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Due 4/13 4pm EST 3 page – 2 years ago **files (1)** – ## INSTRU.docx **## INSTRU.docx** COUC 501 **Benchmark Ethical Vignette Paper Assignment Instructions** Overview Counselors must abide by the ACA Code of Ethics, the laws and regulations of their state in which they practice, and federal laws. Un…

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Assignment Prompt & Instructions

Due 4/13 4pm EST

3 page

– 2 years ago

**files (1)**

– ## INSTRU.docx

**## INSTRU.docx**

COUC 501

**Benchmark Ethical Vignette Paper Assignment Instructions**

Overview

Counselors must abide by the ACA Code of Ethics, the laws and regulations of their state in which they practice, and federal laws. Understanding and knowing these standards, laws, and regulations are imperative to a counselor’s practice standards. This assignment helps you become familiar with the ethical decision-making model, ACA Code of Ethics, state laws and regulations, and federal laws. You will learn how to apply both ethical standards and laws to common ethical scenarios.

Instructions

You will choose between 2 videos in Module 4 of your Canvas course. After selecting the video you would like to utilize for the assignment, you will write a response paper according to the detailed instructions below. Your paper must be in current APA format (title page, abstract, introduction, conclusion, reference page, etc.). The body of your paper must be 3 pages and your paper must include at least
**_4 scholarly references published within the last 5 years_**. Citations for both the ACA Code of Ethics and your state code of ethics must be included and count towards the 4 required scholarly references. Note that the
**_title page and reference page do not count toward the required page length_**. Your paper must be well-thought-out and demonstrate critical thinking. Also, all references must be from professional sources (professional academic journals and professional texts; no informal websites; no materials from courses within the degree program).

Step 1: Choose
_one_ watch item (
**How Can you Understand?** or
**To Self-Disclose or Not?**) from the assigned module to complete this assignment.

Step 2: When you watch the video, step into the shoes of the counselor (as though you are the counselor in the scenario you watched). Now that the scenario presented has happened to you, read the
**Practitioner’s Guide to Ethical Decision-Making**. Read each step carefully. For this assignment, pay specific attention to
**steps 1-4** of the ethical decision-making model as these steps will become the headings for your paper as outlined in Step 4 below.

Step 3: Read the remaining assignment instructions in their entirety. Then, watch the selected video again while taking copious notes to identify the problem.

Step 4: Divide your paper into the following required headings and answer the questions below in 1st person:

**Identify the problem**

· Clearly state the facts of the scenario. Do not provide innuendos, assumptions, hypotheses, or suspicions.

· Correctly and clearly identify the problem(s) in the scenario.

· Answer the following questions: Is this problem an ethical, legal, professional, clinical, or technology problem? Is it a combination of more than one of these?

**Apply the ACA Code of Ethics**

· Identify two to three applicable standards from the 2014 ACA
_Code of Ethics_. Which standards apply, or can address, the problem(s) presented in the scenario?

· Make sure to cite the standard numbers and state how the standards apply to the scenario.

**Applicable State Codes/Laws and Federal Mental Health Laws**

· Which ethical codes from your state licensure laws, rules, or practice act apply to this scenario?

· Correctly and clearly identify any Federal Mental Health Laws that apply to this scenario.

· Make sure to include the code number(s) and state how the code(s) apply to the scenario.

**Determine the Nature and Dimensions of the Dilemma**

· Identify which ACA moral principle(s) apply to this scenario: autonomy, beneficence, justice, nonmaleficence, fidelity, and/or veracity? How do the identified principle(s) apply to the scenario?

· If more than one applies, determine which one is priority based on the problem identified in the scenario.

· Review relevant professional literature from professional refereed journals related to the identified problem and moral principle to find the most recent professional thinking regarding the ethical dilemma. Materials must be outside of your textbooks, course materials, and materials from other classes. You need at least 2 journal articles published in the last 5 years. (Remember that you need 4 sources total; 2 of your sources will include the ACA Code and your state laws.)

