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biocultural ecology

1. In your own words discuss the empirical framework of the Purnell Model and what are the purposes of this model.

2. Please mention and discuss the macro aspects of the model.

3. What is the role of the head of household and genders according to this model?

4. In your own words define the domain biocultural ecology and discuss one variation of this domain.

The assignment must be presented in an APA format, word document, Arial 12 font attached to the forum title. A minimum of 2 evidence based references . Assignment must contained a minimum of 500 words without counting the first and reference page.

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Assessing Client Family Progress

Assignment 2: Practicum – Assessing Client Family Progress

Learning Objectives

Students will:

· Create progress notes

· Create privileged notes

· Justify the inclusion or exclusion of information in progress and privileged notes

· Evaluate preceptor notes

To prepare:

· Reflect on the client family you selected for the Week 3 Practicum Assignment.

The Assignment

Part 1: Progress Note

Using the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:

· Treatment modality used and efficacy of approach

· Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)

· Modification(s) of the treatment plan that were made based on progress/lack of progress

· Clinical impressions regarding diagnosis and or symptoms

· Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)

· Safety issues

· Clinical emergencies/actions taken

· Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them

· Treatment compliance/lack of compliance

· Clinical consultations

· Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)

· The therapist’s recommendations, including whether the client agreed to the recommendations

· Referrals made/reasons for making referrals

· Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

· Issues related to consent and/or informed consent for treatment

· Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

· Information reflecting the therapist’s exercise of clinical judgment

Note: Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Assignment.

In your progress note, address the following:

· Include items that you would not typically include in a note as part of the clinical record.

· Explain why the items you included in the privileged note would not be included in the client family’s progress note.

· Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.

By Day 7

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Health Issues for the Aging

Topic: Health Issues for the Aging

As of 2014 health care expenditures in the United States are near 17% of our gross domestic product (GDP), with a major portion of Medicare funding goes towards chronic illness and care at the last 6 months of life. The Patient Protection and Affordable Care Act has made some initial legislative changes in our health system, but not sufficient to address our growing expenditures and caring for our large aging population. In this assignment, learners will synthesize issues in aging with health policy solutions by writing a paper on one health issue for older individuals addressed in the topic and offering a policy solution. Example of issue: In 2014, over 50% of the costs of institutional long-term care for older persons are paid for with public funds from Medicaid.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

· Doctoral learners are required to use APA style for their writing assignments.

· This assignment requires that at least three additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

· You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,000-1,250 word paper that addresses a health issue for older individuals. Include the following:

1. Evaluate what the literature suggests as a resolution to your chosen issue.

2. Discuss any attempts to incorporate the solution into public policy.

3. Determine the barriers to implementation of the solution.

4. Analyze the options being discussed for public and/or private funding.

5. Propose your own recommendation.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting

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Middle-Aged White Male With Anxiety

Middle-Aged White Male With Anxiety

BACKGROUND INFORMATION:

The client is a 46-year-old white male who works as a welder at a local steel fabrication factory. He presents today after being referred by his PCP after a trip to the emergency room in which he felt he was having a heart attack. He stated that he felt chest tightness, shortness of breath, and feeling of impending doom. He does have some mild hypertension (which is treated with low sodium diet) and is about 15 lbs. overweight. He had his tonsils removed when he was 8 years old, but his medical history since that time has been unremarkable. Myocardial infarction was ruled out in the ER and his EKG was normal. Remainder of physical exam was WNL.

He admits that he still has problems with tightness in the chest and episodes of shortness of breath- he now terms these “anxiety attacks.” He will also report occasional feelings of impending doom, and the need to “run” or “escape” from wherever he is at.

In your office, he confesses to occasional use of ETOH to combat worries about work. He admits to consuming about 3-4 beers/night. Although he is single, he is attempting to care for aging parents in his home. He reports that the management at his place of employment is harsh, and he fears for his job. You administer the HAM-A, which yields a score of 26.

Client has never been on any type of psychotropic medication.

MENTAL STATUS EXAM:

The client is alert, oriented to person, place, time, and event. He is appropriately dressed. Speech is clear, coherent, and goal directed. Client’s self-reported mood is “bleh” and he does endorse feeling “nervous”. Affect is somewhat blunted but does brighten several times throughout the clinical interview. Affect broad. Client denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment is grossly intact, as is insight. He denies suicidal or homicidal ideation.

The PMHNP administers the Hamilton Anxiety Rating Scale (HAM-A) which yields a score of 26.

