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    – 2 years ago **files (5)** – ## WK6DIS.DATA.docx – ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx – NURS_8211_WK6ComparisonofCountsChi.pptx – NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx **## WK6DIS.DATA.docx** Self-Study:…

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    – 2 years ago

    **files (5)**

    – ## WK6DIS.DATA.docx

    – ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx

    – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx

    – NURS_8211_WK6ComparisonofCountsChi.pptx
    – NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx

    **## WK6DIS.DATA.docx**

    Self-Study: Comparing Counts (Chi Square)

    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/6373771)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · 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. 254–267)

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

    · Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)

    · Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)

    ·
    **Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)

    ·
    **Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · Conner, C. (2018).
    [_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    · Owusu, M. (2023).
    [_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/

    **To prepare:**

    · Read and view the Learning Resources.

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

    **Post** answers to the following:

    · Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.

    **## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**

    ## How to make a column chart

    | |
    | — |
    | How to Make Charts and Graphs in Excel |
    | Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
    | 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
    | 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
    | 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
    | 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
    | 5. Double click on the word chart and customize a title. |
    | Sample charts are provided for your information. |
    | Practice by replicating. |

    ## RRTSurvey

    | | | |
    | — | — | — |
    | Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
    | 1 | 1 | 1 |
    | 2 | 2 | 1 |
    | 3 | 1 | 1 |
    | 4 | 1 | 1 |
    | 5 | 1 | 1 |
    | 6 | 1 | 3 |
    | 7 | 2 | 2 |
    | 8 | 2 | 3 |
    | 9 | 2 | 1 |
    | 10 | 2 | 1 |
    | 11 | 2 | 3 |
    | 12 | 1 | 1 |
    | 13 | 1 | 3 |
    | 14 | 1 | 4 |
    | 15 | 2 | 1 |
    | 16 | 2 | 2 |
    | 17 | 2 | 2 |
    | 18 | 2 | 1 |
    | 19 | 2 | 1 |
    | 20 | 2 | 3 |
    | 21 | 2 | 1 |
    | 22 | 2 | 3 |
    | 23 | 2 | 3 |
    | 24 | 2 | 1 |
    | 25 | 1 | 1 |

    ## Reason for RRT Chart

    | | |
    | — | — |
    | | Reason for calling |
    | Cardiac | 14 |
    | Respiratory | 3 |
    | Neurology | 7 |
    | Other | 1 |

    Reasons for RRT

    Cardiac Respiratory Neurology Other 14 3 7 1

    ## Shift Chart

    | | |
    | — | — |
    | Shift |
    | days | 8 |
    | nights | 16 |

    **## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-6-dis-data)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK6ComparisonofCountsChi.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)

    **NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

    **NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

    **## WK6DIS.DATA.docx**

    Self-Study: Comparing Counts (Chi Square)

    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/6373771)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · 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. 254–267)

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

    · Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)

    · Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)

    ·
    **Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)

    ·
    **Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · Conner, C. (2018).
    [_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    · Owusu, M. (2023).
    [_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/

    **To prepare:**

    · Read and view the Learning Resources.

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

    **Post** answers to the following:

    · Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.

    **## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**

    ## How to make a column chart

    | |
    | — |
    | How to Make Charts and Graphs in Excel |
    | Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
    | 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
    | 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
    | 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
    | 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
    | 5. Double click on the word chart and customize a title. |
    | Sample charts are provided for your information. |
    | Practice by replicating. |

    ## RRTSurvey

    | | | |
    | — | — | — |
    | Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
    | 1 | 1 | 1 |
    | 2 | 2 | 1 |
    | 3 | 1 | 1 |
    | 4 | 1 | 1 |
    | 5 | 1 | 1 |
    | 6 | 1 | 3 |
    | 7 | 2 | 2 |
    | 8 | 2 | 3 |
    | 9 | 2 | 1 |
    | 10 | 2 | 1 |
    | 11 | 2 | 3 |
    | 12 | 1 | 1 |
    | 13 | 1 | 3 |
    | 14 | 1 | 4 |
    | 15 | 2 | 1 |
    | 16 | 2 | 2 |
    | 17 | 2 | 2 |
    | 18 | 2 | 1 |
    | 19 | 2 | 1 |
    | 20 | 2 | 3 |
    | 21 | 2 | 1 |
    | 22 | 2 | 3 |
    | 23 | 2 | 3 |
    | 24 | 2 | 1 |
    | 25 | 1 | 1 |

    ## Reason for RRT Chart

    | | |
    | — | — |
    | | Reason for calling |
    | Cardiac | 14 |
    | Respiratory | 3 |
    | Neurology | 7 |
    | Other | 1 |

    Reasons for RRT

    Cardiac Respiratory Neurology Other 14 3 7 1

    ## Shift Chart

    | | |
    | — | — |
    | Shift |
    | days | 8 |
    | nights | 16 |

    **## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-6-dis-data)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK6ComparisonofCountsChi.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)

    **NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

    **## WK6DIS.DATA.docx**

    Self-Study: Comparing Counts (Chi Square)

    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/6373771)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · 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. 254–267)

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

    · Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)

    · Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)

    ·
    **Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)

    ·
    **Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

    · Conner, C. (2018).
    [_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    · Owusu, M. (2023).
    [_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/

    **To prepare:**

    · Read and view the Learning Resources.

