evidence from your pre and post-test. Include
    a decision for termination or referral. Note: Please include an electronic copy of your pre
    and post-test questions with your emailed paper; include copies of the pre and post-test
    completed by the student with the hard copy of your final paper.

    5. Reflection

    Describe your experience working with an individual from a racial and ethnic group
    different from your own. What were your challenges? What were your successes?

    Suggested 8-Week Timeline:

    Week 1- Identify the student; obtain parent permission (if needed); collect background data
    (including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
    experience placement chart to university professor.

    Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
    records describing your meetings with the student, progress, concerns, etc.

    Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
    working with, the student’s issue/concern, what you have done so far, what your plans are over
    the next few weeks, etc.).

    Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
    Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
    university instructor will provide feedback and, if necessary, remediation.

    Page 2 of 2

    Scoring Guidelines

    Available points: 100

    Component Target Proficient Unacceptable

    Analysis &
    Synthesis

    Includes data from 4 or
    more sources (sources

    are explicitly stated in the
    case study); and correlate

    to student’s strengths,
    weaknesses, etc.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Includes data from one to
    two sources (sources are

    not stated in the case
    study); minimal detail of
    the student’s strengths,

    weaknesses, etc.

    Diagnosis Describes consistencies
    or patterns leading to a
    summary of the problem
    or situation; describes

    possible causes; includes
    other significant

    characteristics of the
    student as it relates to

    his/her diverse
    background; and is

    supported and cited by
    relevant research.

    Includes data from 3
    sources (sources are

    explicitly stated in the case
    study); suggest the
    student’s strengths,
    weaknesses, etc.

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Intervention Includes multiple
    sessions; detailed

    summary of strategies
    and techniques used;

    strong plan; and is
    supported and cited by

    relevant research.

    Includes multiple
    sessions; detailed

    summary of strategies and
    techniques used; strong

    plan

    Does not identify
    consistencies or patterns
    leading to the problem or

    situation; does not
    describe possible causes;

    no other significant
    characteristics of the

    student included

    Evaluation Detailed summary of
    results; includes strong

    pre and posttest
    evidence; includes

    decision for termination or
    documentation of

    recommendation for
    further intervention with

    hosting professional.

    Includes summary of
    results, pre and posttest

    evidence, and decision for
    termination or

    documentation of
    recommendation for

    further intervention with
    hosting professional.

    Includes summary of
    results, no specific

    evidence is provided. No
    decision about future plans

    for student.

    Reflection & Format Thoughtful description of
    the experience, the
    challenges and the

    successes.
    Paper is well written;

    each section is labeled;
    free from grammar or

    spelling errors; 6-8 pages
    in length

    Full description of the
    experience, the

    challenges, and the
    successes.

    Paper is well written; each
    section is labeled; has
    minimal grammar or

    spelling errors; 6-8 pages
    in length

    Minimal description of the
    experience, the

    challenges, and the
    successes.

    Paper is poorly written; no
    labels used; has many

    grammar and/or spelling
    errors; less than 6 pages

    in length

    – K-12 Student Case Study
    – General Directions
    – Scoring Guidelines

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  • [Solved] Hypnosis for labor pains

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    PICOT help 1500 words – 2 years ago **files (1)** – ## NRS-445-RS-T1-LiteratureEvaluationTable_23Mar25.docx **## NRS-445-RS-T1-LiteratureEvaluationTable_23Mar25.docx** ![](https://www.sweetstudy.com/questions/hypnosis-for-labor-pains) **NRS-445 Topic 1: Literature Evaluation Table** **Student Name…

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    – 2 years ago

    **files (1)**

    – ## NRS-445-RS-T1-LiteratureEvaluationTable_23Mar25.docx

    **## NRS-445-RS-T1-LiteratureEvaluationTable_23Mar25.docx**

    ![](https://www.sweetstudy.com/questions/hypnosis-for-labor-pains)

    **NRS-445 Topic 1: Literature Evaluation Table**

    **Student Name:**

    **Faculty Name:**

    **Background of Nursing Practice Problem (one paragraph; no more than 250 words): Women often experience a significant amount of pain during the birthing process. This pain is often debilitating and can cause further complications if not properly addressed. One of the common methods to alleviate pain during childbirth is an epidural. However, the epidural is often accompanied by many complications. As a result, more women are opting for more natural methods of reducing pain during childbirth. One method that is not as often used but has shown promising results is the use of Hypnosis. Hypnosis can be taught during pregnancy and can help women in labor reduce their perception of pain.**

