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Tag: Pathophysiology & Pharmacology

  • [Solved] Wk4 adv path ay

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    In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric. – 2 years ago

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    Assignment Prompt & Instructions

    In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.

    – 2 years ago

  • [Solved] WK1: D

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    500 WORDS, 2 APA – 2 years ago

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    500 WORDS, 2 APA

    – 2 years ago

  • [Solved] WK 4 RESP. DATA

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    – 2 years ago **files (1)** – ## WK4DISCDATA.docx **## WK4DISCDATA.docx** Self-Study: Comparison of Means, Part 1 Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the …

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    – 2 years ago

    **files (1)**

    – ## WK4DISCDATA.docx

    **## WK4DISCDATA.docx**

    Self-Study: Comparison of Means, Part 1

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373691)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 155–158)

    · Appendix E, “Research Evidence Appraisal Tool” (pp. 298–302)

    · Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)

    · Appendix G, “Individual Evidence Table” (pp. 315–318)

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

    · Chapter 12, “t(ea) for Two: Tests Between the Means of Different Groups” (pp. 236–239, 243)

    · Chapter 13, “t(ea) for Two [Again]: Tests Between the Means of Related Groups” (pp. 253–256, 259)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Niedz, B. (2024).
    _Comparison of means, part 1_ [Video]. Walden University Canvas. http://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    [Required Resources for Topic: \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Cook, H. E., Garris, L. A., Gulum, A. H., & Steber, C. J. (2024).
    [Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinicLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/08971900221125021).
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    [Required Resources for Topic: Paired \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · DeFusco, C., Lewis, A., & Cohn, T. (2023).
    [Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental studyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/10499091221094313).
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Markiewicz, A., Hickman, R. L., McAndrew, N. S., & Reimer, A. (2023).
    [Enhancing palliative communication in the intensive care unit through simulation: A quality improvement projectLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1876139923000075).
    _Clinical Simulation in Nursing, 77_, 1–5.

    **To prepare:**

    · Read and view the Learning Resources in Doherty & Skalsky and in Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Interpret independent sample
    _t_-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples
    _t_ test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired
    _t_ test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    ·

    For this Self-Study Discussion, you may post throughout Week 4. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Post** answers to any or all of the following:

    · Interpret independent sample t-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples t-test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired t-test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    Our interactive discussion addresses the following learning objectives:

    · Interpret comparison of mean (
    _t_-test) data in a published study

    · Differentiate between dependent observations and independent observations

    RESPOND TO THIS DISCUSSION POST

    ·
    **Tamekia**

    ·

    ·                 The independent samples t-test conducted by Cook et al. (2024) examined the impact of SMART goals on diabetes management by comparing A1C outcomes between two distinct groups: patients who engaged in SMART goal-setting and those who did not within a pharmacist-led telehealth clinic. Although the SMART goal group demonstrated a greater reduction in A1C levels than the control group, the results were not statistically significant (p = .287), indicating that the null hypothesis—stating no difference between groups—could not be rejected (Cook et al., 2024).

    · —stating no difference between groups—could not be rejected (Cook et al., 2024). Despite this, the study suggested that the intervention held clinical significance, as even modest A1C improvements can lead to better long-term management of diabetes (Cook et al., 2024). This case also highlights the potential for a type II error due to the small sample size (n = 100), which may have lacked the power to detect a statistically significant difference (Salkind & Frey, 2019).

    ·                 In contrast, DeFusco et al. (2023) employed a paired t-test to measure critical care nurses’ self-efficacy in providing palliative care before and after an educational intervention. Because the same group of nurses was assessed at two points (pre- and post-intervention), the paired t-test was appropriate for analyzing the dependent samples (DeFusco et al., 2023). Their study revealed statistically significant improvements (p < .001) in nurses’ perceived self-efficacy, specifically in the psychosocial and symptom management subscales (DeFusco et al., 2023). Unlike Cook et al. (2024), who focused on patient A1C outcomes between two independent patient groups, DeFusco et al. (2023) examined the same subjects' professional

    · confidence over time, making the design more sensitive to detecting changes. This comparison illustrates how independent versus paired t-tests are chosen based on whether groups are independent or related (Salkind & Frey, 2019).

    ·                  Distinguishing between clinical and statistical significance is essential for interpreting research findings effectively. Cook et al. (2024) presented clinically meaningful outcomes by demonstrating A1C reductions, despite not reaching statistical significance, which is common in studies with limited sample sizes (Salkind & Frey, 2019). Conversely, DeFusco et al. (2023) achieved both clinical and statistical significance, reinforcing the strength of their intervention. While statistical significance (typically p < .05) assesses whether findings are likely due to chance, clinical significance evaluates the practical impact of those findings on patient care or clinical practice (Dang et al., 2021). For DNP-prepared nurses, understanding both aspects is vital when appraising evidence and implementing interventions in practice.