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

    **Post** answers to the following:

    · Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.

    **## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**

    ## How to make a column chart

    | |
    | — |
    | How to Make Charts and Graphs in Excel |
    | Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
    | 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
    | 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
    | 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
    | 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
    | 5. Double click on the word chart and customize a title. |
    | Sample charts are provided for your information. |
    | Practice by replicating. |

    ## RRTSurvey

    | | | |
    | — | — | — |
    | Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
    | 1 | 1 | 1 |
    | 2 | 2 | 1 |
    | 3 | 1 | 1 |
    | 4 | 1 | 1 |
    | 5 | 1 | 1 |
    | 6 | 1 | 3 |
    | 7 | 2 | 2 |
    | 8 | 2 | 3 |
    | 9 | 2 | 1 |
    | 10 | 2 | 1 |
    | 11 | 2 | 3 |
    | 12 | 1 | 1 |
    | 13 | 1 | 3 |
    | 14 | 1 | 4 |
    | 15 | 2 | 1 |
    | 16 | 2 | 2 |
    | 17 | 2 | 2 |
    | 18 | 2 | 1 |
    | 19 | 2 | 1 |
    | 20 | 2 | 3 |
    | 21 | 2 | 1 |
    | 22 | 2 | 3 |
    | 23 | 2 | 3 |
    | 24 | 2 | 1 |
    | 25 | 1 | 1 |

    ## Reason for RRT Chart

    | | |
    | — | — |
    | | Reason for calling |
    | Cardiac | 14 |
    | Respiratory | 3 |
    | Neurology | 7 |
    | Other | 1 |

    Reasons for RRT

    Cardiac Respiratory Neurology Other 14 3 7 1

    ## Shift Chart

    | | |
    | — | — |
    | Shift |
    | days | 8 |
    | nights | 16 |

    **## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-6-dis-data)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK6ComparisonofCountsChi.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)

    **NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

  • [Solved] US Goverment

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attached doc for details apa format and Turnitin report – 2 years ago

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    See attached doc for details

    apa format and Turnitin report

    – 2 years ago

  • [Solved] Public health

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    For this assignement, please include the following. 1. **Health Problem and Setting-** Describe the health problem using data and also describe in a few sentences the setting that you have chosen (Recall my example of HPV vaccine among college age students on the Ole Miss campus). I would describe t…

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    Assignment Prompt & Instructions

    For this assignement, please include the following.

    1. **Health Problem and Setting-** Describe the health problem using data and also describe in a few sentences the setting that you have chosen (Recall my example of HPV vaccine among college age students on the Ole Miss campus). I would describe the Ole Miss Campus (# of students, public health program, student health services (where vaccines are administered). Desribe using data, HPV vaccine rates among the college population. Use exisiting data (secondary data). You can include in this section any data that you think needs to be collected as well: example "A survey will be administered to find out the knowledge of students at Ole Miss around Vaccine hesitancy". However, if you use this, know that you will need to make up data since we do not have time in this class to collect it. If this is confusing, don't worry – it will not be at the end.

    2. **Answer the qualitfy of life questions.** Why is combating this health problem important. An example for HPV would be "because we can prevent cancer!!"

    3. W **ho are potential stakeholders?** HPV Example: Public health faculty and students, American Cancer Society, UM American Cancer Society (we have a chapter on campus), William Magee Center UM Health Center, Soroties/fraternties who may have interest in cancer prevention, local cancer survivors…

    4. **Campus Assets/Strengths/ Resources**: HPV Example: Students have the ability to recieve vaccinations on campus at the health center. We have a CDC grant to focus on HPV vaccine on college campuses. Through this grant, we can hire a graduate assistant to work on this project. We also have two faculty members who conduct research on HPV, and we have a strong relationship with Willam Magee Center.

    – 2 years ago

  • [Solved] Relationship Building

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    Although relationship-building is relevant to either domestic or international negotiation, it takes on increased importance in many multi-cultural negotiations due to how various cultures assess the importance of relationship to the negotiation process. For this assignment, you will be researching …

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    Although relationship-building is relevant to either domestic or international negotiation, it takes on increased importance in many multi-cultural negotiations due to how various cultures assess the importance of relationship to the negotiation process. For this assignment, you will be researching and evaluating relationship-building in international negotiation.

