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Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

• Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
• Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
• Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 4A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer-reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 4B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

 Submit Part 4A and 4B of your Evidence-Based Project. 

Discussion – Week 9 

REPLY:to another student-one page/three references

COLLAPSE

Top of Form

     MAIN POSTING 6050

     Evaluation is an invaluable component of all policy programs.  It provides data, commentary, and critical evidence for ongoing improvement, enhancement, and effectiveness of programs. It helps policymakers, administrators, clinicians, financial stakeholders, and the public understand what works and what needs to change to improve the health and well-being of individuals and communities (Milstead & Short, 2019).

     There are some opportunities that exists for RN and APRNs to actively participate in policy review.  One of such opportunity is by joining a professional organization, these organizations often have lobbyists that bring nursing issues to Capitol Hill.  An example of such an organization is the American Nurses Association (ANA) which helps the RNs and the APRNs to understand how they can engage in policy review.  Nurses can participate in policy review on local, state, and federal levels (American Nurses Association, 2020).

     Another opportunity for RNs and APRNs to participate in policy review is through the workplace. The nurses are professionals who have the responsibility and capacity to influence the existing healthcare delivery programs.  A major role of the RNs and APRNs is to promote quality health and this can be achieved by participating in policy review.  Nonetheless, these opportunities have their challenges.  Some nurses do not want to belong to professional organizations due to financial obligations and time constraints.  In the workplace, nurses are not even aware of the policies that need to be reviewed.

     Strategies to better advocate for or communicate the existence of these opportunities to participate in policy review is to create awareness of the benefits of professional organizations to nurses. Nursing schools need to include healthcare policy education as part of their curriculum as well as encourage some form of political involvement.  Employers need to provide nurses with the time and resources to help them participate in policy review.  According to Laureate Education (2018), policy evaluation helps us to know if we are achieving our goals, if we are off the mark, and how we can improve.

• cial Media discussions are designed to promote dialogue between faculty and students, and students and their peers using a social media platform as inspiration. In the social media discussions, students:
  • Demonstrate understanding of concepts for the week
  • Research current data through outside sources and social media postings
  • Engage in meaningful dialogue with classmates
  • Express opinions clearly and logically, in a professional manner
• Use the rubric on this page as you compose your answers.

Discussion Question

There are many factors that will continue to impact community and population health.

1. Consider the past achievements in public health as many have implications around the globe.
2. Describe a global health concern that has impacted your community or those you care for.
3. Discuss what surveillance data could be pulled from an electronic health record (EHR) you have used or currently use in your nursing practice.
4. Take a moment to review the Twitter feed for compelling Tweets that are related to informatics, global health, and population health outcomes.
5. Share an overview the Tweet and how it is likely to impact future collaborative trends in community health.
6. Compose a 280-character or fewer Tweet that describes what you would like to see as a Tweet in the next decade related to public health achievements. Please try to be realistic, but also be visionary. Remember Twitter only allows 280 characters (this includes spaces, etc.) so you will need to be concise. It should include a hashtag. Include a reference URL if applicable. Share this Tweet in the discussion. (Note: A Twitter account is not required nor share your Tweet on social media). 
7. Your discussion post should look like:
   • Paragraph one: Describe a global health concern that has impacted your community or those you care for
   • Paragraph two: Discuss what surveillance data could be pulled from an electronic health record (EHR) you have used or currently use in your nursing practice.
   • Paragraph three: Share information from a Tweet and how it is likely to impact future collaborative trends in community health.
   • Paragraph four: Compose a 280-character Tweet that describes what you would like to see as a Tweet in the next decade related to public health achievements.
   • Resources: Where did you find your data?
8. Example: New HIV infection rates at all-time low worldwide #primaryprevention #collaborationiskey #WeGotThis #RNsunite www.HIV.gov

I need help with few microbiology quiz questions.  Please . Same questions of 4 each. Different ways of answering.  Two separate papers 

Reflect: What words come to mind when you hear the word “pediatric trauma”? Please write down a few words or a few sentences. 

Research: Answer the questions below using the articles below and other sources such as the internet and your textbooks. 