Diagnosis: Generalized anxiety disorder

To prepare for this Assignment:

· Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.

·

The Assignment:

Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

· Decision #1:

o Which decision did you select?

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

· Decision #2:

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

· Decision #3:

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision

#3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three to five academic resources no more than five years in APA Format.

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Emotional Intelligence

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality

Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future.
—Watkins & Mohr, 2001

Without a doubt, promoting health care quality and patient safety presents a meaningful aim.

To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork.

In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety.

To prepare:

  • Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources.
  • If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment.
  • Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results?
  • Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change?
  • As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.
  • Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality?
  • Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality.
By Day 3

Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality.

Read a selection of your colleagues’ responses.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.
Chapter 1, “The Journey” (pp. 1–12)
Chapter 2, “The Big Picture” (pp. 13–22)
Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment.

Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.
Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30)
This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality.

Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778.
Retrieved from the Walden Library databases.

Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55.
Retrieved from the Walden Library databases.

This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery.

Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548.
Retrieved from the Walden Library databases.

Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged.

Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths. Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm

The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry.

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peri-natal risks

t is anticipated that the initial discussion response should be in the range of 250-300 words. Response posts must demonstrate topic knowledge and scholarly engagement with peers. This is not the only criteria utilized for evaluation; substantive content is imperative. All questions in the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments. All responses need to be supported by a minimum of one scholarly resource. Journals and websites must be cited appropriately. Citation and reference must adhere to APA format (6th Ed.).

 

Please read the case scenario listed below. In your initial post, address the questions posed at the end of the scenario. In your response post, please address information you learned about available resources in your clinic area and how you would access them. When reading your peer’s posts, what similarities and differences are noted compared to your clinical or community standards of care?

Detail your approach to care and management for the following case scenario:

A 21-year old woman presents for prenatal visit, her 1st even though she is well into her third trimester and her EDC is predicted to be within a month or so.  He boyfriend, the father of the child, has not been supportive to date of the pregnancy and is also not on good terms with her own parents.  At first, she denies alcohol or drug use but after a while, she opens up and talks about an ongoing opioid addiction.  Most of the time, she takes Percocet bought on the street but due to cost, she has recently begun using heroin.  It becomes clear that she will not be “clean” prior to her delivery and that her child will be born also affected by maternal opiate use.Since she has almost no external support, you know that after she delivers, she will be the primary caregiver of the infant and also hopefully working a detox program.

  • What is the accepted name of the condition with which the child will be born? What are the peri-natal risks to the infant? What are the post-natal risks to the infant? What are the post-natal risks to the mother?
  • Is there any evidence on the long-term risk to the child?
  • In your response post to a peer:  Please share information on the resources available in your clinical practice to address these concerns.

Estimated time to complete: 3 hours

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nutritional needs of toddlers

Question 1 of 20

 

Which of the following statements is NOT true about nutritional needs of toddlers?

 

A. Toddlers need the same variety in their diets as adults.

 

B. There is no longer an important role for breast-feeding in the toddler years.

 

C. In general, children’s appetite should dictate portion size.

 

D. As the amount of solid food eaten increases and begins to provide more of the nutrient needs of the toddler, the role of milk in the diet decreases.

 

Question 2 of 20

 

With regard to the timing of school lunch in primary schools, children who eat lunch:

 

A. after recess eat better and waste less food.

 

B. before recess utilize calories more efficiently.

 

C. after recess eat less and nap less.

 

D. before recess have less risk for obesity.

 

Question 3 of 20

 

All infants who are breast-fed must receive supplements for which of the following?

 

A. Vitamin D

 

B. Vitamin B-12

 

C. Zinc

 

D. Iron

 

Question 4 of 20

 

Children who skip breakfast:

 

A. are likely to consume insufficient calories and are often underweight.

 

B. miss out on consuming key vitamins and minerals and are at increased risk of obesity.

 

C. are able to concentrate better in school.

 

D. have improved speed and memory in cognitive tests.

 

Question 5 of 20

 

Which of the following is NOT a phase of menu planning?