    ·

    ·
    **References**

    · Cook, H. E., Garris, L. A., Gulum, A. -H., & Steber, C. J. (2024). Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinic.
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    · DeFusco, C., Lewis, A., & Cohn, T. (2023). Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental study.
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Salkind, N. J., & Frey, B. B. (2019).
    _Statistics for people who (think they) hate_

    ·
    _statistics_ (7th ed.). SAGE Publications.

    ·

    ·

    **## WK4DISCDATA.docx**

    Self-Study: Comparison of Means, Part 1

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373691)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 155–158)

    · Appendix E, “Research Evidence Appraisal Tool” (pp. 298–302)

    · Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)

    · Appendix G, “Individual Evidence Table” (pp. 315–318)

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

    · Chapter 12, “t(ea) for Two: Tests Between the Means of Different Groups” (pp. 236–239, 243)

    · Chapter 13, “t(ea) for Two [Again]: Tests Between the Means of Related Groups” (pp. 253–256, 259)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Niedz, B. (2024).
    _Comparison of means, part 1_ [Video]. Walden University Canvas. http://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    [Required Resources for Topic: \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Cook, H. E., Garris, L. A., Gulum, A. H., & Steber, C. J. (2024).
    [Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinicLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/08971900221125021).
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    [Required Resources for Topic: Paired \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · DeFusco, C., Lewis, A., & Cohn, T. (2023).
    [Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental studyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/10499091221094313).
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Markiewicz, A., Hickman, R. L., McAndrew, N. S., & Reimer, A. (2023).
    [Enhancing palliative communication in the intensive care unit through simulation: A quality improvement projectLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1876139923000075).
    _Clinical Simulation in Nursing, 77_, 1–5.

    **To prepare:**

    · Read and view the Learning Resources in Doherty & Skalsky and in Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Interpret independent sample
    _t_-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples
    _t_ test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired
    _t_ test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    ·

    For this Self-Study Discussion, you may post throughout Week 4. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Post** answers to any or all of the following:

    · Interpret independent sample t-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples t-test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired t-test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    Our interactive discussion addresses the following learning objectives:

    · Interpret comparison of mean (
    _t_-test) data in a published study

    · Differentiate between dependent observations and independent observations

    RESPOND TO THIS DISCUSSION POST

    ·
    **Tamekia**

    ·

    ·                 The independent samples t-test conducted by Cook et al. (2024) examined the impact of SMART goals on diabetes management by comparing A1C outcomes between two distinct groups: patients who engaged in SMART goal-setting and those who did not within a pharmacist-led telehealth clinic. Although the SMART goal group demonstrated a greater reduction in A1C levels than the control group, the results were not statistically significant (p = .287), indicating that the null hypothesis—stating no difference between groups—could not be rejected (Cook et al., 2024).

    · —stating no difference between groups—could not be rejected (Cook et al., 2024). Despite this, the study suggested that the intervention held clinical significance, as even modest A1C improvements can lead to better long-term management of diabetes (Cook et al., 2024). This case also highlights the potential for a type II error due to the small sample size (n = 100), which may have lacked the power to detect a statistically significant difference (Salkind & Frey, 2019).

    ·                 In contrast, DeFusco et al. (2023) employed a paired t-test to measure critical care nurses’ self-efficacy in providing palliative care before and after an educational intervention. Because the same group of nurses was assessed at two points (pre- and post-intervention), the paired t-test was appropriate for analyzing the dependent samples (DeFusco et al., 2023). Their study revealed statistically significant improvements (p < .001) in nurses’ perceived self-efficacy, specifically in the psychosocial and symptom management subscales (DeFusco et al., 2023). Unlike Cook et al. (2024), who focused on patient A1C outcomes between two independent patient groups, DeFusco et al. (2023) examined the same subjects' professional

    · confidence over time, making the design more sensitive to detecting changes. This comparison illustrates how independent versus paired t-tests are chosen based on whether groups are independent or related (Salkind & Frey, 2019).

    ·                  Distinguishing between clinical and statistical significance is essential for interpreting research findings effectively. Cook et al. (2024) presented clinically meaningful outcomes by demonstrating A1C reductions, despite not reaching statistical significance, which is common in studies with limited sample sizes (Salkind & Frey, 2019). Conversely, DeFusco et al. (2023) achieved both clinical and statistical significance, reinforcing the strength of their intervention. While statistical significance (typically p < .05) assesses whether findings are likely due to chance, clinical significance evaluates the practical impact of those findings on patient care or clinical practice (Dang et al., 2021). For DNP-prepared nurses, understanding both aspects is vital when appraising evidence and implementing interventions in practice.

