Benchmark – Drafting a Literature Review

In this assignment, you will draft the body of a literature review. You will continue to add and revise this draft literature review (Chapter 2 of your DPI Project) as you progress through the program. You may be able to use the feedback and suggestions from your instructor (on the Introduction to the Literature Review assignment in Topic 4) to expand the literature review for this assignment.

General Requirements:

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

· Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria.

· Use the “Research Article Chart” to provide a summary review of each component of your assignment.

· Submit the completed Research Article Chart to your instructor.

· Refer to the most recent prospectus template found in the DC Network (dc.gcu.edu) for details and criteria for the Literature Review (Chapter 2).

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

· This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.

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

Directions:

Part 1: Selection of 15 Articles  

PICOT QUESTION: What are the Impacts of Medication Administration Errors on 3-4-Year-old Leukemia Patients 

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Please give your suggested PICOT with regards to the PICOT Question

Select 15 empirical articles related to your PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology.

Part 2: Research Article Chart 

Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template.

Part 3: Literature Review 

Prepare a Literature Review (Chapter 2) of 2,000-3,000 words for your scholarly project.

Utilizing the major concepts identified in the Topic 4 assignment, further develop each major concept and subtheme by locating 15 more empirical articles related to your project topic (30 articles total: 15 from Topic 4 assignment and 15 from Topic 6 assignment).

Use the “Research Article Chart” as a guide to analyze and synthesize (summarize) the literature into the paper you began in the Topic 4 assignment.

Based upon your review of the 15 additional research articles, expand on your summary of each major concept and your synthesis of the three identified subthemes that support each concept. At the end of each major concept, include a summary statement.

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. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

 

RESOURCES

Chapter 2 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.

URL: http://gcumedia.com/digital-resources/wolters-kluwer/2014/evidence-based-practice-in-nursing-and-healthcare_a-guide-to-best-practice_ebook_3e.php

Wenstock, M. (2013). The art and science of evidence-based care. H&HN: Hospitals and Health Networks, 87(3), 60.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=86194521&site=eds-live&scope=site

Brody, H., & Miller, F. G. (2013). The research-clinical practice distinction, learning health systems, and relationships. The Hastings Center Report, 43(5), 41-47.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.23597425&site=eds-live&scope=site

The overall goal of this assignment is to familiarize students with the main categories commonly found in a Data Management Plan (DMP).  Students will review a sponsor’s data management plan and then create a 5 – 6 page DMP for the study site (Good Clinical Trials). The DMP will be based on A Prospective, Multicenter, Randomized, Double-Blind, Phase 3 Clinical Study to Compare the Efficacy and Safety of XYZ Versus Corticosteroid for the Treatment of Lateral Epocondylitis. For this assignment, all data capture is electronic.

Please do not “cut and paste” from the SWP Data Plan example into the template; use your own words.  You will be penalized if you “cut and paste” from someone else’s work.

Attached to the end of this assignment are:

Data management plan overview for your review

Sponsor’s DMP

A Template for the Site DMP

Use the following format and sections in your site DMP:

DMP Title

Protocol Title

Overview  (1 – 2 paragraphs) (15 points)

Data Management Staff Roles and Responsibilities (Table Format) (15 points)

Site Policies: related to SOPs and staff training (15 points)

Data Access: access by staff role, security and safety measures; assigning and using passwords, etc.; entry and exit of data management systems (15 points)

Data Entry & Cleaning: prerequisites for data entry (required training & access), granting access, entering data, data security, quality control functions & procedures, and query generation. (15 points)

Monitoring Visits: preparing for monitor visits, protecting data, managing queries, responding to issues. (10 points)

Database closure checks, quality assurance at closure and database lock, and database unlock. (10 points)

Data Archiving, Record Storage, Retention, and Transfer of final Materials: how and where records will be stored, access to records; length of retention, and how they will be destroyed (10 points)

Adverse & Serious Adverse Events: management of, reconciliation, process and who is responsible for what task related to documenting and reporting (15 points)

Assignment 1: Gastrointestinal Tract: Disorders of Motility

Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.

Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.

To Prepare

· Review this week’s media presentation on the gastrointestinal system.

· Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.

· Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.

· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.

· Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.

To Complete

Write a 2- to 3-page paper that addresses the following:

· Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.

· Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

· Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

o Alzheimer’s disease

o Asthma in children

o Chronic obstructive pulmonary disease (COPD)

o Congestive heart failure

o Hepatic disease (liver disease)

o Hypertension

o Hyperthyroidism and hypothyroidism

o Seizures

o Sepsis

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

Use resources below

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

• Chapter 35, “Structure and      Function of the Digestive System”

This chapter provides information relating to the structure and function of the digestive system. It covers the gastrointestinal tract and accessory organs of digestion.

• Chapter 36, “Alterations of      Digestive Function”

This chapter presents information relating to disorders of the gastrointestinal tract and accessory organs of digestion. It also covers the pathogenesis, clinical manifestations, evaluation, and treatment of gastroesophageal reflux disease, gastritis, peptic ulcer disease, inflammatory bowel disease, and irritable bowel syndrome.

• Chapter 37, “Alterations of      Digestive Function in Children”

This chapter presents information relating to disorders of the gastrointestinal tract and liver that affect children. It focuses on congenital impairment, inflammatory disorders, metabolic disorders, as well as the impairment of digestion, absorption, and nutrition.

Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.

• Chapter 13,      “Gastrointestinal Disease”

This chapter provides a foundation for exploring gastrointestinal disorders by reviewing the structure and function of the GI tract. It also describes mechanisms of regulation of GI tract disorders such as acid-peptic disease, inflammatory bowel disease, and irritable bowel syndrome.

• Chapter 14, “Liver Disease”

This chapter reviews the structure and function of the liver. It then explores the clinical presentation, etiology, pathogenesis, pathology, and clinical manifestations of three liver disorders: acute hepatitis, chronic hepatitis, and cirrhosis.

• Chapter 15, “Disorders of      the Exocrine Pancreas”

This chapter begins by reviewing the anatomy, histology, and physiology of the exocrine pancreas. It then examines the clinical presentation, etiology, pathology, pathogenesis, and clinical manifestations of acute and chronic pancreatitis, pancreatic insufficiency, and pancreatic cancer.

• de Bortoli, N., Martinucci, I., Bellini, M.,      Savarino, E., Savarino, V., Blandizzi, C., & Marchi, S. (2013).      Overlap of functional heartburn and gastroesophageal reflux disease with      irritable bowel syndrome. World Journal of Gastroenterology,      19(35), 5787-5797. doi:10.3748/wjg.v19.i35.5787

Case Study: Healing and Autonomy

Mike and Joanne are the parents of James and Samuel, identical twins born eight years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’ condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own, or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.

The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

Two days later the family returned, and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James kidneys had deteriorated such that his dialysis was now not a temporary matter, and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

James’ nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’ brother Samuel.

Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney, or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? “This time around, it is a matter of life and death, what could require greater faith than that?” Mike reasons.

Write a 1,200-1,500 word analysis of “Case Study: Healing and Autonomy.” In light of the readings, be sure to address the following questions:

1. Under      the Christian narrative and Christian vision, what sorts of issues are      most pressing in this case study?
2. Should      the physician allow Mike to continue making decisions that seem to him to      be irrational and harmful to James?
3. According      to the Christian narrative and the discussion of the issues of treatment      refusal, patient autonomy, and organ donation in the topic readings, how      might one analyze this case?
4. According      to the topic readings and lecture, how ought the Christian think about      sickness and health? What should Mike as a Christian do? How should he      reason about trusting God and treating James?

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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