    **PICO(T) Question:** _Use the PICOT question developed in Topic 1 Discussion Question (DQ) 2 and refine it as needed._

    | | | |
    | — | — | — |
    | **PICO(T) Question Template** |
    | **P** | **Population** | Pregnant women |
    | **I** | **Intervention** | Hypnosis |
    | **C** | **Comparison** Comment by Author: Current practice or no practice | Epidural |
    | **O** | **Outcome** Comment by Author: Must be a measurable patient outcome | Reducing pain |
    | **T** | **Timeline** Comment by Author: Optional<br> <br>_(optional)_ | In Labor |
    | **Intervention** |
    | In_<br>pregnant women (P), how does <br>hypnosis_ (I) compared to <br>an epidural (C) affect <br>reducing pain (O) within_<br>the labor process_(T)? |
    | **Problem Statement** |
    | It is not known if the implementation of <br>hypnosis_(I) would impact <br>pain reduction_(O) among <br>pregnant women (P). |

    | | | | | |
    | — | — | — | — | — |
    | **Criteria** | **Article 1** | **Article 2** | **Article 3** | **Article 4** |
    | **APA Reference**<br>Include the GCU permalink or working link used to access the article | Shmueli, A., Salman, L., Chen, R., Hiersch, L., Wiznitzer, A., & Gabbay-Benziv, R. (2017). 738: <br>The duration of the second stage of labor – do we underestimate the impact of epidural analgesia? <br>_American Journal of Obstetrics & Gynecology_, <br>_216_, S429. <br>[https://doi-org.lopes.idm.oclc.org/10.1016/j.ajog.2016.11.472](https://doi-org.lopes.idm.oclc.org/10.1016/j.ajog.2016.11.472) | Werner, A., Wu, C., Zachariae, R., Nohr, E. A., Uldbjerg, N., & Hansen, Å. M. (2020). Effects of antenatal hypnosis on maternal salivary cortisol during childbirth and six weeks postpartum—A randomized controlled trial. <br>_PLoS ONE_, <br>_15_(5), 1–18. <br>[https://doi-org.lopes.idm.oclc.org/10.1371/journal.pone.0230704](https://doi-org.lopes.idm.oclc.org/10.1371/journal.pone.0230704) | Uludağ, E., & Mete, S. (2021). The effect of nursing care provided based on the philosophy of hypnobirthing on fear, pain, duration, satisfaction and cost of labor: a single-blind randomized controlled study: The effect of nursing care on the labor process and cost. <br>_Health Care for Women International_, <br>_42_(4–6), 678–690. <br>[https://doi-org.lopes.idm.oclc.org/10.1080/07399332.2020.1835916](https://doi-org.lopes.idm.oclc.org/10.1080/07399332.2020.1835916) | Uludag, E., & Mete, S. (2023). Feelings and Experiences of Turkish Women Using Hypnobirthing in Childbirth: A Non-Traumatic Childbirth Experience. <br>_International Journal of Caring Sciences_, <br>_16_(1), 344–351. |
    | **Purpose/Aim of Study** | To understand the impact of an epidural as a pain analgesic. | Explore the effect of a brief antenatal training course in self-hypnosis on salivary cortisol during childbirth and 6 weeks postpartum. | Evaluate hypnobirthing as supportive care during childbirth. | To examine opinions, emotions and experiences of women who were hypnotized during childbirth. |
    | **Research question(s)** | The duration of the second stage of labor – do we underestimate the impact of epidural analgesia? | Does hypnosis reduce cortisol levels during childbirth? | Can hypnobirthing be an effective method used in the plan of supportive care for childbirth. | Did women who were hypnotized during childbirth have a better overall perception and experience during the birthing process? |
    | **Design**<br>Is the article qualitative, quantitative, or mixed methods? Explain how you determined the type of research design. | Qualitative and I determined this because this is an observational study. | Quantitative and I determined this because the article is on a randomized controlled trial. | This is a quantitative article as it is a randomized controlled trial. | This is a qualitative article as explicitly stated in the article and no actual randomized controlled trial was performed. |
    | **Setting**<br>Where did the study take place? What type of setting: inpatient, outpatient, etc.? | A university affiliated medical center in an inpatient setting. | Obstetrics Department at Aarhus University Hospital, Denmark | University Hospital between January 2015 and February 2017. | Internet search of blogs between March 14 through Mar 21, 2017. |
    | **Sample**<br>Number and characteristics of participants | 15,449 live, singleton, vaginal deliveries between 37 to 42 weeks. | 139 women in the hypnosis group, 136 women in the active comparison group, and 87 women in the control group | The study was completed with 150 pregnant women, including 75 in the control group and 75 in the intervention group. All women had a vaginal delivery at University Hospital during the specified time. | Eighty-two birthing stories in these blogs were examined using keywords and 13 written by women using hypnobirthing were included into the study. |