    For the **first part** of your paper, provide two researched definitions of negotiation and evaluate whether relationship-building is a substantive part of the definitions. Include a possible edit of a negotiation definition to enhance the place of relationship-building. Defend your edits with research.

    **Next,** assess some of the social and economic consequences for failing to concentrate on relationship-building while negotiating with someone (individual, delegation, or country) that perceives relationship to be an important part of the process. Your assessment in this section should apply to both a negotiation event as well as larger leadership activities.

    **Next**, analyze some of the important indicators to being culturally sensitive to relationship needs or concerns (and other needs and concerns as might be appropriate) in a negotiation. What would be seen? What would be heard?

    **Finally**, defend three best practices or recommendations for leaders to enhance relationship building in international negotiation and global leadership activities. Make sure to defend your recommendations with research.

    **Submission Details:**

    – Submit your answers in a three- to four-page Microsoft      Word document in APA format, using APA style.
    – Each      Covered Heading must contain 3+ credible cited sources and a conclusion      summarizing talking points.

    – **Due by 3/31/25 at 7:00pm CST**

    **Requirements:**

    1. **Make certain to include in text citations from your course** **text in addition to your outside leadership resources within your main post** **. This adds credibility to your argument.**

    **[Textbooks]:**

    Brett, J. M. (2014). [Negotiating Globally](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51900&srcou=11561), (3rd ed.). San Francisco, CA: Jossey-Bass. ISBN: 9781118602614

    **and**

    Lewicki, R. J., Saunders, D. M. and Barry, B. (2014). [Negotiation: Readings, Exercises, and Cases](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51902&srcou=11561). New York, NY: McGraw-Hill. ISBN: 9780077862428

    2. _No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years._

    **3.** **No AI support, score must be 0% and less than < 10% score on Turnitin**

    – [\
    \
    Week2Day7ProjectAssignmentTips.docx](https://www.sweetstudy.com/files/week2day7projectassignmenttips-docx "Week2Day7ProjectAssignmentTips.docx")
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    Wk2Project-RelationshipBuilding.docx](https://www.sweetstudy.com/files/wk2project-relationshipbuilding-docx "Wk2Project-RelationshipBuilding.docx")
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    – [\
    \
    Wk2Project-GradingRubricDetails.docx](https://www.sweetstudy.com/files/wk2project-gradingrubricdetails-docx "Wk2Project-GradingRubricDetails.docx")

    – 2 years ago

  • [Solved] Math

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    Assignment Prompt & Instructions

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

  • [Solved] Module 4 Journal

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) ## Overview There are many tools to evaluate implicit biases, such as surveys and tests. The most popular is the [Implicit Association Test](https://implicit.harvard.edu/implicit/education.html), or IAT, which measures associa…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    ## Overview

    There are many tools to evaluate implicit biases, such as surveys and tests. The most popular is the [Implicit Association Test](https://implicit.harvard.edu/implicit/education.html), or IAT, which measures association between concepts and evaluations or stereotypes. This test, which was created by Anthony Greenwald and his colleagues, is an online test that is available to the public through Harvard University and has several adaptations, including a Gender-Career IAT, Disability IAT, Age IAT, and others. Although you are not required to complete the IAT for this assignment, feel free to explore the tests and their descriptions.

    For this assignment, you will be completing a “Comfort in Social Situations” survey and reflecting on your results. The results of this survey may help identify any implicit biases you may have and how they may impact your communication in the criminal justice field.

    ## Prompt

    For this journal assignment, complete the [Comfort in Social Situations Worksheet](http://breakingprejudice.org/assets/AHAA/Activities/Subtle%20Prejudice%20Activity/Comfort%20in%20Social%20Situations%20Student%20Version.pdf) from the Breaking the Prejudice Habit website. You do not need to share your results or hand in this worksheet; this is for your personal reflection only.

    Once you receive your results, reflect on them. Were you surprised at the results, or were they what you had expected? What factors or experiences may have contributed to how you responded to the scenarios? Compare your results to your journal response from Module One. Do your results align with the personal factors from Loden’s Wheel that you identified in that journal assignment? Next, identify any implicit biases that you may have, based on your survey results, and any known explicit biases. Lastly, explain how your results, along with any implicit and explicit biases you may have, may impact your communication in the criminal justice field.

    **Specifically, the following rubric criteria must be addressed:**

    1. Reflect on your “Comfort in Social Situations” survey results.
    2. Compare those results to the personal factors from Loden’s Wheel.
    3. Identify any implicit or explicit biases.
    4. Explain how the survey results and your biases may impact communication in the criminal justice field.