1. List 5 potential nursing diagnoses for a child involved in a Motor Vehicle Accident ( I.e hit by a car)? 

2. What are the differences between pediatric vs. adult trauma? Consider aspects such as physiology, communication, legal issues, age, and types of injuries. 

3. Identify at least 3 interdisciplinary team members that may be involved in a pediatric trauma beginning with the onset of injury to home care. 

4. What assessments/diagnostic imaging should be considered/performed? 

5. What is  acute compartment syndrome?

6. Describe the 5 “P’s” of compartment syndrome and how the relate to the pediatric patient.

7. Why is early detection of compartment syndrome important?

8. What else could cause symptoms similar to compartment syndrome?

9. How is acute compartment syndrome treated and what does this mean for the patient?

10. Why can identifying compartment syndrome in children be particularly difficult?

Create a 5–7 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue.

Assessments 1 and 2 are scenario-based, so you must complete them in the order in which they are presented.

Finding, organizing, and motivating teams is a key leadership skill as is the ability to communicate and present information.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply qualities, skills and practices used by effective healthcare leaders.
  • Outline goals and initial priorities that reasonably reflect the project.
• Competency 2: Apply practices that facilitate effective interprofessional collaboration.
  • Outline a plan that effectively fosters interprofessional group collaboration.
• Competency 3: Apply ethical codes and diversity best practices in health care organizations.
  • Define the composition of a team with characteristics that could effectively address a diversity issue.
  • Describe the basic characteristics of a diverse and inclusive workplace.
  • Explain the benefits of promoting and supporting diversity within an organization using scholarly resources.
• Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
  • Create an organized presentation that clearly communicates all specified content.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The NHS-FP5004 – Collaboration, Communication, and Case Analysis for Health Care Master’s Learners Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Assessment Example

• Assessment 2 Example [PPTX].

Diversity and Cultural Competence

Diversity, inclusion, cultural competence must be a focus of all health care professionals. The following resources discuss the importance of diversity and the role of a leader. 

• Dreachslin, J. L., Weech-Maldonado, R., Gail, J., Epané, J. P., & Wainio, J. A. (2017). Blueprint for sustainable change in diversity management and cultural competence: Lessons from the National Center for Healthcare Leadership diversity demonstration project. Journal of Healthcare Management, 62(3), 171–183.
• Gotsis, G., & Grimani, K. (2016). Diversity as an aspect of effective leadership: Integrating and moving forward. Leadership & Organization Development Journal, 37(2), 241–264.
• Downey, S. N., Werff, L., Thomas, K. M., & Plaut, V. C. (2015). The role of diversity practices and inclusion in promoting trust and employee engagement. Journal of Applied Social Psychology, 45(1), 35–44.
• Debiasi, L. B., & Selleck, C. S. (2017).  Cultural competency training for primary care nurse practitioners: An intervention to increase culturally competent care. Journal of Cultural Diversity, 24(2), 39–45. 
• Holck, L., Muhr, S. L., & Villesèche, F. (2016). Identity, diversity and diversity management: On theoretical connections, assumptions and implications for practice. Equality, Diversity and Inclusion: An International Journal, 35(1), 48–64.
• Lawton, D. S., & Carlos Tasso, E. D. A. (2016). Diversity in the workplace and the impact of work values on the effectiveness of multi-generational teams. I-Manager’s Journal on Management, 10(3), 20–28.
• Culture, Diversity, and Out-Groups in Leadership.
  • Complete this survey to help identify your attitudes toward out-group members and to explore how you, as a leader, respond to members of the out-group.

Leadership and Teambuilding

The textbook references below provide information on team-building and collaboration. 

• Rubino, L. G., Esparza, S. J., & Reid Chassiakos, Y. S. (2020). New leadership for today’s health care professionals: Concepts and cases (2nd ed.). Burlington, MA: Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 7, “Building a Successful Team.”
  • Chapter 9, “Collaborative Leadership.”

PowerPoint

Review the following PowerPoint template if you need practice in creating presentations.