    | **Methods**<br>Interventions/Instruments | Maternal demographics and labor data including use of epidural, induction of labor or use of oxytocin | The women in the <br>**hypnosis** group attended three 1-hour classes on self-<br>**hypnosis** for <br>**childbirth** held over three consecutive weeks with four supplementary audio recordings, including a 20-minute section especially meant for labor. The women in the relaxation group had three antenatal classes in various relaxation methods, each lasting one hour held over three consecutive weeks. The usual care group received only ordinary antenatal care, which included a nuchal translucency scan about gestational week 12, an anomaly scan about gestational week 19, four to five visits at the midwifery clinic, and a tour of the birth department. | The nurses working in the delivery room provided the pregnant women in the control group with routine care. This routine care consisted of greeting pregnant women, establishing vascular access, performing an enema, providing the required treatment, and performing interventions to teach pushing in the second stage of <br>**labor**. The supportive nursing care structured according to the Philosophy of HypnoBirthing was provided by the researcher to the pregnant women in the intervention group. Before the intervention, the women completed an introduction form over their demographics and background. Following the intervention, women completed the Visual Analog Scale for pain, the Women’s Perception of Supportive Care During Labor Scale, and the Satisfaction with Labor Experience Sub-Scale. | No intervention was performed. A blog search regarding childbirth was performed and the integrity and quality of the blogs were analyzed before being included. |
    | **Analysis**<br>How were the collected data analyzed? | Multivariate linear regression | Participant characteristics are presented as means with standard deviations for continuous variables and as frequencies for categorical variables. Saliva cortisol concentrations, CAR and CDD are presented as means with standard deviations. Additionally, a Spearman rank correlation test was used to examine the correlation between saliva cortisol concentrations and psychological outcomes in the total sample. | To compare the <br>**labor** fear and pain mean scores of the latent, active, transition phases of the first stage of <br>**labor** in the intervention and control groups according to group, time and group*time interaction, the "Multi-Way Analysis of Variance for Repeated Measures" was used, for the advanced analysis "One-Way Analysis of Variance in Repeated Measures" was used, and the "Bonferroni Corrected Paired T-Test" was performed to compare the measures with each other.<br> <br>To determine the effect of <br>**labor** pain, fear, and duration on the satisfaction with <br>**labor** and <br>**labor** cost according to the supportive care, "Multiple Regression Analysis" was used. | A content analysis of the information was used for the coding of data, finding of themes, arrangement of codes and themes, identification and interpretation of findings. |
    | **Outcomes/key findings** of the study and implications for nursing practice<br> <br>Summary of study results | Parity, epidural, oxytocin augmentation, birth weight and maternal age were significant confounders for second stage length. Also, Epidural analgesia is associated with higher than one hour difference in second stage duration. | The cortisol concentrations differed between the hypnosis group and the usual care group at wake up and in the evening. Between the hypnosis group and the relaxation group, no differences were found at any time point in pregnancy. | A statistically significant difference was found between the <br>**labor** fear and pain mean scores in terms of group, time and group*time interaction. Additionally, there was a significant difference between the post-intervention, active phase and transition phase <br>**labor** fear and pain mean scores of the groups in terms of the intervention performed: the fear of <br>**labor** and <br>**labor** pain was lower in the intervention group compared to the control group. | The women reported being more prepared for childbirth, they enjoyed being able to move more freely, there muscles were more relaxed, and they had an overall sense of knowing what to do. |
    | **Recommendations of the researcher** | The researchers recommend a reconsideration of ways to manage second stage labor. | A brief course in antenatal hypnosis training compared to a short course in relaxation and usual care did not have any influence on saliva cortisol concentration 6 weeks postpartum. The intervention may influence the release of cortisol during the extreme labor work and the first hours after childbirth with no long-term consequences. However, further research is needed. | The researchers recommended that nursing care based on the Philosophy of HypnoBirthing should be provided during <br>**labor** to reduce the fear and pain of <br>**labor**, shorten the duration of <br>**labor**, increase the level of satisfaction with <br>**labor**, and decrease the costs during <br>**labor**. | Women should make use of hypnobirthing to get prepared for childbirth. |
    | **Explain how this article supports your proposed PICO(T) question.** | This article describes one of the negative effects of an epidural and in this case, it is prolonged labor. | This article is directly related to my PICOT question as it tests the effects of a hypnosis intervention. | I chose this article because it shows the positive effects on the use of hypnosis to reduce labor pain. | This is a qualitative article that explains the experiences of women that used hypnosis during childbirth and it supports my PICOT. |

