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    Hi, Can you please help me with my bookkeeping practical test with the attached instructions and input data in the attached journal template – [\ \ BookkeepingInstructionPracticalExam.pdf](https://www.sweetstudy.com/files/bookkeepinginstructionpracticalexam-pdf "BookkeepingInstructionPracticalExam…

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    Hi, Can you please help me with my bookkeeping practical test with the attached instructions and input data in the attached journal template

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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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    **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

    **Aisha**

    **Independent Samples t-Test Results in Cook et al. (2024)**

    Cook et al. (2024) present a research study investigating how specific, measurable, achievable, relevant, and time-bound (SMART) goals affect the management of diabetes in a telehealth clinic. The study applied independent samples t-tests to compare the reduction in the level of A1c in the intervention group that implemented SMART goals and the control group that did not. Based on the presented findings, A1c levels reduced by 1.2% in the intervention group compared to the control group which recorded a 0.85% reduction in A1c levels (Cook et al., 2024) Regarding the relevance to the research question, the results report a p-value of 0.287, indicating that the differences between reduction rates in the two groups was not statistically significant.

    **Independent Sample t-test in Cook et al. (2024) vs Paired t-test in DeFusco et al. (2023)**

    Cook et al. (2024) applied an independent samples t-test in comparing the A1c levels between the intervention and the control group whereas DeFusco et al. (2023) employed a paired t-test in evaluating the self-efficacy of critical care nurses pre-and post-intervention (online palliative care education). The independent samples t-test is useful in the article by Cook et al. (2024) because it compares two groups; the intervention and the control group. The paired t-test is relevant in the study by DeFusco et al. (2023) because it measures the efficacy of the intervention in the same group.

    Although the study by Cook et al. (2024) shows an increased reduction in the levels of A1c in the intervention group compared to the sample group, the difference is not statistically significant. Conversely, the results presented by DeFusco et al. (2023) are statistically significant. The reported p-value is < 0.001. The results have a large effect size. Although the study by Cook et al. (2024) shows the effectiveness of SMART goals in managing diabetes, further research is required. The findings by DeFusco et al. (2023) are viable and can be implemented into practice.

    **Comparing the Study Subjects in the Articles**

    The two studies also show a difference in the subjects under investigation. Cook et al. (2024) investigate the effectiveness of SMART goals in managing diabetes by investigating veterans with type 2 diabetes. The sample size involved 100 patients put in two groups (50 in the intervention group and 50 in the control group). On the other hand, the study by DeFusco et al. (2023) involved 40 critical care nurses in investigating the impact of online palliative education in improving the nurse’s self-efficacy.

    **Statistical Significance vs. Clinical Value**

    The result from a research study is deemed to be statistically significant if the p-value is within the standard threshold, that is, p <0.05. The p-value in the results presented by DeFusco et al. (2023) is 0.001 thus, statistically significant. On the other hand, the p-value in the study by Cook et al. (2024) is 0.287. The p-value is higher than the standard threshold (p <0.05) hence the result is not statistically significant. A study whose result is not statistically significant can still have clinical value if the findings are applicable in the real world. Thus, the result in Cook et al. (2024) has clinical meaning because the SMART goals can be applied to managing diabetes in an actual clinical environment.

    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. DOI: 10.1177/08971900221125021

    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. DOI: 10.1177/10499091221094313

    **## 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

    **Aisha**

    **Independent Samples t-Test Results in Cook et al. (2024)**

    Cook et al. (2024) present a research study investigating how specific, measurable, achievable, relevant, and time-bound (SMART) goals affect the management of diabetes in a telehealth clinic. The study applied independent samples t-tests to compare the reduction in the level of A1c in the intervention group that implemented SMART goals and the control group that did not. Based on the presented findings, A1c levels reduced by 1.2% in the intervention group compared to the control group which recorded a 0.85% reduction in A1c levels (Cook et al., 2024) Regarding the relevance to the research question, the results report a p-value of 0.287, indicating that the differences between reduction rates in the two groups was not statistically significant.