• PowerPoint Presentation Template and Instructions.
• Assessment Instructions
• Overview
  In this assessment you will continue your work on the project by creating a 5–7 slide PowerPoint presentation for the diversity project kickoff meeting.
  Preparation
  • View the PowerPoint Presentation Instructions for guidelines and hints for an effective presentation.
  • Download the PowerPoint Template found in the resources and use it to complete this assessment.
  • Scenario
    Imagine that Lynette follows up with you in an e-mail shortly after reading your views on leadership and collaboration:
    Hi,
    Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.
    I want you to prepare a presentation to serve as a brief, but substantive introduction for the first meeting with a group of 4–5 members who will participate on the committee tasked with addressing the diversity issue. Once I review more information about the proposed team I can help you with the recruitment. The presentation should be 5–7 minutes and use 6–8 slides with detailed speaker’s notes so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:
  1. Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group. Also, explain why they are important.
  2. Explain the composition of the team and why you chose them. Note that you will not know the exact individuals yet, but assume we will recruit the people with the desired qualities and characteristics that you outline in the presentation. Consider the following:
     • Include a group of professionals you believe can help define the problem and ultimately make recommendations on how to address it.
     • Make sure each member is either trained in, sensitive to, or has experience with the concept of workplace diversity.
     • Give some thought to having some members from outside the organization.
     • Provide member profiles: their diversity, qualifications, experience, internal versus external, and so forth.
  3. Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration.
     • Describe how the group will communicate. How and when they will meet.
     • Describe how ideas will be shared and decisions made.
     • Describe roles, group function, and structure.
  4. Describe the basic characteristics of a diverse workplace.
  5. Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.
  6. Thanks,
     Lynette
     Instructions
     Create a 5–7 slide presentation in response to the content defined in the above scenario and submit it in the courseroom.
     Presentation Guidelines
  • Length: 5–7 PowerPoint slides (not including title slide) that would accompany an approximately 5-minute oral presentation.
  • Notes: Prepare detailed speaker’s notes describing items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally. Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
  • Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, and formatting and other design principles that make the information clear and generally add to the aesthetic of the presentation.
  • Please refer to the scoring guide for details on how your assessment will be evaluated.
    Note: Your instructor may use the Writing Feedback Tool when grading this assignment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. 

See attachments

Leadership Profile

     In their research, Gallup scientists found that people have specific areas where they have a greater potential for finding success, so they should focus on improving their strengths rather than their weaknesses (Rath, 2007). The results from my strength finder assessment showed that my top five themes are strategic, input, belief, empathy, and developer. For the most part, I find these results to be accurate. I am strategic in that I have a very logical way of thinking, and can adapt my thoughts to different situations (Rath, 2007). My second strength was the theme of input, and this is accurate in that I am inquisitive and am always seeking new information (Rath, 2007). I find that the belief theme is a very accurate strength because I have strong beliefs that guide my life and give it meaning (Rath, 2007). I also have a great deal of empathy, as many nurses do (Rath, 2007). Lastly, the developer theme fits me because I can always find and see potential in others (Rath, 2007). While I found these results accurate, they were not exactly what I anticipated or would have applied to myself. I hope to take advantage of these new insights into my strengths and build on them to become a strong leader.

Core Values

     Leaders must be grounded in a set of core values that guide their behaviors and leadership style and ensure they have the best interests of their coworkers at heart; otherwise, there is no real and effective leadership (Marshall & Broome, 2017). With that in mind, I need to identify my core values and work on strengthening them. I need to work on becoming more candid. I am often so concerned with others’ feelings that it holds me back from being frank and sharing my opinion. A leader must possess this ability, as leaders often have difficult situations with those under them, and must be candid. However, this must be offset with a certain amount of grace and kindness to ensure one does not come off as being overly harsh or rude. A second core value that I feel I could strengthen would be optimism. I have always been a very optimistic person, but over the years of being a nurse have become less so. Optimism is a value that is essential for a leader. It is essential to be optimistic to encourage those who are under you and keep their spirits high.