· Provide
_two experienced professional counselors_ (supervisors, peers, etc.) who also abide by the ACA Code of Ethics and
_two state and/or national professional counseling organizations_ you will consult to help you with the dilemma.
**PLEASE NOTE:** You are not required to interview these professionals, but list them in your paper as part of your process.

**Generate** **Potential course of action**

· Brainstorm 3-4 potential courses of action to explain how you would address or resolve the ethical issue presented. Make sure this section is written in 1st person and fully addresses the problem.
**_You are not preventing the problem_**.

· For each potential action item, provide evidence from the literature to support your approach.
_NOTE: Do not state that you will work through the ethical decision-making model as part of your action plan. This IS the ethical decision-making model._ You need at least 2 scholarly journal articles published in the last 5 years.

Step 5: When you have completed your paper, save it as a Microsoft Word document under your name and assignment title (Example: Doe_J_Ethical_Vignette_Paper). Submit your paper via the assignment submission link in Canvas. You must also submit this benchmark paper to CORE.

**NOTE:** _Your assignment will be checked for originality via the Turnitin plagiarism tool AND the AI tool. If the final paper you submit contains entire sentences or paragraphs that have a high similarity index to other sources, it may indicate either unintentional or intentional plagiarism. If your paper results in an AI score of 20% or higher, your instructor must submit this information to the administration. Please carefully review the academic dishonesty policies and the full program handbook for additional information._

Page 2 of 2

**## INSTRU.docx**

COUC 501

**Benchmark Ethical Vignette Paper Assignment Instructions**

Overview

Counselors must abide by the ACA Code of Ethics, the laws and regulations of their state in which they practice, and federal laws. Understanding and knowing these standards, laws, and regulations are imperative to a counselor’s practice standards. This assignment helps you become familiar with the ethical decision-making model, ACA Code of Ethics, state laws and regulations, and federal laws. You will learn how to apply both ethical standards and laws to common ethical scenarios.

Instructions

You will choose between 2 videos in Module 4 of your Canvas course. After selecting the video you would like to utilize for the assignment, you will write a response paper according to the detailed instructions below. Your paper must be in current APA format (title page, abstract, introduction, conclusion, reference page, etc.). The body of your paper must be 3 pages and your paper must include at least
**_4 scholarly references published within the last 5 years_**. Citations for both the ACA Code of Ethics and your state code of ethics must be included and count towards the 4 required scholarly references. Note that the
**_title page and reference page do not count toward the required page length_**. Your paper must be well-thought-out and demonstrate critical thinking. Also, all references must be from professional sources (professional academic journals and professional texts; no informal websites; no materials from courses within the degree program).

Step 1: Choose
_one_ watch item (
**How Can you Understand?** or
**To Self-Disclose or Not?**) from the assigned module to complete this assignment.

Step 2: When you watch the video, step into the shoes of the counselor (as though you are the counselor in the scenario you watched). Now that the scenario presented has happened to you, read the
**Practitioner’s Guide to Ethical Decision-Making**. Read each step carefully. For this assignment, pay specific attention to
**steps 1-4** of the ethical decision-making model as these steps will become the headings for your paper as outlined in Step 4 below.

Step 3: Read the remaining assignment instructions in their entirety. Then, watch the selected video again while taking copious notes to identify the problem.

Step 4: Divide your paper into the following required headings and answer the questions below in 1st person:

**Identify the problem**

· Clearly state the facts of the scenario. Do not provide innuendos, assumptions, hypotheses, or suspicions.

· Correctly and clearly identify the problem(s) in the scenario.

· Answer the following questions: Is this problem an ethical, legal, professional, clinical, or technology problem? Is it a combination of more than one of these?

**Apply the ACA Code of Ethics**

· Identify two to three applicable standards from the 2014 ACA
_Code of Ethics_. Which standards apply, or can address, the problem(s) presented in the scenario?

· Make sure to cite the standard numbers and state how the standards apply to the scenario.

**Applicable State Codes/Laws and Federal Mental Health Laws**

· Which ethical codes from your state licensure laws, rules, or practice act apply to this scenario?

· Correctly and clearly identify any Federal Mental Health Laws that apply to this scenario.