    **Independent Sample t-test in Cook et al. (2024) vs Paired t-test in DeFusco et al. (2023)**

    Cook et al. (2024) applied an independent samples t-test in comparing the A1c levels between the intervention and the control group whereas DeFusco et al. (2023) employed a paired t-test in evaluating the self-efficacy of critical care nurses pre-and post-intervention (online palliative care education). The independent samples t-test is useful in the article by Cook et al. (2024) because it compares two groups; the intervention and the control group. The paired t-test is relevant in the study by DeFusco et al. (2023) because it measures the efficacy of the intervention in the same group.

    Although the study by Cook et al. (2024) shows an increased reduction in the levels of A1c in the intervention group compared to the sample group, the difference is not statistically significant. Conversely, the results presented by DeFusco et al. (2023) are statistically significant. The reported p-value is < 0.001. The results have a large effect size. Although the study by Cook et al. (2024) shows the effectiveness of SMART goals in managing diabetes, further research is required. The findings by DeFusco et al. (2023) are viable and can be implemented into practice.

    **Comparing the Study Subjects in the Articles**

    The two studies also show a difference in the subjects under investigation. Cook et al. (2024) investigate the effectiveness of SMART goals in managing diabetes by investigating veterans with type 2 diabetes. The sample size involved 100 patients put in two groups (50 in the intervention group and 50 in the control group). On the other hand, the study by DeFusco et al. (2023) involved 40 critical care nurses in investigating the impact of online palliative education in improving the nurse’s self-efficacy.

    **Statistical Significance vs. Clinical Value**

    The result from a research study is deemed to be statistically significant if the p-value is within the standard threshold, that is, p <0.05. The p-value in the results presented by DeFusco et al. (2023) is 0.001 thus, statistically significant. On the other hand, the p-value in the study by Cook et al. (2024) is 0.287. The p-value is higher than the standard threshold (p <0.05) hence the result is not statistically significant. A study whose result is not statistically significant can still have clinical value if the findings are applicable in the real world. Thus, the result in Cook et al. (2024) has clinical meaning because the SMART goals can be applied to managing diabetes in an actual clinical environment.

    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. DOI: 10.1177/08971900221125021

    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. DOI: 10.1177/10499091221094313

  • [Solved] Oil 569

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## Fieldnotestemplate.docx – ## Wk1Ogl568.docx **## Fieldnotestemplate.docx** **Practicing with Field Notes and Critical Thinking** **Module 1: Level Playing Field** **Your Name:** **Field Note 1:** **Field Note 2:** **Field Note 3:** **Connecting Observations with Fiel…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## Fieldnotestemplate.docx

    – ## Wk1Ogl568.docx

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## Wk1Ogl568.docx**

    **Wk 1 Ogl 568**

    **Module 1: Practicing with Field Notes and Critical Thinking**

    Field Notes

    Refers to notes created by the researcher (you)  during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1:_** What does it mean to have a level playing field?

    **_Application Prompt 1:_** _REFLECT- write about your experience._ Think of a time when you felt someone underestimated you or your performance. Alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **_Application Prompt 2:_** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    **Reflection Prompt:** How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template.docx](https://asu.instructure.com/courses/207506/files/98629992?wrap=1) Attached

    **## Wk1Ogl568.docx**

    **Wk 1 Ogl 568**

    **Module 1: Practicing with Field Notes and Critical Thinking**

    Field Notes

    Refers to notes created by the researcher (you)  during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1:_** What does it mean to have a level playing field?