Strengths

     In Tom Rath’s book, he explains 34 themes leaders might possess where they are exceptionally talented (2007). The command theme is an area that I need to work on improving (Rath, 2007). An effective leader needs to be able to take command. I can do this, but I am more than happy to sit back and let others take charge. I do not like to impose my ideas on others. If it is warranted, I can take command, but it is my instinct to give others the chance to do so first. While I do not want to be pushy, I do need to work on strengthening my ability to take command. Another theme in which I would like to improve upon is the theme of being deliberative (Rath, 2007). Typically, I make decisions quickly and move on them without overthinking the situation. While this can be good, I do believe that as a leader, I need to work on weighing all the options and being more deliberate in my decisions.

Characteristics

     A nurse leader’s characteristics not only affect those they lead but can also influence patient outcomes as well (Adams et al., 2018). This is just another reason why I must work on improving both my strengths and my weaknesses to become the best leader I can be. A leader must have a high level of self-esteem, or those who follow them will have a more difficult time believing in them. I could most definitely work on improving my self-esteem as a leader. Leadership is not a role I fall into naturally, so it is easy to second guess myself. I need to have more confidence in myself as a leader to ensure that others can place their confidence in me. Another characteristic I could strengthen is my engagement. A leader must be engaged to encourage those under them to want to become engaged. This is an area where I could improve upon, as I am not always the most engaged.

Conclusion

 A leader must determine their strengths and their weaknesses so that they can play to their strengths and work on strengthening their weaknesses. In preparation for becoming a nurse leader, this is necessary for me to do. The strength finder assessment found my strongest themes to be strategic, input, belief, empathy, and developer. This offered me a new insight into my strengths and identified areas for me to grow. Two fundamental core values I would like to strengthen are my candor and optimism. Two strength themes I would like to work on improving are command and deliberative. Two characteristics that I believe would make me a better leader if I strengthened are my self-esteem and engagement. Improving upon these strengths will not only make me a better leader but a better person.  

References

Adams, J., Djukic, M., Gregas, M., & Fyrey, A.-K. (2018). Influence of nurse leader practice characteristics on patient outcomes: Results from a multi-state study. Nursing Economics, 36(6). https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=8b99c48f-0f7d-4659-8209-df1a23be25df%40sdc-v-sessmgr03

Marshall, E., & Broome, M. E. (Eds.). (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). Springer Publishing Company.

Rath, T. (2007). Strengthsfinder 2.0 (1st ed.). Gallup Press.

For this Assignment, you will work with a patient with a gastrointestinal condition that you examined during the last three weeks. You will complete your second Episodic/Focused Note Template Form for this course where you will gather patient information, relevant diagnostic and treatment information, and reflect on health promotion and disease prevention in light of patient factors, such as age, ethnic group, PMH, socioeconomic, cultural background, etc. In this week’s Learning Resources, please review the Focused Note resources for guidance on writing Focused Notes.

Note: All Focused Notes must be signed, and each page must be initialed by your preceptor. When you submit your Focused Notes, you should include the complete Focused Note as a Word document and pdf/images of each page that is initialed and signed by your preceptor. You must submit your Focused Notes using SAFE ASSIGN.

Note: Electronic signatures are not accepted. If both files are not received by the due date, faculty will deduct points per the Walden Late Policies.

To prepare:

• Use the Episodic/Focused Note Template found in the Learning Resources for this week to complete this Assignment.
• Select a patient that you examined during the last three weeks based on any gastrointestinal conditions. With this patient in mind, address the following in a Focused Note:

Assignment:

• Subjective: What details did the patient provide regarding her personal and medical history?
• Objective: What observations did you make during the physical assessment?
• Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?
• Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.
• Reflection notes: What would you do differently in a similar patient evaluation?

Note: Your Focused Note Assignment must be signed by Day 7 of Week 6.

For this assignment you will be given a case study about a young lady named Sarah Smith. Review the information provided and answer the questions following. Be sure to cite your references. Look at Sarah as if she is a patient in your office seeking care. What are your immediate concerns? What needs to be done for her? Be thorough and succinct in your responses.

Case Study:

Sarah Smith is a 28 y/o African American female who presents to the office with c/o wound to her left foot for the past few days. States she had tripped and fell while barefoot scraping the top of her foot on the pavement. She denies any other injury from the incident. Over the past 24 hours the wound has had “smelly” drainage. Has been experiencing generalized achiness, but denies fever and chills. Did not seek medical attention at the time of injury. Has been using hydrogen peroxide to clean her wound. Is unclear of her last tetanus vaccination. Patient PMHx significant for DM II. States that she takes her medications when she remembers, and does not always check her blood sugar.

