Nursing

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research
Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.
In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.
To Prepare:
Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.
The Assignment (Evidence-Based Project)
Part 3A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.
Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.
Part 3B: Critical Appraisal of Research
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.
By Day 7 of Week 7
Submit Part 3A and 3B of your Evidence-Based Project.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 7 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment Draft for Authenticity
Submit your Week 7 Assignment Draft and review the originality report
Submit Your Assignment by Day 7 of Week 7
To participate in this Assignment:
Week 7 Assignment
Module 4: Critical Appraisal, Evaluation/Summary, and Synthesis of Evidence (Weeks 6-7)
Laureate Education (Producer). (2018). Critical Appraisal [Video file]. Baltimore, MD: Author.
Accessible player
Due By Assignment
Week 6, Days 1-4 Read the Learning Resources.
Begin to compose Part A of your Assignment..
Week 6, Days 5-7 Continue to compose Part B of your Assignment.
Begin to compose Part B of your Assignment.
Week 7, Days 1-6 Continue to compose Part A and B of your Assignment.
Week 7, Day 7 Deadline to submit Part A and B of your Assignment.
Learning Objectives
Students will:
Evaluate peer-reviewed articles using critical appraisal tools
Analyze best practices based on critical appraisal of evidence-based research
Learning Resources
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 5, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 124–188)
Chapter 6, “Critically Appraising Qualitative Evidence for Clinical Decision Making” (pp. 189–218)
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c
Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II. American Journal of Nursing, 110(7), 47-52
Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43-51. doi:10.1097/01.NAJ.0000390523.99066.b5
Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207. doi:10.1177/1078390309338733
Document: Critical Appraisal Tool Worksheet Template (Word document)
Required Media
Laureate Education (Producer). (2018). Appraising the Research [Video file]. Baltimore, MD: Author.
Accessible player
Laureate Education (Producer). (2018). Interpreting Statistics [Video file]. Baltimore, MD: Author.
Accessible player
Laureate Education (Producer). (2018). Review of research: Hierarchy of evidence pyramid [Mutlimedia file]. Baltimore, MD: Author.
Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg
6052_Module04_Week07_Assignment_Rubric
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Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tool Worksheet Template. Be sure to include: · An Evaluation Table 45 (45%) – 50 (50%)
The critical appraisal accurately and clearly provides a detailed evaluation table. The responses provide a detailed, specific, and accurate evaluation of each of the peer-reviewed articles selected.
40 (40%) – 44 (44%)
The critical appraisal accurately provides an evaluation table. The responses provide an accurate evaluation of each of the peer-reviewed articles selected with some specificity.
35 (35%) – 39 (39%)
The critical appraisal provides an evaluation table that is inaccurate or vague. The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected.
0 (0%) – 34 (34%)
The critical appraisal provides an evaluation table that is inaccurate and vague or is missing.
Part 3B: Evidence-Based Best Practices Based on your appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research. 32 (32%) – 35 (35%)
The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed.
The responses accurately and clearly explain in detail the best practice, with sufficient justification of why this represents a best practice in the field. The responses provide a complete, detailed, and specific synthesis of two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided.
Accurate, complete, and full APA citations are provided for the research reviewed.
28 (28%) – 31 (31%)
The responses accurately suggest a best practice that is adequately aligned to the research reviewed.
The responses accurately explain the best practice, with adequately justification of why this represents a best practice in the field. The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided.
Accurate and complete APA citations are provided for the research reviewed.
25 (25%) – 27 (27%)
The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed.
The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justification for why this represents a best practice in the field. The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. The response minimally integrates resources that may support the responses provided.
Inaccurate and incomplete APA citations are provided for the research reviewed.
0 (0%) – 24 (24%)
The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing.
The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justification for why this represents a best practice in the field, or are missing. A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. The response fails to integrate any resources to support the responses provided.
Inaccurate and incomplete APA citations are provided for the research reviewed or is missing.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) APA format errors.
0 (0%) – 3 (3%)
Contains many (five or more) APA format errors.
Total Points: 100
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Solution
Evidence-Based Project Part 3B: Critical Appraisal of Research
The critical appraisal of research has revealed that cognitive training effectively improves cognitive function in persons having mild cognitive impairment (MCI) and dementia. Cognitive training can also improve cognitive performance in older patients since they have a high risk of cognitive decline. MCI often precedes dementia. It is characterized by mainly normal functions in spite of objective evidence of cognitive decline. MCI is a major risk factor for dementia, falls, and high healthcare costs. The risk increases relatively with impaired cognitive domains and severity of symptoms. Cognitive training is the best practice that emerges from the research analysis. Butler et al. (2018) revealed that cognitive training improved cognitive performance in healthy elderly persons. Therefore, it the training be incorporated in the preventative care of older adults to lower the risk of declined cognitive function, which is common in advanced age.