    **_Application Prompt 1:_** _REFLECT- write about your experience._ Think of a time when you felt someone underestimated you or your performance. Alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **_Application Prompt 2:_** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    **Reflection Prompt:** How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template.docx](https://asu.instructure.com/courses/207506/files/98629992?wrap=1) Attached

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## Wk1Ogl568.docx**

    **Wk 1 Ogl 568**

    **Module 1: Practicing with Field Notes and Critical Thinking**

    Field Notes

    Refers to notes created by the researcher (you)  during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1:_** What does it mean to have a level playing field?

    **_Application Prompt 1:_** _REFLECT- write about your experience._ Think of a time when you felt someone underestimated you or your performance. Alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **_Application Prompt 2:_** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    **Reflection Prompt:** How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template.docx](https://asu.instructure.com/courses/207506/files/98629992?wrap=1) Attached

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## Wk1Ogl568.docx**

    **Wk 1 Ogl 568**

    **Module 1: Practicing with Field Notes and Critical Thinking**

    Field Notes

    Refers to notes created by the researcher (you)  during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1:_** What does it mean to have a level playing field?

    **_Application Prompt 1:_** _REFLECT- write about your experience._ Think of a time when you felt someone underestimated you or your performance. Alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **_Application Prompt 2:_** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    **Reflection Prompt:** How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template.docx](https://asu.instructure.com/courses/207506/files/98629992?wrap=1) Attached

  • [Solved] WK 4 RES.EPID

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK4DISEPID.docx **## WK4DISEPID.docx** Back to Week at a Glance Randomized Trials in Epidemiology ![A blue glove and yellow and white mat AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-4-res-epid) Imagine that researchers are conducti…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK4DISEPID.docx

    **## WK4DISEPID.docx**

    Back to Week at a Glance

    Randomized Trials in Epidemiology

    ![A blue glove and yellow and white mat AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-4-res-epid)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    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/155998/modules/items/6259801)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-4-learning-resources?module_item_id=6259801)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 2, “Identifying Outcomes in Population-Based Nursing” (pp. 20-38)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 8, “Experimental Study Designs”

    · Goldstein, C. E., Weijer, C., Brehaut, J. C., Fergusson, D. A., Grimshaw, J. M., Horn, A. R., & Taljaard, M. (2018).
    [Ethical issues in pragmatic randomized controlled trials: A review of the recent literature identifies gaps in ethical argumentationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=29482537&site=ehost-live&scope=site&custid=s6527200).
    _BMC Medical Ethics_,
    _19_(1), Article 14. https://doi.org/10.1186/s12910-018-0253-x

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Developing researchLinks to an external site._](https://academicguides.waldenu.edu/research-center/student-research/developing-research) _._ https://academicguides.waldenu.edu/research-center/student-research/developing-research

    Examples of Studies Utilizing Experimental and Quasi-experimental Study Designs

    These studies should be used as informative examples. Please locate another article on your own to use for the Discussion.

    · Hooshmand, M., & Foronda, C. (2018).
    [Comparison of telemedicine to traditional face-to-face care for children with special needs: A quasiexperimental study](https://waldenu.instructure.com/courses/155998/files/12410801?wrap=1).
    _Telemedicine Journal and E-health: The Official Journal of the American Telemedicine Association_,
    _24_(6), 433–441. https://doi.org/10.1089/tmj.2017.0116

    · Sawyer, A., Kaim, A., Le, H.-N., McDonald, D., Mittinty, M., Lynch, J., & Sawyer, M. (2019).
    [The effectiveness of an app-based nurse-moderated program for new mothers with depression and parenting problems (eMums Plus): Pragmatic randomized controlled trialLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=31165715&site=ehost-live&scope=site&custid=s6527200).
    _Journal of Medical Internet Research_,
    _21_(6), e13689. https://doi.org/10.2196/13689

    [Optional Resource](https://waldenu.instructure.com/courses/155998/pages/week-4-learning-resources?module_item_id=6259801)