· Make sure to include the code number(s) and state how the code(s) apply to the scenario.

**Determine the Nature and Dimensions of the Dilemma**

· Identify which ACA moral principle(s) apply to this scenario: autonomy, beneficence, justice, nonmaleficence, fidelity, and/or veracity? How do the identified principle(s) apply to the scenario?

· If more than one applies, determine which one is priority based on the problem identified in the scenario.

· Review relevant professional literature from professional refereed journals related to the identified problem and moral principle to find the most recent professional thinking regarding the ethical dilemma. Materials must be outside of your textbooks, course materials, and materials from other classes. You need at least 2 journal articles published in the last 5 years. (Remember that you need 4 sources total; 2 of your sources will include the ACA Code and your state laws.)

· Provide
_two experienced professional counselors_ (supervisors, peers, etc.) who also abide by the ACA Code of Ethics and
_two state and/or national professional counseling organizations_ you will consult to help you with the dilemma.
**PLEASE NOTE:** You are not required to interview these professionals, but list them in your paper as part of your process.

**Generate** **Potential course of action**

· Brainstorm 3-4 potential courses of action to explain how you would address or resolve the ethical issue presented. Make sure this section is written in 1st person and fully addresses the problem.
**_You are not preventing the problem_**.

· For each potential action item, provide evidence from the literature to support your approach.
_NOTE: Do not state that you will work through the ethical decision-making model as part of your action plan. This IS the ethical decision-making model._ You need at least 2 scholarly journal articles published in the last 5 years.

Step 5: When you have completed your paper, save it as a Microsoft Word document under your name and assignment title (Example: Doe_J_Ethical_Vignette_Paper). Submit your paper via the assignment submission link in Canvas. You must also submit this benchmark paper to CORE.

**NOTE:** _Your assignment will be checked for originality via the Turnitin plagiarism tool AND the AI tool. If the final paper you submit contains entire sentences or paragraphs that have a high similarity index to other sources, it may indicate either unintentional or intentional plagiarism. If your paper results in an AI score of 20% or higher, your instructor must submit this information to the administration. Please carefully review the academic dishonesty policies and the full program handbook for additional information._

Page 2 of 2

November 5, 2026
[Solved] help with assgn due in 48 hour

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Executive Solution Overview

attached – 2 years ago **files (1)** – ## ResearchPaperAI.docx **## ResearchPaperAI.docx** **Research Paper (1/2)** **Topic:** **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcemen…

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Assignment Prompt & Instructions

attached

– 2 years ago

**files (1)**

– ## ResearchPaperAI.docx

**## ResearchPaperAI.docx**

**Research Paper (1/2)**

**Topic:**

**The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**

**Top of Form**

| | |
| — | — |
| **Instructions** | |
| ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |

**FORMATTING & LENGTH REQUIREMENTS**

FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:

· Times New Roman, 12 pt font

· Double-spaced, with paragraphs indented

· In-text citations + Works Cited Page

LENGTH: 6-8 pages (Works Cited page does not count towards the page cou

**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

Print

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |

**## ResearchPaperAI.docx**

**Research Paper (1/2)**

**Topic:**

**The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**

**Top of Form**

| | |
| — | — |
| **Instructions** | |
| ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |

**FORMATTING & LENGTH REQUIREMENTS**

FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:

· Times New Roman, 12 pt font

· Double-spaced, with paragraphs indented

· In-text citations + Works Cited Page

LENGTH: 6-8 pages (Works Cited page does not count towards the page cou

**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

Print

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |

November 5, 2026
[Solved] 290sp

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Executive Solution Overview

The research paper specifications are as follows: – 8-10 pages (double-spaced) Times New Roman 12 pt font. – Must have Abstract, Table of Contents, Introduction, Conclusion and section headings – Use at least five references outside of your textbook (you may use your textbook too, but are not requir…

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Assignment Prompt & Instructions

The research paper specifications are as follows:

– 8-10 pages (double-spaced) Times New Roman 12 pt font.
– Must have Abstract, Table of Contents, Introduction, Conclusion and section headings
– Use at least five references outside of your textbook (you may use your textbook too, but are not required to).
– In addition to the required number of pages for the assignment, you must also Include a reference page (bibliography), written in **APA style** and a title page. Be sure to give all of your papers a descriptive title!
– You must submit a rough draft at the end of Week 5. This is to be a **complete** paper, meeting the page requirements – not a partially completed paper. Points will be deducted for short or incomplete papers. Your rough draft will not be graded by the rubric, but helpful feedback will be provided to indicate where you are falling short. You may correct any deficiencies before resubmitting your final version at the end of Week 7.
– Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
– Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations
– Your paper must be in your own words, representing original work. Paraphrases of others' work must include attributions to the authors. **Limit quotations to an average of no more than 3-5 lines, and use quotations sparingly!** It is always better to paraphrase than to directly quote.

– [\
\
SecureAuditinginDatabaseSystem1.pdf](https://www.sweetstudy.com/files/secureauditingindatabasesystem1-pdf "SecureAuditinginDatabaseSystem1.pdf")

– 2 years ago

November 5, 2026
[Solved] hall mark

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In-depth study guidance and analytical solution covering hall mark.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] essay1 planning

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Executive Solution Overview

– [\ \ 9c686237d867b4cb874262b35206f653.jpeg](https://www.sweetstudy.com/files/9c686237d867b4cb874262b35206f653-jpeg "9c686237d867b4cb874262b35206f653.jpeg") – [\ \ 7a91f4dc5625d7da0671f449ba6e4e7c.jpeg](https://www.sweetstudy.com/files/7a91f4dc5625d7da0671f449ba6e4e7c-jpeg "7a91f4dc5625d7da0671…

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Assignment Prompt & Instructions

– [\
\
9c686237d867b4cb874262b35206f653.jpeg](https://www.sweetstudy.com/files/9c686237d867b4cb874262b35206f653-jpeg "9c686237d867b4cb874262b35206f653.jpeg")
– [\
\
7a91f4dc5625d7da0671f449ba6e4e7c.jpeg](https://www.sweetstudy.com/files/7a91f4dc5625d7da0671f449ba6e4e7c-jpeg "7a91f4dc5625d7da0671f449ba6e4e7c.jpeg")
– [\
\
056f1fb561e8ab3a56fc8f70d1275838.jpeg](https://www.sweetstudy.com/files/056f1fb561e8ab3a56fc8f70d1275838-jpeg "056f1fb561e8ab3a56fc8f70d1275838.jpeg")

– 2 years ago

November 5, 2026
[Solved] Critical Assessment

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Executive Solution Overview

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

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Assignment Prompt & Instructions