Cognitive training can be implemented using technology computerized cognitive training (CCT). Hill et al. (2017) demonstrated CCT as an effective and safe approach for promoting cognitive function in the elderly. Besides, CCT value has been established in improving cognition and psychosocial functioning, including alleviating depression and neuropsychiatric symptoms and improving the quality of life of persons individuals MCI. Furthermore, Weng et al.’s (2019) study show that cognitive training significantly impacts the domains of executive function, memory, and performance of ADLs. The impact on these domains can be sustained for at least three months. It can convey to other untrained areas, including executive function. Executive function also enhances the ability to carry out ADLs. The study justifies cognitive training as a practical approach to enhance working memory in elderly persons having MCI. Giovagnoli et al. (2017) further show that cognitive training is useful in increasing initiative and stabilizing memory in persons with mild-moderate AD.
References
Butler, M., McCreedy, E., Nelson, V. A., Desai, P., Ratner, E., Fink, H. A., … & Kane, R. L. (2018). Does cognitive training prevent cognitive decline? A systematic review. Annals of internal medicine, 168(1), 63-68. https://doi.org/10.7326/M17-1531
Giovagnoli, A. R., Manfredi, V., Parente, A., Schifano, L., Oliveri, S., & Avanzini, G. (2017). Cognitive training in Alzheimer’s disease: a controlled randomized study. Neurological Sciences, 38(8), 1485-1493. https://doi.org/10.1007/s10072-017-3003-9
Hill, N. T., Mowszowski, L., Naismith, S. L., Chadwick, V. L., Valenzuela, M., & Lampit, A. (2017). Computerized cognitive training in older adults with mild cognitive impairment or dementia: a systematic review and meta-analysis. American Journal of Psychiatry, 174(4), 329-340. https://doi.org/10.1176/appi.ajp.2016.16030360
Weng, W., Liang, J., Xue, J., Zhu, T., Jiang, Y., Wang, J., & Chen, S. (2019). The transfer effects of cognitive training on working memory among Chinese older adults with mild cognitive impairment: a randomized controlled trial. Frontiers in aging neuroscience, 11, 212. https://doi.org/10.3389/fnagi.2019.00212

Topic 5: Upstream Issues And The Economy
-The question will be uploaded
– Sources must be published within the last 5 years. It must be from 2017 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Please make sure you add the in text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Why is Trade a Critical Determinant of Public Health?
Trade has a tremendous impact on public health since it regulates the accessibility of products and services, including health products and basic life necessities. It influences the travel of people from one region to another. Trade treaties and laws determine a region’s economic status and affect the relationships between regions. Primarily trade involves the exchange of commodities, including goods and services. During this exchange, business people from different regions get to travel and interact, which at times facilitates the transmission of infectious agents from one country to another. (Labonté, 2019).
Public health relies on healthcare products to ensure a healthy community. Trade ensures that these products and resources are available to different regions. Food trade ensures that countries are able to access all the essential food products for healthy individuals and communities, which promotes public health in such countries. Trade treaties and regulations affect the economic status of a country or a region, where favorable trade treaties and regulations ensure improved economic growth in such countries, improving public health. Trade laws and regulations promote the production of healthy and environmentally friendly products, which serves to promote public health (Koivusalo & McCallum, 2021).
References
Koivusalo, M., & McCallum, A. (2021). Looking upstream: a framework for analysing the impact of trade on public health. European Journal of Public Health, 31(Supplement_3), ckab165-008. https://academic.oup.com/eurpub/article/31/Supplement_3/ckab165.008/6405247?login=true
Labonté, R. (2019). Trade, investment and public health: compiling the evidence, assembling the arguments. Globalization and health, 15(1), 1-12. https://globalizationandhealth.biomedcentral.com/articles/10.1186/s12992-018-0425-y

PSY 520 Week 4 Discussion 1 Latest-GCU
PSY 520 Week 4 Discussion 1 Latest-GCU
Explain why there is an inverse relationship between committing a Type I error and committing a Type II error. What is the best way to reduce both kinds of error?
Discussion Questions (DQ)
• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
PSY 520 Week 4 Discussion 1 Latest-GCU
• I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.
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Use of Direct Quotes
• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.
LopesWrite Policy
• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
• Communication is so very important. There are multiple ways to communicate with me:
o Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
o Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies
Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.
Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
The full citation of each peer-reviewed article in APA format.
A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
By Day 7 of Week 3
Submit your Evidence-Based Project.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.
learning Objectives
Students will:
Differentiate between quantitative, qualitative, and mixed-method research methodologies
Analyze the relationship between peer-reviewed articles and clinical issues
Analyze research ethics related to clinical issues and peer-reviewed research
Analyze the aims of research studies presented in peer-reviewed articles
Analyze research methodologies described in peer-reviewed articles
Analyze strengths, reliability, and validity of research methodologies in peer-reviewed research
Learning Resources
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research” (pp. 607–653)
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x
Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488
Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-b). Evaluating resources: Primary & secondary sources. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/evaluating/sources
Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean
Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics
Walden University Library. (n.d.-i). Quick Answers: What are filtered and unfiltered resources in nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/73299
Document: Matrix Worksheet Template (Word Document)
Required Media
Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ
Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA
Laureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.
Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg
Name: NURS_6052_Module02_Week03_Assignment_Rubric
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Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

PHN 652- ASSIGNMENT-TOPIC 7- Benchmark – Funding Plan
VERY IMPORTANT-Details
PLEASE REFER TO ORDER 133891 TO COMPLETE THIS PAPER. Order 133891 has the implementation plan you will be referring to. I have uploaded a copy of order 133891 for reference.
You have to use the same chosen population from order 133867 and 133891 (The population of focus is adolescents between 12 to 18 years old in high school)
-DO NOT write about mental health in this paper.
-Details of the question and the rubric are also uploaded – Read the rubric before you start.
-Please include the introduction, Thesis statement, and Conclusion in the paper.
– Include section headings for each section component where needed
– Sources must be published within the last 5 years. It must be from 2016 and after
– Sources must be appropriate for the assignment criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed. FORMAT
-Please make sure you add the in -text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink for each reference in APA 7th edition format.
Thank you
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Solution
Introduction
Stable, sufficient, and dedicated funding will be required to help public health agencies to implement different public health interventions and perform their core public health functions of policy development, assessment, and assurance. It is therefore important for public health practitioners to understand how to develop a funding plan that can sustain proposed public health interventions and also convince donors to make the necessary investments in certain public health interventions. This paper evaluates the process of creating a plan for funding an intervention related to addressing the challenge of alcohol and substance abuse among adolescents between 12 to 18 years in high school. This paper also relies on the best management and financial planning practices in the development of the funding plan.
Data Highlighting Targeted Health Disparity
According to the CDC, there is a high prevalence of alcohol and substance abuse behavior among adolescents in the US. In the present times, marijuana, alcohol tobacco are the most abused substances among adolescents between 12 and 18 years. Surveys conducted focusing on adolescents have indicated that by the time adolescents reach 12th grade, nearly two-thirds of them will have tried alcohol(CDC, 2020). 50% of adolescents between 9 and 12 grade also report having ever used marijuana. On the other hand, nearly 40% of adolescents between 9 and 12 trade report having tried smoking cigarettes. 20% of adolescence in 12th grade also report using prescription medicine without having a prescription (SAMHSA, 2019). Such statistics clearly indicate a significant problem of alcohol and substance abuse among adolescents between 12 to 18 years. The abuse of alcohol and substances among adolescents is also a significant public health issue because of the negative effects of such abuse on these age groups. Substance abuse can negatively affect the growth and development of adolescences and, more specifically, their brain development. Alcohol and substance abuse behavior can also lead to the onset of other risky behaviors among adolescents, such as dangerous driving and unprotected sex. Finally, substance abuse can result in the development of problems when adolescents mature, such as high blood pressure, heart diseases, and sleep disorders (SAMHSA, 2019).
Health Disparity Targeted Through the Intervention
Adolescents between 12 to 18 years are disproportionately affected by alcohol and substance abuse mainly because of Peer Pressure and exposure to advertisements through the media. According to the CDC, although adolescents are below the legal age of alcohol consumption, they account for at least 10% of all the alcohol that is consumed in the US (CDC, 2020). Adolescents face significant health risks associated with the abuse of alcohol. According to the CDC, more than 75% of adolescents try alcohol before reaching 12th grade, with a significant proportion of this population becoming addicted to alcohol. The disparities in the prevalence of alcohol and substance abuse among adolescents between 12 to 18 years and the larger population are therefore evident (CDC, 2020).
Intervention Sustainability
According to Walugembe et al. (2019), sustainability in community health interventions will include the maintenance of the health benefits of a certain intervention over time. On the other hand, according to Herlitz et al. (2020), the sustainability of a public health intervention is the ability to maintain a program at a level that can provide ongoing treatment and prevention for certain health problems after the termination of a major financial, technical, and managerial assistant from an external donor. School-based programs are sustainable because they can guarantee health and economic benefits among the target population long after the intervention has been provided. The withdrawal of external donors from funding school-based programs can also not paralyze the programs because many schools are able to continue such interventions on their own. School-based programs are there for a sustainable way of preventing alcohol and substance abuse among adolescents (Herlitz et al., 2020).
Possible Cost Savings Resulting From Intervention Implementation
The implementation of school-based programs will result in significant cost savings. According to Herlitz et al. (2020), the benefits of school-based programs exceed costs. According to Herlitz et al. (2020), society can realize a quantifiable benefit of an average of $840 for every student who participates in drug prevention programs. This is compared to an average of $150 in costs for every participating student. Researchers have also consistently proven that nearly 95% of the time, the benefits of school-based programs exceed more than $300 or twice the costs (Herlitz et al., 2020).
Sources of Funding
The sources of funding for school-based programs include the federal government, state governments, and different non-governmental organizations (Masters et al., 2017). The federal government provides funding through the National Institute on Health (NIH) substance abuse and mental health services administration (SAMHSA) and National Institute on Drug Abuse (NIDA). Different non-governmental organizations also support school-based alcohol and substance abuse prevention programs. The federal government is the main source of funding for school-based alcohol and substance prevention programs which allows for stability and continuity of such interventions. The federal government provides continuous funding for school-based alcohol and substance abuse prevention programs through taxes which contributes to the continuity of such important public health intervention programs (Masters et al., 2017).