    · Dennis, C. L., Grigoriadis, S., Zupancic, J., Kiss, A., & Ravitz, P. (2020).
    [Telephone-based nurse-delivered interpersonal psychotherapy for postpartum depression: Nationwide randomised controlled trialLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-09802-001&site=eds-live&scope=site&custid=s6527200).
    _The British Journal of Psychiatry_,
    _216_(4), 189–196. https://doi.org/10.1192/bjp.2019.275

    To prepare:

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    By Day 3 of Week 4

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    By Day 6 of Week 4

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS POST

    ·
    **DENISE**

    ·

    ·
    **Evaluating the PRO-P Trial Design Summarized**

    · I examined the PRO-P study by Al-Monajjed and colleagues (2024), which investigates how electronic symptom tracking might benefit prostate cancer patients after surgery.

    ·
    **Study Summary**

    · The researchers designed this randomized controlled trial to see if electronic patient-reported outcome (ePRO) monitoring improves quality of life for men recovering from prostate surgery. Their hypothesis makes intuitive sense—if doctors can spot complications earlier through digital monitoring, patients should experience better recovery.

    · The study will include 430 men preparing for radical prostatectomy across multiple German hospitals. I appreciate that they've set clear eligibility requirements—participants need to be adults who can provide informed consent, understand German, and use the necessary technology. Each man will be followed for 6 months after surgery, with checkpoints before the procedure, at discharge, and at 1, 3, and 6 months afterward.

    · The data collection approach is straightforward but effective. Both groups complete the same electronic questionnaires about their symptoms and wellbeing, but only the intervention group's responses trigger alerts to healthcare providers when symptoms appear. Their primary goal is measuring quality of life at the 6-month mark using a standardized questionnaire, along with tracking several secondary outcomes like symptom severity and healthcare utilization. Since this is only a protocol paper, we don't have results yet, but the research team expects electronic monitoring to lead to better

    · symptom management and recovery experiences.

    · Ethical Considerations

    · I was astonished by how thoroughly the researchers addressed ethical concerns. As Goldstein et al. (2018) recommend for such trials, they obtained proper ethics committee approval and implemented comprehensive informed consent procedures. Both groups receive standard medical care, maintaining what researchers call "clinical equipoise," with the intervention group receiving additional monitoring. They've also taken steps to protect patient data.

    · I question the potential access disparities. The technology requirements might unintentionally exclude older patients or those less comfortable with digital tools. There's also the question of whether withholding potentially beneficial monitoring from the control group raises ethical concerns, though this is an inherent challenge in many clinical trials.

    · Benefits of Experimental Design

    · What makes this study particularly valuable is its randomized controlled design. As Friis and Sellers (2021) explain, randomization allows researchers to determine if the electronic monitoring causes improvements. By randomly assigning patients to groups, factors like age, disease severity, and technological comfort are distributed evenly.

    · Without this random assignment, the results would be far less reliable—tech-savvy patients might naturally gravitate toward the electronic monitoring option, skewing outcomes. The randomized approach ensures that any improvements in recovery can be credited to the monitoring system itself rather than pre-existing differences between patients.This methodically designed study could provide healthcare providers with evidence they need to implement electronic symptom monitoring as a standard practice in prostate

    · cancer care.

    · The article can be accessed at:
    [https://doi.org/10.1186/s13063-024-08579-8\
    Links to an external site.](https://doi.org/10.1186/s13063-024-08579-8)

    · References

    · Al-Monajjed, R., Albers, P., Droop, J., Fugmann, D., Noldus, J., Palisaar, R.-J., Ritter, M., Ellinger, J., Krausewitz, P., Truß, M., Hadaschik, B., Grünwald, V., Schrader, A.-J., Papavassilis, P., Ernstmann, N., Schellenberger, B., Moritz, A., Kowalski, C., Hellmich, M., & Karger, A. (2024). PRO-P: Evaluating the effect of electronic patient-reported outcome measures monitoring compared with standard care in prostate cancer patients undergoing surgery-study protocol for a randomized controlled trial. Trials, 25(1), Article 754.
    [https://doi.org/10.1186/s13063-024-08579-8\
    Links to an external site.](https://doi.org/10.1186/s13063-024-08579-8)

    · Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th

    · ed.). Jones & Bartlett.