    ## What to Submit

    This assignment must be 200–350 words in length. Any references should be cited in APA format. Consult the [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    **Note**: For this journal assignment, you can receive a Proficient, Needs Improvement, or Not Evident score on each of your rubric criteria. There is no Exemplary score for this assignment.

    – [\
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    ComfortinSocialSituationsStudentVersion.pdf](https://www.sweetstudy.com/files/comfortinsocialsituationsstudentversion-pdf-10244675 "ComfortinSocialSituationsStudentVersion.pdf")

    – 2 years ago

  • [Solved] Writing English

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    see attachment – 2 years ago **files (1)** – ## WEModule4asig2.docx **## WEModule4asig2.docx** **Module 4:** _Introduction to the White Paper_ Be sure to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submi…

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    see attachment

    – 2 years ago

    **files (1)**

    – ## WEModule4asig2.docx

    **## WEModule4asig2.docx**

    **Module 4:** _Introduction to the White Paper_

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instruction**

    For this assignment, you will select the topic that you will write about on your White Paper and submit it by the deadline.

    · To select your topic, reflect on what you know about or find a topic you may want to learn about.

    · Remember- for example, your topic could be a white paper on the BA bachelors’ program, or you can see a modern-day problem and invent a make-believe product that will solve the problems.

    · Keep in mind that you will not be writing white papers for small children.  You will be writing to adults, other students, and/or professionals in the area.

    · Answer the following questions for your submission:

    · What is the topic you will be writing about?

    · Why did you select that topic?

    · What resources do you have access to research this topic?

    · You will need the faculty member to approve your topic.  Do not start writing your White Paper until you have approval from your professor.

    · Submit your assignment by 11:59 pm ET on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

    **## WEModule4asig2.docx**

    **Module 4:** _Introduction to the White Paper_

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instruction**

    For this assignment, you will select the topic that you will write about on your White Paper and submit it by the deadline.

    · To select your topic, reflect on what you know about or find a topic you may want to learn about.

    · Remember- for example, your topic could be a white paper on the BA bachelors’ program, or you can see a modern-day problem and invent a make-believe product that will solve the problems.

    · Keep in mind that you will not be writing white papers for small children.  You will be writing to adults, other students, and/or professionals in the area.

    · Answer the following questions for your submission:

    · What is the topic you will be writing about?

    · Why did you select that topic?

    · What resources do you have access to research this topic?

    · You will need the faculty member to approve your topic.  Do not start writing your White Paper until you have approval from your professor.

    · Submit your assignment by 11:59 pm ET on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

  • [Solved] Discussion week 1

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    – [\ \ Screenshot2025-03-31at9.15.38AM.png](https://www.sweetstudy.com/files/screenshot2025-03-31at9-15-38am-png "Screenshot2025-03-31at9.15.38AM.png") – 2 years ago

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  • [Solved] Discussion

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  • [Solved] Writing English

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    see attached – 2 years ago **files (1)** – ## weModule4asig1.docx **## weModule4asig1.docx** **Module 4:** _Introduction to the White Paper_ Be sure to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submiss…

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    see attached

    – 2 years ago

    **files (1)**

    – ## weModule4asig1.docx

    **## weModule4asig1.docx**

    **Module 4:** _Introduction to the White Paper_

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions**

    · Find a sample White Paper online. Read it and then submit your reply to the following questions:

    1.

    1. Would you give the writer any pointers on how to write a better White Paper? If so, which ones?

    2. Who do you think was the audience? In your opinion, do you think the author reached their audience? Why or why not?

    3. Did the White Paper have an attention-grabbing intro? Would you have changed it?

    4. Did the White Paper have a clear call to action at the end?

    5. Was it visually appealing? (Did it use graphics, tables, charts?)

    · The professor needs to be able to go to the white paper and take a look. So, you must provide the URL to the White Paper. Please ensure you provide the link and full citation to your White Paper.

    · Contribute a minimum of 2 pages.

    · Submit your assignment by 11:59 pm ET on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

    **## weModule4asig1.docx**

    **Module 4:** _Introduction to the White Paper_

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions**

    · Find a sample White Paper online. Read it and then submit your reply to the following questions:

    1.

    1. Would you give the writer any pointers on how to write a better White Paper? If so, which ones?

    2. Who do you think was the audience? In your opinion, do you think the author reached their audience? Why or why not?

    3. Did the White Paper have an attention-grabbing intro? Would you have changed it?

    4. Did the White Paper have a clear call to action at the end?

    5. Was it visually appealing? (Did it use graphics, tables, charts?)

    · The professor needs to be able to go to the white paper and take a look. So, you must provide the URL to the White Paper. Please ensure you provide the link and full citation to your White Paper.

    · Contribute a minimum of 2 pages.

    · Submit your assignment by 11:59 pm ET on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.