Proposed Budget
The total projected costs for the implementation of school-based programs would be $250 million with a nonfederal match of $100 million. The budget for the implementation of the school-based programs includes freight costs, travel costs, equipment costs, supplies, contract workers, direct and indirect charges, and miscellaneous charges. All the highlighted charges that would be required for the implementation of the school-based program would be $250 million for the implementation of the program every year with at least $100 million dollars in a nonfederal match from donors expected annually (Herlitz et al., 2020).
Adherence to Financial Planning and Management Best Practices
In the implementation of school-based programs, adherence to financial planning and management best practices would be important. Such practices would therefore ensure the success of the programs. One of the key areas that would ensure adherence to financial planning and best management practices would be implementing evidence-based action and innovation. The second strategy would be effective for human management, including real-time evaluation monitoring and program improvement. Effective cooperation and collaboration between public and private sector organizations also play a significant role in the implementation of school-based programs. Final effective communication and accurate displacement of information to the decision maker’s healthcare community involved non-governmental organizations and target groups will also help in the implementation of the intervention program (Herlitz et al., 2020).
Conclusion
In summary, stable, sufficient, and dedicated funding will be required to help public health agencies to implement different public health interventions. Adolescents between 12 to 18 years are disproportionately affected by alcohol and substance abuse mainly because of Peer Pressure and exposure to advertisements through the media. The implementation of school-based programs will result in significant cost savings. The sources of funding for school-based alcohol and substance abuse prevention programs include the federal government, state governments, and different non-governmental organizations. The total projected costs for the implementation of school-based programs would be $250 million with a nonfederal match of $100 million. In the implementation of school-based programs, adherence to financial planning and management best practices would be vital to the success of such programs.
References
CDC. (2020, February 10). Teen Substance Use & Risks. Centers for Disease Control and Prevention. Retrieved December 17, 2021, from https://www.cdc.gov/ncbddd/fasd/features/teen-substance-use.html
Herlitz, L., MacIntyre, H., Osborn, T., & Bonell, C. (2020). The sustainability of public health interventions in schools: a systematic review. Implementation Science, 15(1). https://doi.org/10.1186/s13012-019-0961-8
Masters, R., Anwar, E., Collins, B., Cookson, R., & Capewell, S. (2017). Return on investment of public health interventions: a systematic review. Journal of Epidemiology and Community Health, 71(8), 827–834. https://doi.org/10.1136/jech-2016-208141
Substance Abuse and Mental Health Services Administration. (SAMHSA)(2019). Key
substance use and mental health indicators in the United States: Results from the 2018 National Survey on Drug Use and Health (HHS Publication No. PEP19-5068, NSDUH Series H-54). Rockville, MD: Center for Behavioral Health Statistics and Quality, Substance Abuse and Mental Health Services Administration. Retrieved from https://www.samhsa.gov/data/
Walugembe, D. R., Sibbald, S., le Ber, M. J., & Kothari, A. (2019). Sustainability of public health interventions: where are the gaps? Health Research Policy and Systems, 17(1). https://doi.org/10.1186/s12961-018-0405-y

Application and interpretation of Public Health data-TOPIC 3 DQ 2
Topic 3: Introduction to Inferential Statistics and SPSS
QUESTION-TOPIC 3 DQ 2
Compare and contrast descriptive and inferential statistics. Discuss why both descriptive and inferential statistics are used in the analysis of public health data.
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Solution
Descriptive and Inferential Statistics
Descriptive statistics help to summarize data by describing the connection between variables in a given sample (Kaur et al., 2018). Different types of descriptive statistics such as measures of central tendency, dispersion, frequency and position are used to summarize a multitude of sample data into a more specific way that is manageable. On the other hand, inferential statistics refer to the statistical methods used to conclude variables’ relations. Researchers observe sample data inferential and derive ideas based on the existing data (Haden, 2019).
Uses of Descriptive and Inferential Statistics
Descriptive statistics are an essential part of the original data analysis, thus providing a basis for evaluating variables with inferential statistics. Therefore, researchers must ensure good use of organized descriptive approaches to avoid misleading errors because statistical analysis results are vital in impacting public health. Proper use of descriptive statistics influences healthcare managers’ and providers’ effective implementation of health policies and programs (Kaur et al., 2018).
Inferential statistics categorically has an impact on the analysis of public health data. It helps investigators to conclude using a sample to a population of a study. In this case, inferential statistics is applicable in investigating differences among groups and the relationship among variables of a sample (Guetterman, 2019). The final results are vital in making appropriate decisions suitable for improving public health.
Public health data will always rely on descriptive and inferential statistics to stabilize its essence on population health. The statistical techniques help develop the methodologies, approaches, and theoretical framework used in public health data analysis. Thus, it is essential for all those involved in research work to ensure good use of both statistics in their study. Besides the chronological approaches, both statistics make public health data simpler and manageable through their breakdown of information.