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-445-RS-T1-LiteratureEvaluationTable_23Mar25.docx**

    ![](https://www.sweetstudy.com/questions/hypnosis-for-labor-pains)

    **NRS-445 Topic 1: Literature Evaluation Table**

    **Student Name:**

    **Faculty Name:**

    **Background of Nursing Practice Problem (one paragraph; no more than 250 words): Women often experience a significant amount of pain during the birthing process. This pain is often debilitating and can cause further complications if not properly addressed. One of the common methods to alleviate pain during childbirth is an epidural. However, the epidural is often accompanied by many complications. As a result, more women are opting for more natural methods of reducing pain during childbirth. One method that is not as often used but has shown promising results is the use of Hypnosis. Hypnosis can be taught during pregnancy and can help women in labor reduce their perception of pain.**

    **PICO(T) Question:** _Use the PICOT question developed in Topic 1 Discussion Question (DQ) 2 and refine it as needed._

    | | | |
    | — | — | — |
    | **PICO(T) Question Template** |
    | **P** | **Population** | Pregnant women |
    | **I** | **Intervention** | Hypnosis |
    | **C** | **Comparison** Comment by Author: Current practice or no practice | Epidural |
    | **O** | **Outcome** Comment by Author: Must be a measurable patient outcome | Reducing pain |
    | **T** | **Timeline** Comment by Author: Optional<br> <br>_(optional)_ | In Labor |
    | **Intervention** |
    | In_<br>pregnant women (P), how does <br>hypnosis_ (I) compared to <br>an epidural (C) affect <br>reducing pain (O) within_<br>the labor process_(T)? |
    | **Problem Statement** |
    | It is not known if the implementation of <br>hypnosis_(I) would impact <br>pain reduction_(O) among <br>pregnant women (P). |