    ·

    ·
    **References**

    · Cook, H. E., Garris, L. A., Gulum, A. -H., & Steber, C. J. (2024). Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinic.
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    · DeFusco, C., Lewis, A., & Cohn, T. (2023). Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental study.
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Salkind, N. J., & Frey, B. B. (2019).
    _Statistics for people who (think they) hate_

    ·
    _statistics_ (7th ed.). SAGE Publications.

    ·

    ·

  • [Solved] Week 3 Discussion Question Response AM

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    Executive Solution Overview

    Hello everyone, Heart failure (HF) is a chronic, progressive condition in which the heart cannot effectively circulate enough blood to meet the body's needs. It occurs due to structural or functional issues that disrupt the heart’s ability to fill or eject blood properly. The pathophysiology of HF i…

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    Assignment Prompt & Instructions

    Hello everyone,

    Heart failure (HF) is a chronic, progressive condition in which the heart cannot effectively circulate enough blood to meet the body's needs. It occurs due to structural or functional issues that disrupt the heart’s ability to fill or eject blood properly. The pathophysiology of HF involves neurohormonal activation, including the renin-angiotensin-aldosterone system (RAAS) and sympathetic nervous system, leading to fluid retention, vasoconstriction, and myocardial remodeling (McDonagh et al., 2021).

    Janessa’s symptoms, such as shortness of breath, weakness, and dizziness, may suggest HF, as reduced cardiac output and impaired tissue perfusion contribute to these manifestations. However, the absence of lung congestion and the presence of pale mucous membranes are not typical HF symptoms. HF is often associated with pulmonary congestion, which presents crackles on auscultation and symptoms like orthopnea or paroxysmal nocturnal dyspnea. The finding of pale mucous membranes suggests a different underlying cause such as anemia.

    While HF may partially explain Janessa’s symptoms, the lack of fluid retention, including edema or pulmonary congestion, makes it a less likely primary diagnosis. However, anemia and HF can coexist, as anemia increases cardiac workload and reduces oxygen delivery, exacerbating HF symptoms (Groenewegen et al., 2020).

    For my peers assigned asthma, you might suggest that Janessa’s shortness of breath is due to airway obstruction and inflammation. However, her clear lung sounds and absence of wheezing do not strongly support an asthma diagnosis.

    Diagnostic testing that would be most appropriate to investigate HF:

    – **B-type Natriuretic Peptide**: Elevated levels indicate HF.
    – **Echocardiogram**: This assesses left ventricular ejection fraction (LVEF) and structural abnormalities.
    – **Electrocardiogram**: Identifies arrhythmias or ischemic changes.
    – **Chest X-ray**: Detects pulmonary congestion or cardiomegaly.
    – **Complete Blood Count**: Evaluates for anemia, which may contribute to her symptoms.
    – **Serum Electrolytes and Renal Function Tests**: Assess complications related to HF, such as hyponatremia or kidney dysfunction.

    Groenewegen, A., Rutten, F. H., Mosterd, A., & Hoes, A. W. (2020). Epidemiology of heart failure. _European Journal of Heart Failure, 22_(8), 1342-1356. https://doi.org/10.1002/ejhf.1929

    McDonagh, T. A., Metra, M., Adamo, M., Gardner, R. S., Baumbach, A., Böhm, M., … & Anker, S. D. (2021). 2021 ESC guidelines for the diagnosis and treatment of acute and chronic heart failure. _European Heart Journal, 42_(36), 3599-3726. https://doi.org/10.1093/eurheartj/ehab368

    – 2 years ago

  • [Solved] week 2 health policy

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    Executive Solution Overview

    In-depth study guidance and analytical solution covering week 2 health policy.

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    Assignment Prompt & Instructions

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

  • [Solved] discussion

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    In-depth study guidance and analytical solution covering discussion.