– 2 years ago

**files (4)**

– ## WK88211Assignment.docx

– ## WK88211Resources.docx

– ## NURS_8211_WK8_AppendixG_Geraldine.docx

– NURS_8211_WK8_AppendixEGeraldine.docx

**## WK88211Assignment.docx**

**Critical Assessment**

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

**To prepare:**

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

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

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

**The Assignment**

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

**## WK88211Resources.docx**

Learning Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

**## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

Individual Evidence Summary Tool

Appendix G

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

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

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

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

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

**Reviewer Name(s):**

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

**Article Number:**

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

**Author, Date, and Title:**

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

**Type of Evidence:**

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

**Population, Size, and Setting:**

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

**Intervention:**

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

**Findings That Help Answer the EBP Question:**

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

**Measures Used**:

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

**Limitations:**

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

**Evidence Level and Quality:**

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

**Notes to Team:**

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

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

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

## image1.jpeg

**NURS_8211_WK8_AppendixEGeraldine.docx**

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

**NURS_8211_WK8_AppendixEGeraldine.docx**

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

**## WK88211Assignment.docx**

**Critical Assessment**

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

**To prepare:**

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

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

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

**The Assignment**

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

**## WK88211Resources.docx**

Learning Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

**## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

Individual Evidence Summary Tool

Appendix G

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

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

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

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

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

**Reviewer Name(s):**

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

**Article Number:**

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

**Author, Date, and Title:**

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

**Type of Evidence:**

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

**Population, Size, and Setting:**

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

**Intervention:**

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

**Findings That Help Answer the EBP Question:**

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

**Measures Used**:

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

**Limitations:**

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

**Evidence Level and Quality:**

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

**Notes to Team:**

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

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

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

## image1.jpeg

**NURS_8211_WK8_AppendixEGeraldine.docx**

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

**## WK88211Assignment.docx**

**Critical Assessment**

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

**To prepare:**

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

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

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

**The Assignment**

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

**## WK88211Resources.docx**

Learning Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

**## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

Individual Evidence Summary Tool

Appendix G

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

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

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

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

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

**Reviewer Name(s):**

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

**Article Number:**

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

**Author, Date, and Title:**

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

**Type of Evidence:**

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

**Population, Size, and Setting:**

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

**Intervention:**

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

**Findings That Help Answer the EBP Question:**

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

**Measures Used**:

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

**Limitations:**

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

**Evidence Level and Quality:**

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

**Notes to Team:**

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

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

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**NURS_8211_WK8_AppendixEGeraldine.docx**

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November 5, 2026
[Solved] Cjad paper4

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[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Federal Law Enforcement – DHS and DOJ** The purpose of this assignment is to familiarize you with the numerous federal law enforcement agencies, their limited areas of responsibilities, and career possibilities within. Most …

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Assignment Prompt & Instructions

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

**Federal Law Enforcement – DHS and DOJ**

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

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

Apa style for references

Use the book : Policing America, 10th Edition

ISBN: 9780135816578

By: Kenneth Peak; William Sousa

– 2 years ago

November 5, 2026
[Solved] chronic disease (hypertension)

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Executive Solution Overview

– 2 years ago **files (1)** – ## assessment2topic.pdf **## assessment2topic.pdf** Assessment 02 – Applying Research Skills For this assessment, you will research best practices related to a current health care problem. Your selected problem or issue may be utilized again in a future assessment. Befo…

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– 2 years ago

**files (1)**

– ## assessment2topic.pdf

**## assessment2topic.pdf**

Assessment 02 – Applying Research Skills

For this assessment, you will research best practices related to a current health care
problem. Your selected problem or issue may be utilized again in a future assessment.
Before you complete the instructions detailed in the courseroom, first select one of the
following health care problems or issues:

• Mental Health Stigma
o Description: Many individuals with mental health conditions face stigma and

discrimination, which can prevent them from seeking help and receiving
appropriate care. This stigma can be perpetuated by societal attitudes, lack of
awareness, and misinformation about mental health.

o Interventions: Public awareness campaigns, mental health education in schools,
workplace mental health programs, peer support groups, policy changes to
protect individuals with mental health conditions, and training for healthcare
providers on mental health issues.

o Keywords: Mental health awareness, stigma reduction, mental health education,
peer support, mental health policy, workplace mental health, mental health
training, mental health services, mental health advocacy.

• Chronic Disease Management
o Description: Managing chronic diseases such as diabetes, hypertension, and

heart disease can be challenging due to the need for ongoing medical care,
lifestyle changes, and medication adherence. Poor management of chronic
diseases can lead to complications and reduced quality of life.

o Interventions: Patient education programs, chronic disease self-management
workshops, telehealth for regular monitoring, integrated care models, community
health programs, mobile health applications, and support for lifestyle changes
such as diet and exercise.

o Keywords: Chronic disease management, patient education, self-management,
telehealth, integrated care, community health, mobile health, lifestyle changes,
chronic disease prevention, chronic disease support.

After you have selected one of the problems/issues from the list above, return to the detailed
instructions in the courseroom to complete your assessment.