    | | | | | |
    | — | — | — | — | — |
    | **Criteria** | **Article 1** | **Article 2** | **Article 3** | **Article 4** |
    | **APA Reference**<br>Include the GCU permalink or working link used to access the article | Shmueli, A., Salman, L., Chen, R., Hiersch, L., Wiznitzer, A., & Gabbay-Benziv, R. (2017). 738: <br>The duration of the second stage of labor – do we underestimate the impact of epidural analgesia? <br>_American Journal of Obstetrics & Gynecology_, <br>_216_, S429. <br>[https://doi-org.lopes.idm.oclc.org/10.1016/j.ajog.2016.11.472](https://doi-org.lopes.idm.oclc.org/10.1016/j.ajog.2016.11.472) | Werner, A., Wu, C., Zachariae, R., Nohr, E. A., Uldbjerg, N., & Hansen, Å. M. (2020). Effects of antenatal hypnosis on maternal salivary cortisol during childbirth and six weeks postpartum—A randomized controlled trial. <br>_PLoS ONE_, <br>_15_(5), 1–18. <br>[https://doi-org.lopes.idm.oclc.org/10.1371/journal.pone.0230704](https://doi-org.lopes.idm.oclc.org/10.1371/journal.pone.0230704) | Uludağ, E., & Mete, S. (2021). The effect of nursing care provided based on the philosophy of hypnobirthing on fear, pain, duration, satisfaction and cost of labor: a single-blind randomized controlled study: The effect of nursing care on the labor process and cost. <br>_Health Care for Women International_, <br>_42_(4–6), 678–690. <br>[https://doi-org.lopes.idm.oclc.org/10.1080/07399332.2020.1835916](https://doi-org.lopes.idm.oclc.org/10.1080/07399332.2020.1835916) | Uludag, E., & Mete, S. (2023). Feelings and Experiences of Turkish Women Using Hypnobirthing in Childbirth: A Non-Traumatic Childbirth Experience. <br>_International Journal of Caring Sciences_, <br>_16_(1), 344–351. |
    | **Purpose/Aim of Study** | To understand the impact of an epidural as a pain analgesic. | Explore the effect of a brief antenatal training course in self-hypnosis on salivary cortisol during childbirth and 6 weeks postpartum. | Evaluate hypnobirthing as supportive care during childbirth. | To examine opinions, emotions and experiences of women who were hypnotized during childbirth. |
    | **Research question(s)** | The duration of the second stage of labor – do we underestimate the impact of epidural analgesia? | Does hypnosis reduce cortisol levels during childbirth? | Can hypnobirthing be an effective method used in the plan of supportive care for childbirth. | Did women who were hypnotized during childbirth have a better overall perception and experience during the birthing process? |
    | **Design**<br>Is the article qualitative, quantitative, or mixed methods? Explain how you determined the type of research design. | Qualitative and I determined this because this is an observational study. | Quantitative and I determined this because the article is on a randomized controlled trial. | This is a quantitative article as it is a randomized controlled trial. | This is a qualitative article as explicitly stated in the article and no actual randomized controlled trial was performed. |
    | **Setting**<br>Where did the study take place? What type of setting: inpatient, outpatient, etc.? | A university affiliated medical center in an inpatient setting. | Obstetrics Department at Aarhus University Hospital, Denmark | University Hospital between January 2015 and February 2017. | Internet search of blogs between March 14 through Mar 21, 2017. |
    | **Sample**<br>Number and characteristics of participants | 15,449 live, singleton, vaginal deliveries between 37 to 42 weeks. | 139 women in the hypnosis group, 136 women in the active comparison group, and 87 women in the control group | The study was completed with 150 pregnant women, including 75 in the control group and 75 in the intervention group. All women had a vaginal delivery at University Hospital during the specified time. | Eighty-two birthing stories in these blogs were examined using keywords and 13 written by women using hypnobirthing were included into the study. |
    | **Methods**<br>Interventions/Instruments | Maternal demographics and labor data including use of epidural, induction of labor or use of oxytocin | The women in the <br>**hypnosis** group attended three 1-hour classes on self-<br>**hypnosis** for <br>**childbirth** held over three consecutive weeks with four supplementary audio recordings, including a 20-minute section especially meant for labor. The women in the relaxation group had three antenatal classes in various relaxation methods, each lasting one hour held over three consecutive weeks. The usual care group received only ordinary antenatal care, which included a nuchal translucency scan about gestational week 12, an anomaly scan about gestational week 19, four to five visits at the midwifery clinic, and a tour of the birth department. | The nurses working in the delivery room provided the pregnant women in the control group with routine care. This