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

  • [Solved] Response

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    Executive Solution Overview

    See Attachment – 2 years ago **files (1)** – ## 6abRespOUT.pdf **## 6abRespOUT.pdf** Response 6ab WHAT : REPLY to the TWO Discussion Posts FORMAT : APA with In-text Citation and Reference List REFERENCES : TWO Peer-Reviewed references minimum within last 5 years INCLUDE : Turnitin Report \* Please …

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    Assignment Prompt & Instructions

    See Attachment

    – 2 years ago

    **files (1)**

    – ## 6abRespOUT.pdf

    **## 6abRespOUT.pdf**

    Response 6ab

    WHAT : REPLY to the TWO Discussion Posts

    FORMAT : APA with In-text Citation and Reference List

    REFERENCES : TWO Peer-Reviewed references minimum within last 5 years

    INCLUDE : Turnitin Report

    \* Please and THANK YOU *

    \_\_\_____________________

    AbDj

    Discussion Post Reply #1

    Primary sources of research are immediately available observations regarding a topic
    obtained from people with direct experience. This can include but not limited to a
    textbook, an article, and journals. A primary source makes available firsthand evidence
    with original data.

    An overview or comprehensive analysis of previous research is referred to as a
    literature review. A literature review has a purpose to get a better understanding of
    specific research.

    According to an article wrote by Maeda et al. (2021), “systematic review is a
    ‘methodology used systematically to search for and synthesize knowledge generated
    through empirical studies to inform policy and decision-making and to uncover hidden
    patterns or trends that exist among relevant studies’(Grant & Booth, 2009)”. This
    approach is usually used to minimized bias in summarizing research and is a form of
    secondary research.

    A meta-analysis is a “statistical approach to synthesizing the results of a number of
    studies that produce a larger sample size and thus greater power to determine the true
    magnitude of an effect” (Melnyk & Fineout-Overholt, 2019, p. 171). A systematic review
    involves many studies to address a specific clinical question while avoiding bias, and
    meta-analysis is used to analyze the studies into one result.

    TaFri

    Discussion Post Reply #2

    Primary sources of research include the original data collected by the researcher or the
    feelings and interpretation of the research by participants (Schuurman & Eijkman,
    2013). However secondary sources include interpretations of research by other authors
    (Schuurman & Eijkman, 2013). Sources of primary studies include CINAHL, Embase,
    ERIC, and Medline (Melnyk & Fineout-Overholt, 2023). These sources are usually
    accessible through institutions or personal subscriptions.

    Literature reviews include a defined topic and research question, they provide a
    summary of the literature emphasizing what is known in the literature and then provides
    an overview summary of the research questions (Dodgeson, 2023). The researcher
    should identify literature that can help them to answer the research question (Mathew,
    2022). They should then summarize the knowledge found in the literature and can
    further apply the review to their research (Dodgeson, 2023).

    Systematic reviews are studies that use systematic search of literature and further
    summarize primary research in away that is nonbiased (Melnyk & Fineout-Overholt,
    202). Systematic reviews are seen as superior to primary sources due to the limited
    bias in systematic reviews (Mathew, 2022). The key aspects of systematic reviews
    include: ask (PICOT or research question), access (obtaining literature to answer
    research question), assimilate (find strategies that were used to synthesize primary
    research studies), appraise (includes a critical appraisal of literature studies), analyze
    (analyze descriptive and quantitative data), and apply (explain how findings can be
    applied to patients) (Mathew, 2022).

    Meta-analysis is pulling data from different individual studies (Mathew, 2022). The data
    may be presented via graphs or plots to allow the reader to easily understand the data.
    The meta-analysis includes six questions to help the reader further understand the
    data. These include: what is the comparison, what outcome is being compared, how is
    the data presented, what statistical model is used, what is the pooled effect, and what
    is the heterogeneity (Mathew, 2022).

    **## 6abRespOUT.pdf**

    Response 6ab

    WHAT : REPLY to the TWO Discussion Posts

    FORMAT : APA with In-text Citation and Reference List

    REFERENCES : TWO Peer-Reviewed references minimum within last 5 years

    INCLUDE : Turnitin Report

    \* Please and THANK YOU *

    \_\_\_____________________

    AbDj

    Discussion Post Reply #1

    Primary sources of research are immediately available observations regarding a topic
    obtained from people with direct experience. This can include but not limited to a
    textbook, an article, and journals. A primary source makes available firsthand evidence
    with original data.

    An overview or comprehensive analysis of previous research is referred to as a
    literature review. A literature review has a purpose to get a better understanding of
    specific research.

    According to an article wrote by Maeda et al. (2021), “systematic review is a
    ‘methodology used systematically to search for and synthesize knowledge generated
    through empirical studies to inform policy and decision-making and to uncover hidden
    patterns or trends that exist among relevant studies’(Grant & Booth, 2009)”. This
    approach is usually used to minimized bias in summarizing research and is a form of
    secondary research.