 

A. Establish broad program nutrition goals

 

B. Develop calorie ranges for each menu item

 

C. Understand child nutrition and food program requirements

 

D. Adapt menus to support special dietary needs or food preferences

 

Question 6 of 20

 

When introducing new fruits and vegetables in preschool:

 

A. serve them frequently because it can take up to 15 to 20 exposures before children accept new food.

 

B. serve them individually at first, rather than combining in soups or fruit salads.

 

C. avoid offering dips.

 

D. serve fresh fruits as opposed to frozen or canned.

 

Question 7 of 20

 

A positive eating environment includes:

 

A. established routines.

 

B. caregivers encourage children to eat more.

 

C. serving the children just the right portion of food.

 

D. restricting the amount of talk after the food is served.

 

Question 8 of 20

 

Which of the following is NOT true when storing breast milk?

 

A. Breast milk can be stored in the refrigerator for 48 hours.

 

B. Breast milk in soiled containers should not be accepted.

 

C. Breast milk that remains in a bottle after feeding must be stored within one hour.

 

D. Breast milk can be stored in the freezer at 0 degrees for up to 3 months.

 

Question 9 of 20

 

It is important for teachers to be aware of the symptoms of anaphylaxis because it is a(n):

 

A. easily triggered allergy reaction.

 

B. life-threatening allergy reaction.

 

C. delayed allergy reaction.

 

D. overlooked allergy reaction.

 

Question 10 of 20

 

Which of the following statements BEST describes toddler appetites compared to infant appetites?

 

A. Toddler appetites become more sporadic compared to infant appetites.

 

B. Toddler appetites become more ravenous compared to infant appetites.

 

C. Toddler appetites are less selective compared to infant appetites.

 

D. Toddler appetites are similar to infant appetites.

 

Question 11 of 20

 

Children should receive whole milk until age two for all of the following reasons EXCEPT the:

 

A. fat and cholesterol in whole milk may support neurological development.

 

B. fat in whole milk aids in vitamin A and D absorption.

 

C. fat content helps support weight gain and growth.

 

D. added protein content helps with developing bones.

 

Question 12 of 20

 

For-profit child care programs may be eligible to participate in the Child and Adult Care Food Program (CACFP) if:

 

A. the child care program requests to participate.

 

B. 25% of the children qualify for free or reduced-priced meals or subsidized child care.

 

C. 25% of the children are special needs.

 

D. at least 51% of families request it.

 

Question 13 of 20

 

A teacher who uses lessons that focus on integrating healthy eating and physical activity with math and language arts is doing which of the following?

 

A. Supporting an integrated approach to learning

 

B. Short cutting the nutrition curriculum

 

C. Placing math and language arts above health and nutrition lessons

 

D. Teaching nationally mandated curriculum

 

Question 14 of 20

 

Strategies to overcome neophobia include all of the following, EXCEPT:

 

A. exposing children to a variety of new food early.

 

B. explaining that everyone must try one bite.

 

C. providing ample exposure to new foods.

 

D. offering new foods along with foods toddlers already like.

 

Question 15 of 20

 

The National Association for the Education of Young Children recommends that foods brought in from home to be shared with other children must consist of:

 

A. whole fruits or commercially prepared packaged foods.

 

B. foods that are in a commercial package only.

 

C. home-baked items if they are stored and prepared properly.

 

D. Home prepared foods that include a recipe or a list of ingredients.

 

Question 16 of 20

 

Which of the following meal services allow children to be involved in the process?

 

A. Family-style

 

B. Cafeteria-style

 

C. Restaurant-style

 

D. Lunchbox-style

 

Question 17 of 20

 

Adding infant cereal to formula or breast milk in the bottle will NOT:

 

A. increase a baby’s likelihood to sleep through the night.

 

B. increase the risk of acquiring allergies.

 

C. throw off the balance of nutrients in formula or breast milk.

 

D. put the baby at risk for obesity.

 

Question 18 of 20

 

What can a teacher do to help a child overcome neophobia?

 

A. Eliminate rejected foods

 

B. Expose rejected foods repeatedly

 

C. Offer new foods separate from foods he or she already likes

 

D. Eliminate familiar foods

 

Question 19 of 20

 

The best way to determine if selective eating is creating a significant nutritional problem is to do which of the following?

 

A. Assess the child’s growth patterns using a growth chart.

 

B. Compare toddler’s daily intake with the CACFP toddler intake recommendations.

 

C. Observe activity level and sleep patterns.

 

D. Record all foods and amounts that a toddler eats.

 

 

Question 20 of 20

 

Which of the following is true about feeding infants?