routine care consisted of greeting pregnant women, establishing vascular access, performing an enema, providing the required treatment, and performing interventions to teach pushing in the second stage of <br>**labor**. The supportive nursing care structured according to the Philosophy of HypnoBirthing was provided by the researcher to the pregnant women in the intervention group. Before the intervention, the women completed an introduction form over their demographics and background. Following the intervention, women completed the Visual Analog Scale for pain, the Women’s Perception of Supportive Care During Labor Scale, and the Satisfaction with Labor Experience Sub-Scale. | No intervention was performed. A blog search regarding childbirth was performed and the integrity and quality of the blogs were analyzed before being included. |
    | **Analysis**<br>How were the collected data analyzed? | Multivariate linear regression | Participant characteristics are presented as means with standard deviations for continuous variables and as frequencies for categorical variables. Saliva cortisol concentrations, CAR and CDD are presented as means with standard deviations. Additionally, a Spearman rank correlation test was used to examine the correlation between saliva cortisol concentrations and psychological outcomes in the total sample. | To compare the <br>**labor** fear and pain mean scores of the latent, active, transition phases of the first stage of <br>**labor** in the intervention and control groups according to group, time and group*time interaction, the "Multi-Way Analysis of Variance for Repeated Measures" was used, for the advanced analysis "One-Way Analysis of Variance in Repeated Measures" was used, and the "Bonferroni Corrected Paired T-Test" was performed to compare the measures with each other.<br> <br>To determine the effect of <br>**labor** pain, fear, and duration on the satisfaction with <br>**labor** and <br>**labor** cost according to the supportive care, "Multiple Regression Analysis" was used. | A content analysis of the information was used for the coding of data, finding of themes, arrangement of codes and themes, identification and interpretation of findings. |
    | **Outcomes/key findings** of the study and implications for nursing practice<br> <br>Summary of study results | Parity, epidural, oxytocin augmentation, birth weight and maternal age were significant confounders for second stage length. Also, Epidural analgesia is associated with higher than one hour difference in second stage duration. | The cortisol concentrations differed between the hypnosis group and the usual care group at wake up and in the evening. Between the hypnosis group and the relaxation group, no differences were found at any time point in pregnancy. | A statistically significant difference was found between the <br>**labor** fear and pain mean scores in terms of group, time and group*time interaction. Additionally, there was a significant difference between the post-intervention, active phase and transition phase <br>**labor** fear and pain mean scores of the groups in terms of the intervention performed: the fear of <br>**labor** and <br>**labor** pain was lower in the intervention group compared to the control group. | The women reported being more prepared for childbirth, they enjoyed being able to move more freely, there muscles were more relaxed, and they had an overall sense of knowing what to do. |
    | **Recommendations of the researcher** | The researchers recommend a reconsideration of ways to manage second stage labor. | A brief course in antenatal hypnosis training compared to a short course in relaxation and usual care did not have any influence on saliva cortisol concentration 6 weeks postpartum. The intervention may influence the release of cortisol during the extreme labor work and the first hours after childbirth with no long-term consequences. However, further research is needed. | The researchers recommended that nursing care based on the Philosophy of HypnoBirthing should be provided during <br>**labor** to reduce the fear and pain of <br>**labor**, shorten the duration of <br>**labor**, increase the level of satisfaction with <br>**labor**, and decrease the costs during <br>**labor**. | Women should make use of hypnobirthing to get prepared for childbirth. |
    | **Explain how this article supports your proposed PICO(T) question.** | This article describes one of the negative effects of an epidural and in this case, it is prolonged labor. | This article is directly related to my PICOT question as it tests the effects of a hypnosis intervention. | I chose this article because it shows the positive effects on the use of hypnosis to reduce labor pain. | This is a qualitative article that explains the experiences of women that used hypnosis during childbirth and it supports my PICOT. |