References
Guetterman, T. C. (2019). Basics of statistics for primary care research. Family medicine and community health, 7(2). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6583801/
Haden, P. (2019). Inferential statistics. The Cambridge Handbook of Computing Education Research, 133-172. https://faculty.cs.nku.edu/~waldenj/classes/2019/spring/csc640/lectures/inferential-statistics.pdf
Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60. https://www.ijam-web.org/article.asp?issn=2455-5568;year=2018;volume=4;issue=1;spage=60;epage=63;aulast=Kaur&__cf_chl_managed_tk__=pmd_Z274Zup8WD7Bf8OQt3A78jgZdbFvum9689bn.p9eHvE-1632151157-0-gqNtZGzNAyWjcnBszQp9

Post an explanation of the specific resources (e.g., financial, personnel, time) needed to address the weaknesses and threats and build upon opportunities and strengths you identified through your SWOT analysis. Explain how you would leverage these resources to carry out the change you are proposing through your Strategic Plan. Also, explain the strategies you would use to minimize or address barriers, including resistance to change, related to your Strategic Plan. Explain how you would promote stakeholder involvement for your proposed change and encourage them to become change champions. Finally, explain the potential negative consequences that could arise if stakeholder involvement is not adequately addressed during planning.
To prepare:
Review the Learning Resources that focus on the process of identifying resources for a strategic plan and addressing barriers to implementing a strategic plan change. Conduct additional research as necessary to deepen your thinking about resource identification for strategic planning.
Reflect on the results of the SWOT analysis you conducted for your Strategic Plan (submitted in your Module 2 Assignment) and consider what resources may be needed to address the weaknesses and threats and build upon opportunities and strengths you identified. Evaluate the specific financial, personnel, and time resources that you would need to carry out your proposed change.
Think about how you would leverage the resources you currently have and those you plan to acquire or develop to create the best possible results. For instance, consider the following:
What trade-offs would you need to make to ensure that you have sufficient financial resources? How would you raise capital?
Who would you need to hire or promote, what training should be provided, and/or what workload adjustments would you need to make to have the right personnel in place?
What is a reasonable timeline for adoption and implementation gave the parameters of this change and other organizational or group priorities?
Consider insights related to change theory, common barriers to change, and strategies for addressing these barriers that relate to the implementation of your proposed change.
Identify specific barriers you are likely to encounter with your proposed change, including resistance to change. Evaluate strategies that may be used to minimize or address these barriers.
Think about the value of stakeholder involvement in planned change, as well as the specifics of stakeholder participation in your Strategic Plan to champion the change. Who should be involved in strategic planning and at what point? How could they serve as change champions?
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Solution
Financial Resources in the Strategic Resources
A strategic plan helps healthcare organizations create key strategies, a meaningful way to achieve the strategies, and other critical factors that affect the success of the strategic plan process. The discussion will assess the following factors;
Trade-offs Related to Financial Resources
The main trade-off involved in ensuring sufficient finances during the strategic plan process includes having a realistic view of the strategic plan core competencies through an internal view, the healthcare facility alignment with the external factors, and careful monitoring and implementation (Brownson et al., 2018). Hence, our healthcare organization can engage in debt financing, where they will draft a loan plan that will be payable within the agreed time. The strategy will help the healthcare facility plan effectively on the agreed payment methods.
Right Personnel to Hire for the Strategic Plan
The current situation at the healthcare organization will require hiring an external auditor to work hand in hand with the project manager. In that case, there will be a need to roll out a training session for all the stakeholders to ensure that they interact with each other (Bryson, 2018). Such training will also equip the external auditor with knowledge of the company’s strategic issue and the expected performance. In that case, there will be a need to engage in an exclusive interview that will focus on only experienced auditors with several years at the role.
Reasonable Timeline for Adoption and Implementation
The reasonable main timeline to adopt is linear. Bryson (2018) asserts that a linear timeline is easily adjustable and easier to follow. Hence, by adopting a linear timeline, the healthcare facility will manage to address risks effectively, considering there will be regular meetings to assess the project’s progress.
Insights Related to Change Theory, Common Barriers to Change, and Strategies
Udod and Wagner (2018) project that change theory involves three main concepts: organizational equilibrium, restraining forces, and driving forces. Hence, in addressing the changes that the current strategic plan will have to the healthcare facility, the manager will identify key monitoring indicators, data reporting, analysis structure, and the existing gaps. That approach will help the manager make the strategic plan more seamless and overcome the sensitive barriers that can affect the strategic plan’s success.
Specific Barriers to the Proposed Change
The main barrier that is likely to occur regard healthcare workers’ unwillingness to be part of the strategic plan in the healthcare branches that have adverse problems in funding and management. Hence, the best strategy will be to reward them for their patience and offer guidance and counseling sessions to those that may have been affected mentally, socially, and physically by the excessive workload to give them a sense of belonging.
Stakeholder Involvement in Planned Change
All the stakeholders will be essential to be involved in all the strategic processes from beginning to end (Udod & Wagner, 2018). However, the internal stakeholders like the organization leaders, managers, and healthcare workers will be more involved in all implementation activities for quality service and improve health care overall outcome while the external stakeholders will be providing information and feedback that will influence the success of the healthcare facility brand reputation.