PMHx:

Asthma: no hospitalizations for exacerbation.

DM II

PSHx:

Denies

SHx:

Former tobacco user: ceased smoking 2 years ago. Had smoked 1ppd x 5 years

ETOH: socially

Illicit drugs: denies

FHx:

Significant for paternal DM, otherwise unremarkable

Medications:

Metformin: 500mg BID po – did not take the last few days

Albuterol MDI: 2 puffs every 6 hours prn – last use just PTA

Singulair: 10mg po daily

Trinessa: 1 tab po daily – last taken this am

Allergies:

PCN: hives

LNMP: 2 weeks ago.

G0p0

ROS:

General: denies any weight changes, fatigue or fever; + body aches

Skin: denies any rashes; + wound to left foot

HEENT: denies headache, head injury, dizziness, lightheadedness;

            Denies any vision changes

            Denies any hearing changes, tinnitus, vertigo, earache

            Denies any nasal congestion, discharge, nose bleeds or sinus tenderness

            Denies any sore throat, difficulty swallowing

Neck: denies any swollen glands, pain

Breasts: denies any pain, discharge

Respiratory: denies any dyspnea; positive cough and wheezing

CV: denies any chest pain, edema

GI: denies any nausea/vomiting/diarrhea/constipation; denies bloody stools

PV: denies claudication, swelling to LE

GU: denies frequency, urgency, burning;

            Denies vaginal discharge, itching, sores

            Denies penile discharge, itching or sores

MS: positive pain to left foot

Psych: denies nervousness, depression

Neuro: denies Headache, dizziness, vertigo, syncope, weakness; + numbness to right LE

Heme: denies any easy bruising

Physical Exam:

Vital signs: 100.5 (tympanic), 162/88, 118, 22, O2 sat 95% on RA

                        Height: 5’5”     Weight: 250 lbs.

            Blood glucose: 230 (Fasting; states has not eaten yet today)

patient awake, alert, oriented x 4 in NAD

Skin: warm, dry, color WNL. 4 cm lesion noted to anterior left foot with crusting and purulent drng; + surrounding erythema extending up 7 cm proximally

HEENT: head nontraumatic, normocephalic

Pupils PERRLA, EOMs intact; disc margins sharp, without hemorrhages, exudates; no AV nicking noted

Ears: bilateral TM with good cone of light and intact

Nose: mucosa pink, septum midline; no sinus tenderness appreciated

Mouth: mucosa pink, moist; tongue midline; tonsils 1+ without exudate

Neck: supple; trachea midline; no LAD

Resp: regular and unlabored; lungs with end expiratory wheezing throughout

CV: RRR, S1 and S2 noted; no s3, s4 or murmur appreciated

Abdomen: soft, non-distended; Bs + x 4; no tenderness with palpation; no CVA tenderness with percussion

Genitalia: deferred

Rectal: deferred

Extremities: warm and without edema; calves supple, non-tender

PV: no LE edema

MS: + swelling to left foot; + tenderness of 2-4th left metatarsals; + left pedal pulse; CMS intact; Cap refill < 2 sec.

Neuro: alert, cooperative; thought coherent; oriented x 4; cranial nerves II-XII intact

Questions:

1. List your differentials for her current problems. Remember you should have at least three different differentials for each problem. Include rationale for each differential.

2. At this time what medical diagnoses are you most concerned about? Do they impact other diagnoses? If so, how?

3. What diagnostic images would you order? Provide your rationale. What are you trying to rule in or out?

4. What laboratory work would you order? What would you anticipate to be abnormal? Provide your rationale for each.

5. What is your comprehensive plan of care? Include your rationales.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements

Before finalizing your work, you should:

• be sure to read the Assignment description carefully (as displayed above)
• consult the Grading Rubric to make sure you have included everything necessary; and
• utilize spelling and grammar check to minimize errors.