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

  • [Solved] PBR1

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    Practical Book Review

    – 2 years ago

  • [Solved] Human Resource Management HUM Week 5 Final Assignment

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    see attached – 2 years ago **files (1)** – ## HUM5300Week6FinalPaper.docx **## HUM5300Week6FinalPaper.docx** **WEEK 6 FINAL PAPER** **Prior to beginning work on this final paper,** · Review Chapter 15 from the textbook _American Social Welfare Policy: A Pluralist Approach_ and all chapters assigned …

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    see attached

    – 2 years ago

    **files (1)**

    – ## HUM5300Week6FinalPaper.docx

    **## HUM5300Week6FinalPaper.docx**

    **WEEK 6 FINAL PAPER**

    **Prior to beginning work on this final paper,**

    · Review Chapter 15 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_ and all chapters assigned in previous weeks (Chapters 1, 3, 8, and 10 through 14).

    · Read the article
    [The Effects of Social Disorganization Mechanisms: Examining the Influence of Community-Level Factors on Recidivism Across Various Correctional ProgramsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F0093854820969745).

    · Read the article
    [The Long Shadow of Family Separation: A Structural and Historical Introduction to Mandated Reporting in The Domestic Violence ContextLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgao&AN=edsgcl.618697081&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Divide and Conquer? Lessons on Cooperative Federalism From a Decade of Mental-Health Parity EnforcementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eoh&AN=1951390&site=eds-live&scope=site&custid=s8856897).

    **WRITE**

    After you have selected a topic, prepare a comprehensive 12- to 15-page paper that analyzes all of the following areas from a cross-disciplinary perspective.

    In your paper,

    · Define the human services policy topic you have chosen from a cross-disciplinary perspective.

    · Discuss the problems, areas, and disciplines you will explore in your paper in 2 to 3 pages.

    · Analyze the relevant federal and state regulations, laws, or court rulings relevant to your topic in 2 to 3 pages.

    · Assess how these laws and regulations impact the provision of services.

    · Ensure you address the impact of the development of budgets, management of staff and volunteers, and the ability to engage in advocacy efforts in your 4- to 6-page analysis.

    · Propose future research, policies, laws, and regulations are needed to address this issue adequately.

    · Provide a 2- to 3-page analysis.

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    · Chapter 15: Child Welfare Policy

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 15 explores the child welfare policy in the United States. It discusses the history of U.S. child welfare policy, protective services, foster care for children, adoption, Head Start programs, and emerging issues in child welfare. This chapter will assist with your Consequences of Mandated Reporting of Child Abuse discussion forum, Reporting Child Abuse: Case Scenario journal, and From Policy to Delivery final paper this week.

    **FINAL PAPER REQUIREMENTS**

    **Final Paper Requirements**

    The From Policy to Delivery final paper

    · must be 12 to 15 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

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

    · title of paper in bold font

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

    · student’s name

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

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice.

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

    · must include an introduction and conclusion paragraph.

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

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

    · must use at least 8 scholarly sources in addition to the course text.

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

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

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

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

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

    **## HUM5300Week6FinalPaper.docx**

    **WEEK 6 FINAL PAPER**

    **Prior to beginning work on this final paper,**

    · Review Chapter 15 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_ and all chapters assigned in previous weeks (Chapters 1, 3, 8, and 10 through 14).

    · Read the article
    [The Effects of Social Disorganization Mechanisms: Examining the Influence of Community-Level Factors on Recidivism Across Various Correctional ProgramsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F0093854820969745).

    · Read the article
    [The Long Shadow of Family Separation: A Structural and Historical Introduction to Mandated Reporting in The Domestic Violence ContextLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgao&AN=edsgcl.618697081&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Divide and Conquer? Lessons on Cooperative Federalism From a Decade of Mental-Health Parity EnforcementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eoh&AN=1951390&site=eds-live&scope=site&custid=s8856897).

    **WRITE**

    After you have selected a topic, prepare a comprehensive 12- to 15-page paper that analyzes all of the following areas from a cross-disciplinary perspective.

    In your paper,

    · Define the human services policy topic you have chosen from a cross-disciplinary perspective.

    · Discuss the problems, areas, and disciplines you will explore in your paper in 2 to 3 pages.

    · Analyze the relevant federal and state regulations, laws, or court rulings relevant to your topic in 2 to 3 pages.

    · Assess how these laws and regulations impact the provision of services.

    · Ensure you address the impact of the development of budgets, management of staff and volunteers, and the ability to engage in advocacy efforts in your 4- to 6-page analysis.

    · Propose future research, policies, laws, and regulations are needed to address this issue adequately.

    · Provide a 2- to 3-page analysis.

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    · Chapter 15: Child Welfare Policy

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 15 explores the child welfare policy in the United States. It discusses the history of U.S. child welfare policy, protective services, foster care for children, adoption, Head Start programs, and emerging issues in child welfare. This chapter will assist with your Consequences of Mandated Reporting of Child Abuse discussion forum, Reporting Child Abuse: Case Scenario journal, and From Policy to Delivery final paper this week.

    **FINAL PAPER REQUIREMENTS**

    **Final Paper Requirements**

    The From Policy to Delivery final paper

    · must be 12 to 15 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

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

    · title of paper in bold font

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

    · student’s name

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

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice.

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

    · must include an introduction and conclusion paragraph.

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

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

    · must use at least 8 scholarly sources in addition to the course text.

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

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

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

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

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