References
Brownson, R. C., Fielding, J. E., & Green, L. W. (2018). Building capacity for evidence-based public health: reconciling the pulls of practice and the push of research. Annual review of public
Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. John Wiley & Sons.
Udod, S., & Wagner, J. (2018). Common change theories and application to different nursing situations. Leadership and Influencing Change in Nursing

PHN 652 – TOPIC 6-ASSIGNMENT- Population-Based Intervention Implementation Plan
VERY IMPORTANT-Details
Population-Based Intervention Implementation Plan-Please refer to order 133867 for the identified health need
PLEASE REFER TO ORDER 133867 TO COMPLETE THIS PAPER. I have uploaded a copy of order 133867 for reference.
You have to use the same health need from order133867
-Details of the question and the rubric are also uploaded – Please read the rubric before you start this paper.
-Please include the introduction, Thesis statement, and Conclusion in the paper.
– Include section headings for each section component where needed
– Sources must be published within the last 5 years. It must be from 2016 and after
– Sources must be appropriate for the assignment criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed. FORMAT
-Please make sure you add the in -text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink for each reference in APA 7th edition format.
Thank you
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Solution
Alcohol and Drug Use
Alcohol and drug use is a worldwide health need that rises yearly. Most alcohol and drug use victims are between 12 years to older generations. Many studies show different reasons for unhealthy drinking and drug use, with devastating health problems later. This health need has become challenging in implementing successful interventions due to social, physical, and psychological factors. This study discusses barriers to implementation of the evidence-based intervention, strategies to overcome such barriers, and accountability for the ethical, legal, and regulatory aspects of community health in the intervention.
Evidence-based Intervention
Several health organizations have effective treatments and medications for alcohol and drug use. Only a few health organizations have implemented evidence-based interventions, especially those dealing with medication on alcohol addictions and psychosocial therapies (Louie et al., 2020). Studies have researched the predicaments of effective evidence-based intervention with little success, proving that there is no proven evidence that some interventions can be successfully used alcohol and drug use among the population.
Barriers Influencing Implementation of Evidence-based Intervention
Alcohol-related stigma is a barrier to the provision of alcohol services and care. Stigma occurs through prejudice, stereotyping, and discrimination from the population (Glass et al., 2017). The stigma develops through structural, interpersonal, and internalization factors. Other discriminatory laws and policies within the society can affect alcohol users negatively, leading to challenges in implementing the evidence-based intervention. Interacting with other people can also develop into the labeling of names that easily affect the alcohol and drug use victims (Glass et al., 2017). Therefore, the three levels of stigma affect how people internalize the problem of alcohol and drug use, thus creating a significant challenge in convincing those with alcohol disorders to seek medical help.
The Drinkers’ Attitudes Concerning Treatment
Due to society’s stereotyping and name labeling, alcohol, and drug users, are forced to maintain a happy face and pretend not to be drinkers. Drinking is seen as a shameful act, thus affecting them from accessing help (Glass et al., 2017). The stereotyping in society has influenced their perceptions and views regarding the concept of using alcohol and drugs. Some are scared of facing the discrimination process and being neglected by society, hence prefer to drink in silence and toughen up. This becomes a challenge in convincing the population about the evidence-based intervention.
Strategies to Overcome the Barriers
Alcohol and Drug Screening
Consumption of alcohol and other illicit drugs has become rampant today, with most of the population involving themselves daily. There are several health problems and diseases related to alcohol consumption and drug use. A more significant percentage of the people suffering from severe health defects are associated with unhealthy alcohol consumption and drug intakes. Alcohol and drug screening is essential in detecting potential risks infrequent users and determining addiction levels (Abidi et al., 2016). The screening process can help the patients know the symptoms and their health risks. Early detection can help reduce specific barriers such as drinkers ‘attitudes towards treatment. They will be more willing to care for their health after knowing their results and the risks they are likely involved in.
Brief Interventions
Brief interventions involve the aspect of interacting with the people through health education programs (Abidi et al., 2016). This can be done at schools, community levels, and public forums. Addressing the population and teaching them the consumption of unhealthy drinking and illicit drug use is essential in imparting them with knowledge and skills that they do not necessarily have. Lack of knowledge and resources is a major problem that affects these evidence-based interventions from successful implementation. Effective briefing enables the people to understand the risks, symptoms, grow out of the stigmatization levels and face their fears, thus accepting the treatments.
Accountability for the Ethical, Legal, and Regulatory Aspects
Scholars have reviewed studies on alcohol and misuse of drugs and substance health interventions. Some approaches used by health organizations in managing alcohol and drug misuse have been successful in the presence of evidence-based intervention. Implementing evidence-based intervention requires ethical, legal, and regulatory aspects that will assist in managing and controlling the problem to improve community health. The following are some criteria that I will follow to enhance the effectiveness of the evidence-based intervention in improving community health.