 

A. Infants should be fed on demand.

 

B. A feeding schedule should be imposed.

 

C. Put infants in a crib with a bottle to help them fall asleep.

 

 

D. Propping a baby with a bottle is sometimes appropriate.

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planning

In collaboration with your approved course mentor, you will choose a specific evidence-based practice proposal topic for the Capstone Project. Consider the clinical environment in which you are currently working or have recently worked. The Capstone Project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. A combination of 100 “supervised clinical hours” in community health and leadership areas will be obtained through the application of the objectives listed in the “Guidelines for Undergraduate Field Experiences” manual and as captured in the ISP.

 

Practicum immersion experiences are required in a community health setting. Community health and leadership practice immersion can occur in the same site and in conjunction with the evidence-based project in the NRS-490V course. Definitions of community-based settings should encourage community integration and involvement; expand accessibility of services and supports; promote personal preference, strengths, dignity; and empower people to participate in the economic mainstream. Examples of the integration of community health, leadership, and an EBP can be found at Healthy People 2020.

 

The goals of the practice immersion experience is to apply the learning from your research, community health, and leadership courses:

 

After studying this course, you should be able to:

 

  1. Demonstrate and apply knowledge of factors to consider when planning to work with a chosen community.
  2. Demonstrate and apply knowledge of approaches that will facilitate engagement of the community.
  3. Demonstrate and apply knowledge and skills required to work constructively with communities.
  4. Demonstrate and apply knowledge related to engagement of organizational leadership and change agents.
  5. Demonstrate and apply knowledge related to disseminating project findings/data with organizational leadership and change agents.
  6. Demonstrate and apply knowledge related to completing an evidence-based project to impact population health outcomes.
  7. Demonstrate and apply Healthy People 2010/2020 principles related to completing an evidence-based project to impact population health outcomes.

According to Healthy People.gov, educational and community-based programs and strategies are designed to reach people outside of traditional health care settings. These settings may include:

 

  • Schools
  • Worksites
  • Health care facilities
  • Communities

Each setting provides opportunities to reach people using existing social structures. This maximizes impact and reduces the time and resources necessary for program development.

In a composition of no more than 750 words, describe the nature of your proposed project topic. Include the following in your discussion:

  1. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
  2. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
  3. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
  4. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.

Preview and utilize the “Project Topic Checklist” resource located in the topic materials to assist in developing your proposed Capstone Project topic. This resource will assist you in organizing your work and will provide additional information regarding the assignment. Note: You are required to retrieve and assess a minimum of 15 peer-reviewed articles. Plan your time to complete this assignment accordingly.

 

Attach the completed “Project Topic Checklist” to your assignment submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

You are not required to submit this assignment to Turnitin.

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Formulating a Qualitative Research Study

Formulating a Qualitative Research Study

The process of formulating a qualitative research study is very similar to that of a quantitative research study. A qualitative research study, like its quantitative counterpart, begins with a broad topic of interest, which is then narrowed down to a specific research question or set of questions about which the researcher would like to gather data. As with all research, it is important for the researcher to identify an appropriate methodology to provide a focus for the procedures of gathering data in a qualitative study.

To prepare:

  • Using      the Learning Resources as a guide, determine a qualitative research topic      that is of interest to you and applies to a clinical practice area.
  • With      your selected topic, formulate at least one research question that could      serve as the basis for a qualitative research study.
  • Consider      which of the following qualitative research methods would best address      your selected research question: phenomenology, ethnography, or grounded      theory. Why is that method appropriate?
  • Anticipate      any issues (related to ethics, credibility, management, funding, etc.) you      might encounter if you were to engage in this research project, and      consider how you would handle them.
  • Ask      yourself: What other qualitative methods could be used to address my      selected qualitative research topic? What are the strengths and weaknesses      of these methods?

By tomorrow Tuesday October 24, 2017 at 8pm, post a minimum of 550 words essay in APA format and at least 3 references (see list of required readings below). Include the level one headings as number below:

Post a cohesive response that addresses the following:

1) Summarize your selected qualitative research topic and research question(s) and identify your selected methodology for gathering data about the question(s). Explain why you chose that particular methodology and how it would be useful to the qualitative research topic you selected (see sample qualitative to select from below).

2) Identify and elaborate on the challenges (related to ethics, credibility, management, funding, etc.) you might encounter if you were to engage in this research project.

3) Describe the strengths and weaknesses of your selected research method (phenomenology, ethnography, and grounded theory) in terms of the research project you selected.