    · Goldstein, C. E., Weijer, C., Brehaut, J. C., Fergusson, D. A., Grimshaw, J. M., Horn, A. R., & Taljaard, M. (2018). Ethical issues in pragmatic randomized controlled trials: A review of the recent literature identifies gaps in ethical argumentation. BMC Medical Ethics, 19(1), Article 14.
    [https://doi.org/10.1186/s12910-018-0253-x\
    Links to an external site.](https://doi.org/10.1186/s12910-018-0253-x)

    ·

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259788)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259797)

    ## image1.jpeg

    **## WK4DISEPID.docx**

    Back to Week at a Glance

    Randomized Trials in Epidemiology

    ![A blue glove and yellow and white mat AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-4-res-epid)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    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/155998/modules/items/6259801)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-4-learning-resources?module_item_id=6259801)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 2, “Identifying Outcomes in Population-Based Nursing” (pp. 20-38)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 8, “Experimental Study Designs”

    · Goldstein, C. E., Weijer, C., Brehaut, J. C., Fergusson, D. A., Grimshaw, J. M., Horn, A. R., & Taljaard, M. (2018).
    [Ethical issues in pragmatic randomized controlled trials: A review of the recent literature identifies gaps in ethical argumentationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=29482537&site=ehost-live&scope=site&custid=s6527200).
    _BMC Medical Ethics_,
    _19_(1), Article 14. https://doi.org/10.1186/s12910-018-0253-x

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Developing researchLinks to an external site._](https://academicguides.waldenu.edu/research-center/student-research/developing-research) _._ https://academicguides.waldenu.edu/research-center/student-research/developing-research

    Examples of Studies Utilizing Experimental and Quasi-experimental Study Designs

    These studies should be used as informative examples. Please locate another article on your own to use for the Discussion.

    · Hooshmand, M., & Foronda, C. (2018).
    [Comparison of telemedicine to traditional face-to-face care for children with special needs: A quasiexperimental study](https://waldenu.instructure.com/courses/155998/files/12410801?wrap=1).
    _Telemedicine Journal and E-health: The Official Journal of the American Telemedicine Association_,
    _24_(6), 433–441. https://doi.org/10.1089/tmj.2017.0116

    · Sawyer, A., Kaim, A., Le, H.-N., McDonald, D., Mittinty, M., Lynch, J., & Sawyer, M. (2019).
    [The effectiveness of an app-based nurse-moderated program for new mothers with depression and parenting problems (eMums Plus): Pragmatic randomized controlled trialLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=31165715&site=ehost-live&scope=site&custid=s6527200).
    _Journal of Medical Internet Research_,
    _21_(6), e13689. https://doi.org/10.2196/13689

    [Optional Resource](https://waldenu.instructure.com/courses/155998/pages/week-4-learning-resources?module_item_id=6259801)

    · Dennis, C. L., Grigoriadis, S., Zupancic, J., Kiss, A., & Ravitz, P. (2020).
    [Telephone-based nurse-delivered interpersonal psychotherapy for postpartum depression: Nationwide randomised controlled trialLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-09802-001&site=eds-live&scope=site&custid=s6527200).
    _The British Journal of Psychiatry_,
    _216_(4), 189–196. https://doi.org/10.1192/bjp.2019.275

    To prepare:

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    By Day 3 of Week 4

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    By Day 6 of Week 4

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS POST

    ·
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    **Evaluating the PRO-P Trial Design Summarized**

    · I examined the PRO-P study by Al-Monajjed and colleagues (2024), which investigates how electronic symptom tracking might benefit prostate cancer patients after surgery.