Implementing highly community prevention programs and policies. Community prevention programs and policies have been in place for several years now. Ensuring these programs are effective is essential. Therefore, I would prefer these prevention measures be implemented at schools, health facilities, and organization levels to create awareness all over the community. Health policies such as increasing the prices of some alcohol brands, restricting the time for opening and closing alcohol stores, and selling alcohol only to the legal age, ensuring an individual has an identification before purchasing any substance. The policies will help control the number of those taking alcohol and those using drugs like tobacco. The number of those affected directly and indirectly will reduce. For instance, tobacco smokers can only be allowed to smoke in certain zones, thus reducing infection of chronic illnesses among passive smokers.
Encouraging the community to advocate for change among themselves. This can start with the individuals and their families (Abuse et al., 2016). Family is an excellent motive for individuals going through alcohol and drug use. They can easily confide and trust their families only if they are accepted and loved. Therefore, individuals and families should support their addicted members in reforming and caring for their health. Supporting them emotionally, spiritually, and physically is crucial in the process of rehabilitation and treatments. It can be so difficult to stop drinking, but with family support, individuals can manage to follow health policies and focus on their self-reformation. In the long run, many community members will be drifting away from alcohol and drug use, thus improving their health.
Conclusion
Effective evidence-based intervention can manage and control alcohol and drug use health problems. Addressing and involving the stakeholders at an early stage is essential in reducing the barriers to implementing the interventions (Sorsdahl, 2019). Thus communicating effectively and following all the appropriate procedures is crucial in making the population participate. The proper intervention also reduces the fear, guilt, and shame among those consuming alcohol and using drugs.
References
Abidi, L., Oenema, A., Nilsen, P., Anderson, P., & van de Mheen, D. (2016). Strategies to overcome barriers to implementation of alcohol screening and brief intervention in general practice: a Delphi study among healthcare professionals and addiction prevention experts. Prevention Science, 17(6), 689-699. https://link.springer.com/article/10.1007/s11121-016-0653-4
Abuse, S., US, M. H. S. A., & Office of the Surgeon General (US. (2016). VISION FOR THE FUTURE: A PUBLIC HEALTH APPROACH. In Facing Addiction in America: The Surgeon General’s Report on Alcohol, Drugs, and Health [Internet]. US Department of Health and Human Services. https://www.ncbi.nlm.nih.gov/books/NBK424861/
Glass, J. E., Andréasson, S., Bradley, K. A., Finn, S. W., Williams, E. C., Bakshi, A. S., … & Saitz, R. (2017). Rethinking alcohol interventions in health care: a thematic meeting of the International Network on Brief Interventions for Alcohol & Other Drugs (INEBRIA). https://link.springer.com/article/10.1186/s13722-017-0079-8
Louie, E., Barrett, E. L., Baillie, A., Haber, P., & Morley, K. C. (2020). Implementation of evidence-based practice for alcohol and substance use disorders: protocol for systematic review. Systematic reviews, 9(1), 1-6. https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-020-1285-0
van der Westhuizen, C., Myers, B., Malan, M., Naledi, T., Roelofse, M., Stein, D. J., … & Sorsdahl, K. (2019). Implementation of a screening, brief intervention and referral to treatment programme for risky substance use in South African emergency centres: A mixed methods evaluation study. PloS one, 14(11), e0224951. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0224951

Diversity and Health Assessments
EB is a 68-year-old black female who comes in for follow-up of hypertension. She has glaucoma and her vision has been worsening during the past few years. She lives alone and is prescribed four hypertension medications (Hydralazine 50 mg PO Q8H, Metoprolol XL 200 mg PO Q12H, Lisinopril 40 mg PO daily, and HCTZ 25mg PO daily ). She brings in her medication bottles and she has some medication bottles from the previous year full of medications. She is missing one medication she had been prescribed and says she may have forgotten it at home. Her BP in clinic today is 182/99 with HR of 84.
To prepare:
Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
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Solution
Cultural Factors: Socioeconomic, Spiritual, Lifestyle
Embracing a patient’s culture and beliefs is critical for achieving the best outcome. Culture refers to the ideas, customs, sexual orientation, and social behavior of a particular people or society (yuldashevna, 2020). All patients are unique based on their particular experiences and must be examined accordingly. Our job is to understand and respect our patients’ cultures to provide proper care. Respecting your patient’s culture will help you build exemplary communication and rapport. The socioeconomic position has an effect on health outcomes all over the world. Spirituality can also impact a patient’s compliance with a medication regimen (Steinmetz, 2018). Fostering trust and open communication should be utilized to look at a client as a whole and identify any difficulties affecting their care.
Sensitive Issues
Many delicate problems must be addressed with the patient. Financial affairs are a complex subject, yet they are necessary to assess a patient’s capacity to pay for medication. Is the patient refusing to take the drug as recommended because of the cost? Some patients will take their medicine every other day to last longer.
Another sensitive subject is the patient’s level of education. Patient education must be assessed. African Americans are more likely to have insufficient health literacy due to their education, culture, and medical system. It’s essential to be mindful of these statistics, but it’s equally important not to belittle people based on their race (Ball et al., 2017).