1

**## assessment2topic.pdf**

Assessment 02 – Applying Research Skills

For this assessment, you will research best practices related to a current health care
problem. Your selected problem or issue may be utilized again in a future assessment.
Before you complete the instructions detailed in the courseroom, first select one of the
following health care problems or issues:

• Mental Health Stigma
o Description: Many individuals with mental health conditions face stigma and

discrimination, which can prevent them from seeking help and receiving
appropriate care. This stigma can be perpetuated by societal attitudes, lack of
awareness, and misinformation about mental health.

o Interventions: Public awareness campaigns, mental health education in schools,
workplace mental health programs, peer support groups, policy changes to
protect individuals with mental health conditions, and training for healthcare
providers on mental health issues.

o Keywords: Mental health awareness, stigma reduction, mental health education,
peer support, mental health policy, workplace mental health, mental health
training, mental health services, mental health advocacy.

• Chronic Disease Management
o Description: Managing chronic diseases such as diabetes, hypertension, and

heart disease can be challenging due to the need for ongoing medical care,
lifestyle changes, and medication adherence. Poor management of chronic
diseases can lead to complications and reduced quality of life.

o Interventions: Patient education programs, chronic disease self-management
workshops, telehealth for regular monitoring, integrated care models, community
health programs, mobile health applications, and support for lifestyle changes
such as diet and exercise.

o Keywords: Chronic disease management, patient education, self-management,
telehealth, integrated care, community health, mobile health, lifestyle changes,
chronic disease prevention, chronic disease support.

After you have selected one of the problems/issues from the list above, return to the detailed
instructions in the courseroom to complete your assessment.

1

November 5, 2026
[Solved] NUR 501 5A

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– 2 years ago **files (1)** – ## NUR5015assignm.docx **## NUR5015assignm.docx** **Goal:** The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project **Content Requirements:** 1. Review literature regarding issues or concerns …

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## NUR5015assignm.docx

**## NUR5015assignm.docx**

**Goal:**

The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project

**Content Requirements:**

1. Review literature regarding issues or concerns within your selected area of advanced practice nursing.

2. Select a theory or model which is relevant to your selected area of advanced practice nursing.

3. Offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.

4. Identify and describe a theory or model, and explain its relevance to the issues or concerns within your selected area of advanced practice

5. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.

**Submission Instructions:**

· The PowerPoint presentation is original work and logically organized. It should consist of 10-15 slides excluding the title and reference.

· The PowerPoint presentation should be clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

· The PowerPoint presentation should be formatted per APA guidelines and references should be current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

· Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA guidelines (the library has a copy of the 7th Edition APA Manual).

·
**PLEASE ENSURE RUBRIC IS REFLECTED ON ASSIGNMENT AND PROPER APA IS USED**

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-501-5a)

## image1.png

**## NUR5015assignm.docx**

**Goal:**

The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project

**Content Requirements:**

1. Review literature regarding issues or concerns within your selected area of advanced practice nursing.

2. Select a theory or model which is relevant to your selected area of advanced practice nursing.

3. Offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.

4. Identify and describe a theory or model, and explain its relevance to the issues or concerns within your selected area of advanced practice

5. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.

**Submission Instructions:**

· The PowerPoint presentation is original work and logically organized. It should consist of 10-15 slides excluding the title and reference.

· The PowerPoint presentation should be clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

· The PowerPoint presentation should be formatted per APA guidelines and references should be current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

· Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA guidelines (the library has a copy of the 7th Edition APA Manual).

·
**PLEASE ENSURE RUBRIC IS REFLECTED ON ASSIGNMENT AND PROPER APA IS USED**

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-501-5a)

## image1.png

November 5, 2026
[Solved] NUR 501 5

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## NUR501wk5.docx **## NUR501wk5.docx** Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses. **INSTRUCTIONS:** · Your initial post should be at least 500 words, formatted and cited in current …

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## NUR501wk5.docx

**## NUR501wk5.docx**

Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses.

**INSTRUCTIONS:**

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Please include introduction and conclusion paragraphs

· Please write in paragraph form, no bullet points

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

· Please ensure APA formatting is correct

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-501-5)

## image1.png

**## NUR501wk5.docx**

Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses.

**INSTRUCTIONS:**

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Please include introduction and conclusion paragraphs

· Please write in paragraph form, no bullet points

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

· Please ensure APA formatting is correct

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-501-5)

## image1.png

November 5, 2026