4) Discuss at least one other qualitative method that could be used to research your selected topic

Example of qualitative questions plus methodology (please choose one only to write on).

Grounded theory:

  1. What      are the attitudes of elderly people with stroke towards the daily use of      assistive devices and technologies?
  2. what is the process      of reimaging after an alteration in body appearance or function?

Phenomenology:

  1. What      role does the therapist’s spirituality play in the treatment of his or her      patients?
  2. How      do female high school teachers who have been physically assaulted by      students overcome their fears, so they can effectively teach?
  3. what is the lived      experience of adults who are integrating a hearing loss into their lives?

Ethnography:

  1. How      do adolescent Latinas/Latinos conceptualize classroom participation      processes shape active oral participation?
  2. what is it like to      be a young urban African-American who has at least one AIDS-afflicted      family member?

Required Readings

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

  • Review      Chapter 4, “Introduction to Qualitative Research”

This chapter provides an overview of the logic and philosophy of qualitative research based on a holistic worldview. Review this chapter and refresh your understanding of the various types of qualitative research and the application of qualitative research in health care research and evidence-based practice.

  • Chapter      12, ““Qualitative Research Methods” (pp. 274 – 281)

This section of Chapter 12 focuses on relevant methods of qualitative studies, including content analysis, narrative analysis, phenomenological research methods, and grounded theory methodology.

Allbutt, H., & Masters, H. (2010). Ethnography and the ethics of undertaking research in different mental healthcare settings. Journal of Psychiatric & Mental Health Nursing, 17(3), 210–215. doi:10.1111/j.1365-2850.2009.01493.x

This article details the efforts of a year-long ethnographic research study in three mental health settings and discusses the difficulties and problems associated with trying to perform a qualitative, noninterventionist study design in a practice setting.

Sternberg, R., & Barry, C. (2011). Transnational mothers crossing the border and bringing their health care needs. Journal of Nursing Scholarship, 43(1), 64–71.

This article discusses the procedures and findings of a qualitative study involving eight transnational Latina mothers from South Florida who came to the United States without their children and without legal documentation. The article describes essential themes in the experiences of these mothers and the implications of these themes for health care providers.

Van Aken, R., & Taylor, B. (2010). Emerging from depression: The experiential process of healing touch explored through grounded theory and case study. Complementary Therapies in Clinical Practice, 16(3), 132–137. doi: 10.1016/j.ctcp.2009.11.001

This article focuses on a qualitative study analyzing the experimental process of healing touch for people with moderate depression. Several theories were used to perform this analysis, including grounded theory and middle-range theory.

Whiting, L., & Vickers, P. (2010). Conducting qualitative research with palliative care patients: Applying Hammick’s research ethics wheel. International Journal of Palliative Nursing, 16(2), 58–68.

This article elaborates on the ethical issues that surround the pursuit of research involving patients accessing palliative care for cancer. Using Hammick’s research ethics wheel (REW), the article identifies ethical issues and dilemmas and discusses the importance of ethics in research studies involving vulnerable patients.

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Florence nightingale enviornmentalTheory

CLC –  Florence nightingale enviornmentalTheory .

 

1. YES – the presentation is 10-15 slides. (my part initial 4-5 slides)

2. There are 3 critical elements that need to be discussed:

3. Overview and efficacy for the model selected.(my part of topic)

4. How the four metaparadigm concepts can be explained using the selected model.

5. Provide three evidence-based examples demonstrating the application of the theory selected and support for current practice.(one example for my part)

6. PRESENTATION:

· Slides should be clear and concise. A rule of thumb is “No more than 7 bullets of 7 words per slide”

· Yes, slide content should be cited (slides and speaker notes)

· Speaker Notes are written in the space under each slide. Speaker notes should look like a formal paper. They are in paragraph form and include intext citations. (They will look like you took a paragraph out of a document and pasted it into the speaker notes section….with the exception that they will be single spaced).

1. Layout – see suggestion regarding bullets. Images are acceptable

2. Language & mechanics – see rubric

3. Sources: USE APA to cite intext sources and references

PARTICIPATION:

At the end of the project, each submission will receive a score. Based on the assessment of participation from the other members of the group, I will determine if a person will earn full credit or partial credit related to participation. In other words, people on the same team may have different scores. I will request participation information at the end of Week 3 when the presentations are due.

Items to consider: Did each member of the group complete the duty designated or agreed upon by the group members? Was communication clear and respectful? Did each member complete the duty by the date decided on by the group?

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