    A meta-analysis is a “statistical approach to synthesizing the results of a number of
    studies that produce a larger sample size and thus greater power to determine the true
    magnitude of an effect” (Melnyk & Fineout-Overholt, 2019, p. 171). A systematic review
    involves many studies to address a specific clinical question while avoiding bias, and
    meta-analysis is used to analyze the studies into one result.

    TaFri

    Discussion Post Reply #2

    Primary sources of research include the original data collected by the researcher or the
    feelings and interpretation of the research by participants (Schuurman & Eijkman,
    2013). However secondary sources include interpretations of research by other authors
    (Schuurman & Eijkman, 2013). Sources of primary studies include CINAHL, Embase,
    ERIC, and Medline (Melnyk & Fineout-Overholt, 2023). These sources are usually
    accessible through institutions or personal subscriptions.

    Literature reviews include a defined topic and research question, they provide a
    summary of the literature emphasizing what is known in the literature and then provides
    an overview summary of the research questions (Dodgeson, 2023). The researcher
    should identify literature that can help them to answer the research question (Mathew,
    2022). They should then summarize the knowledge found in the literature and can
    further apply the review to their research (Dodgeson, 2023).

    Systematic reviews are studies that use systematic search of literature and further
    summarize primary research in away that is nonbiased (Melnyk & Fineout-Overholt,
    202). Systematic reviews are seen as superior to primary sources due to the limited
    bias in systematic reviews (Mathew, 2022). The key aspects of systematic reviews
    include: ask (PICOT or research question), access (obtaining literature to answer
    research question), assimilate (find strategies that were used to synthesize primary
    research studies), appraise (includes a critical appraisal of literature studies), analyze
    (analyze descriptive and quantitative data), and apply (explain how findings can be
    applied to patients) (Mathew, 2022).

    Meta-analysis is pulling data from different individual studies (Mathew, 2022). The data
    may be presented via graphs or plots to allow the reader to easily understand the data.
    The meta-analysis includes six questions to help the reader further understand the
    data. These include: what is the comparison, what outcome is being compared, how is
    the data presented, what statistical model is used, what is the pooled effect, and what
    is the heterogeneity (Mathew, 2022).

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    work is attached – 2 years ago **files (1)** – ## 4055week1instructions.docx **## 4055week1instructions.docx** Neighborhood- Willingboro · **Document format and length**: Your health promotion plan should be 4–6 pages in length. · **Supporting evidence**: Support your health promotion plan with peer…

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    work is attached

    – 2 years ago

    **files (1)**

    – ## 4055week1instructions.docx

    **## 4055week1instructions.docx**

    Neighborhood- Willingboro

    ·
    **Document format and length**: Your health promotion plan should be 4–6 pages in length.

    ·
    **Supporting evidence**: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.

    ·

    ·
    **Document format and length**: Your health promotion plan should be 4–6 pages in length.

    ·
    **Supporting evidence**: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.

    lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)

    · Choose a specific health concern or health need from the
    [Assessment 1 Supplement: Health Promotion Research [PDF]](https://courseroom.capella.edu/courses/39346/files/7412067/download) as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you've chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.

    · Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you've learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.

    · Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.

    · Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.

    · Identify your chosen individual's or group's potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).

    · Identify the individual or group's current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.

    Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **## 4055week1instructions.docx**

    Neighborhood- Willingboro

    ·
    **Document format and length**: Your health promotion plan should be 4–6 pages in length.

    ·
    **Supporting evidence**: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.

    ·

    ·
    **Document format and length**: Your health promotion plan should be 4–6 pages in length.

    ·
    **Supporting evidence**: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.

    lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)

    · Choose a specific health concern or health need from the
    [Assessment 1 Supplement: Health Promotion Research [PDF]](https://courseroom.capella.edu/courses/39346/files/7412067/download) as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you've chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.

    · Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you've learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.

    · Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.

    · Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.

    · Identify your chosen individual's or group's potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).

    · Identify the individual or group's current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.

    Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

  • [Solved] Due in 5 hours

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    Attached below – 2 years ago **files (1)** – ## Interview4045.docx **## Interview4045.docx** · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of y…

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    Assignment Prompt & Instructions

    Attached below

    – 2 years ago

    **files (1)**

    – ## Interview4045.docx

    **## Interview4045.docx**

    · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

    · What is your experience with collecting data and entering it into a database?

    · What challenges have you experienced?

    · How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

    · What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

    **## Interview4045.docx**

    · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

    · What is your experience with collecting data and entering it into a database?

    · What challenges have you experienced?

    · How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

    · What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

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    help with grammar on nursing project – 2 years ago

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    help with grammar on nursing project

    – 2 years ago