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    **Study Summary**

    · The researchers designed this randomized controlled trial to see if electronic patient-reported outcome (ePRO) monitoring improves quality of life for men recovering from prostate surgery. Their hypothesis makes intuitive sense—if doctors can spot complications earlier through digital monitoring, patients should experience better recovery.

    · The study will include 430 men preparing for radical prostatectomy across multiple German hospitals. I appreciate that they've set clear eligibility requirements—participants need to be adults who can provide informed consent, understand German, and use the necessary technology. Each man will be followed for 6 months after surgery, with checkpoints before the procedure, at discharge, and at 1, 3, and 6 months afterward.

    · The data collection approach is straightforward but effective. Both groups complete the same electronic questionnaires about their symptoms and wellbeing, but only the intervention group's responses trigger alerts to healthcare providers when symptoms appear. Their primary goal is measuring quality of life at the 6-month mark using a standardized questionnaire, along with tracking several secondary outcomes like symptom severity and healthcare utilization. Since this is only a protocol paper, we don't have results yet, but the research team expects electronic monitoring to lead to better

    · symptom management and recovery experiences.

    · Ethical Considerations

    · I was astonished by how thoroughly the researchers addressed ethical concerns. As Goldstein et al. (2018) recommend for such trials, they obtained proper ethics committee approval and implemented comprehensive informed consent procedures. Both groups receive standard medical care, maintaining what researchers call "clinical equipoise," with the intervention group receiving additional monitoring. They've also taken steps to protect patient data.

    · I question the potential access disparities. The technology requirements might unintentionally exclude older patients or those less comfortable with digital tools. There's also the question of whether withholding potentially beneficial monitoring from the control group raises ethical concerns, though this is an inherent challenge in many clinical trials.

    · Benefits of Experimental Design

    · What makes this study particularly valuable is its randomized controlled design. As Friis and Sellers (2021) explain, randomization allows researchers to determine if the electronic monitoring causes improvements. By randomly assigning patients to groups, factors like age, disease severity, and technological comfort are distributed evenly.

    · Without this random assignment, the results would be far less reliable—tech-savvy patients might naturally gravitate toward the electronic monitoring option, skewing outcomes. The randomized approach ensures that any improvements in recovery can be credited to the monitoring system itself rather than pre-existing differences between patients.This methodically designed study could provide healthcare providers with evidence they need to implement electronic symptom monitoring as a standard practice in prostate

    · cancer care.

    · The article can be accessed at:
    [https://doi.org/10.1186/s13063-024-08579-8\
    Links to an external site.](https://doi.org/10.1186/s13063-024-08579-8)

    · References

    · Al-Monajjed, R., Albers, P., Droop, J., Fugmann, D., Noldus, J., Palisaar, R.-J., Ritter, M., Ellinger, J., Krausewitz, P., Truß, M., Hadaschik, B., Grünwald, V., Schrader, A.-J., Papavassilis, P., Ernstmann, N., Schellenberger, B., Moritz, A., Kowalski, C., Hellmich, M., & Karger, A. (2024). PRO-P: Evaluating the effect of electronic patient-reported outcome measures monitoring compared with standard care in prostate cancer patients undergoing surgery-study protocol for a randomized controlled trial. Trials, 25(1), Article 754.
    [https://doi.org/10.1186/s13063-024-08579-8\
    Links to an external site.](https://doi.org/10.1186/s13063-024-08579-8)

    · Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th

    · ed.). Jones & Bartlett.

    · Goldstein, C. E., Weijer, C., Brehaut, J. C., Fergusson, D. A., Grimshaw, J. M., Horn, A. R., & Taljaard, M. (2018). Ethical issues in pragmatic randomized controlled trials: A review of the recent literature identifies gaps in ethical argumentation. BMC Medical Ethics, 19(1), Article 14.
    [https://doi.org/10.1186/s12910-018-0253-x\
    Links to an external site.](https://doi.org/10.1186/s12910-018-0253-x)

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