In a 5- to 10-slide PowerPoint presentation, address the following:Provide an overview of the article you selected, including answers to the following questions:What type of group was discussed?Who were the participants in the group? Why were they selected?What was the setting of the group?How often did the group meet?What was the duration of the group therapy?What curative factors might be important for this group and why?What “exclusion criteria” did the authors mention?Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

Here is the article

Yildiran, H., & Holt, R. R. (2015). Thematic analysis of the effectiveness of an inpatient mindfulness group for adults with intellectual disabilities. British Journal of Learning Disabilities, 43(1), 49–54. doi:10.1111/bld.12085Note: Retrieved from Walden Library databases.

Your task for this piece of assessment is to critically discuss professional issues and leadership challenges for the graduate registered nurse and argue for realistic and achievable actions and goals.

1. Analyse the WIKI discussion forum contributions (in relation to self-awareness, identity development and mentoring) and using the literature as a point of reference, discuss the significance of one of these professional development strategies in relation to transition to practice for the graduate registered nurse (GRN). 1. 2. Drawing from national and international literature, critically discuss the implications of the chosen professional development strategy for the graduate registered nurse working in a clinical environment in relation to achieving a work-life balance and developing a resilient approach to practice. 3. Referring to your critical discussion in Step 2, develop 2 SMART goals (one that aims to achieve work-life balance and the other a resilient approach to practice). Advocate/argue for how the realistic SMART goal actions (to achieve a work-life balance and a resilient approach to practice) would enhance your transition to clinical practice as a GRN.

1200 words +/-10%. Word length excludes in-text referencing, your reference list, direct quotes and appendices. Please note: markers will not mark beyond the work limit.  Suggested (not mandatory) word count structure. Introduction (100 words) 1.Discuss significance for the GRN (300 words) 2.Critically discuss in relation to work life balance and resilience (400 words) 3.Advocate for realistic actio

My Drug is  penicillin

Please do not copy charts/drug information directly from sources. Put them in your own format. I have included a sample chart that I used in the past.  Feel free to use or modify based on your learning needs. The left side of the chart includes what students need to know about the medication.  On the right side, place the information that you retrieve there. For any references that you use, make sure that they are evidence-based and current.

Medication

Put Medication Name Here—i.e.                      penicillin

Classification

Mechanism of Action

Side Effects

Adverse/Life Threatening Side Effects

My Drug is  penicillin  Are there any lab values to monitor with this medication? How often should the labs be monitored?

Drug-Drug Interactions (include herbal, over-the-counter, and prescription meds)

Patient Education

Any additional information related to medication

Do you agree or disagree with the following statement:

“There is an important difference between intentional and unintentional plagiarism, and all judgments about plagiarism, along with any punishments for plagiarizing, should be adjusted to account for that difference.”

Respond by either supporting or opposing this statement. List your reasons and cite at least two sources. You may use Internet or library search sources for this discussion.

Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.
PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.
It stands for:

• P – Patient/population/problem.
• I – Intervention.
• C – Comparison (of potential interventions, typically).
• O – Outcome(s).
• T – Time frame (if time frame is relevant).
• The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.
  You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.
  Demonstration of Proficiency
  By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
  • Explain the findings from articles or other sources of evidence.
• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
  • Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
  • Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
• Competency 3: Apply an evidence-based practice model to address a practice issue.
  • Define a practice issue to be explored via a PICO(T) approach.
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
• Reference
  Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones & Bartlett Learning.
  Professional Context
  As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.
  PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question.
  Scenario
  For this assessment, please use an issue of interest from your current or past nursing practice.
  If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.
  Instructions
  For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it.
  Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.
  If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.
  In your submission, make sure you address the following grading criteria:
• Define a practice issue to be explored via a PICO(T) approach.
• Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
• Explain the findings from articles or other sources of evidence.
• Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
• Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
• Assessment 3 Example 1 [PDF].
• Additional Requirements
  Your assessment should meet the following requirements:
• Length of submission: Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it. A title page is not required but you must include a reference list.
• Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
• APA formatting: Format references and citations according to current APA style.
• Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.