Depending on culture and beliefs, the client must be analyzed as distinct. As seen by the high blood pressure and outdated medicine lingering in the cans, the client may not recognize the importance of taking the medication as prescribed. It is critical to educate patients on their degree of awareness without making them feel uninformed. The usage of terms and phrases that they might use to describe something should be evaluated (Kakar et al., 2021). Inquiring about the patient’s knowledge of what you educate them is an excellent technique to ensure that they are getting the information in a manner that they comprehend.
Five Targeted Questions
How do you understand high blood pressure?
Can you tell me about your diet and nutrition status?
Do you always adhere to your entire prescription?
Can you afford to pay for medication on your own? Do you need support?
What are your beliefs when it comes to medication?
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2017). Seidel’s Guide to Physical Examination-E-Book: An Interprofessional Approach. Elsevier Health Sciences.
Kakar, R., Combs, R., Ali, N., Muvuka, B., & Porter, J. (2021). Enhancing the design and utilization of asthma action plans through community-based participatory research in an urban African American community. Patient Education and Counseling, 104(2), 276-281.
Steinmetz, G. (2018). Introduction: Culture and the state. In-State/culture (pp. 1-50). Cornell University Press.
Vuldashevna, s. z. (2020). Creating a general cultural attitude towards the environment students as a factor in the development of a healthy lifestyle. academic research in educational sciences, (4).

Students will select one nursing research article that focuses on a study that used Jean Watson’s Theory of Human Caring as a theoretical framework.
Students should use as a guide, an appropriate Rapid Critical Appraisal Checklist found in Melnyk & Fineout-Overholt (2019; pp. 708-722).
The critiques are to be informal, although correct grammar, spelling, etc., are expected. The critique should include a brief description of the study that was reviewed and should address elements of the study relevant to critique.
Students will provide a written critique on a critical appraisal of the elements relevant to the nature of the research study such as type of study, design, quality of the study; and rationale, as well as implications for practice and further research and/or evaluation.
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Solution
Critical Appraisal of Jean Watson’s Theory of Human Caring
In Jean Watson’s theory of human caring, nursing practice is based on carative care. This theory states that caring defines nursing. Thus, Watson considers the transpersonal relationship between nurse practitioners and their patients as a significant factor in nursing care. The theory emphasizes the impact of a good patient-provider relationship on the quality and safety of patient care. This perspective shifts the focus of nursing practice from conventional care to include other factors that contribute to human health (Pajnkihar, Štiglic, & Vrbnjak, 2017). Watson describes nurse practitioners as scientific and artistic, thus tasking them with a critical role in restoring individuals’ health. Therefore, nurse practitioners should develop different skills and competencies to provide patients with the required care leading to patient satisfaction and improved health outcomes (Pajnkihar, Štiglic, & Vrbnjak, 2017). This paper presents a critical appraisal of Jean Watson’s Theory of Human Caring. It includes a brief description of the selected article, the selected study’s type, design, and quality, the rationale for choosing this study, implications for nursing practice, and further research.
Article Critique
A Brief description of the Selected Article
The selected article was authored by Ozan and Okumu? (2017). The study’s objective was to assess the impacts of nursing care on anxiety, coping, and distress based on Watson’s theory of human caring following infertility treatment failure. This RCT was conducted from April to November 2012 in Turkey with a sample size of 86 women. The theory of human caring was recommended as an effective nursing intervention for handling women in such incidents, thus lowering distress and anxiety and enabling them to cope with treatment failure.
Type, Design, and Quality of the Selected Study
The selected article is a randomized controlled trial (RCT). Most nursing researchers utilize the RCT approach due to the efficacy of this model in nursing experiments. In RCTs, nursing researchers select appropriate study participants based on the clinical issue being studied. The Sample size is then classified into 2 groups, including the intervention group and the control group. This aspect of randomized clinical trials is evident in the selected article since the authors subdivided participants into the intervention and control groups. The intervention group and the control group were assigned 45 and 41 participants, respectively. Therefore, the study is a randomized controlled trial. Additionally, participants are assigned to the intervention and control groups randomly in RCTs. This feature of RCTs was evident in the selected study since participants were randomly assigned to the intervention and control groups. Placebo treatment was administered to the control group for reference purposes.
Furthermore, the study adhered to the established guidelines. The study was conducted in Turkey, and only women who have met the legal age of consent were involved in the study. The inclusion criteria for this study were primarily infertile. Additionally, one qualified for this study if she could write and speak Turkish. The study was interested in women whose infertility had not been successfully treated. Various factors associated with infertility in women were considered during the study. The authors then highlighted Watson’s theory of human caring concepts incorporated into patient care provided to those women.
The rationale for selecting this Study
This article was selected since it incorporates Watson’s theory of human caring in managing anxiety, distress, and enhancing coping among infertile women whose treatment had failed. Watson’s theory entails ten carative factors that impact nursing care (Pajnkihar, Štiglic, & Vrbnjak, 2017). The authors captured the ten carative factors in their study, indicating their impact on patient care. The authors also chaired various consultative meetings with all the involved stakeholders to gather more information regarding the care provided to infertile women whose treatment had failed. The authors provided all the parties will all crucial details regarding the study to make an informed decision regarding participating in the study. Particularly, the authors disclosed the study’s objective to the participants and assured protection of their personal details. Additionally, the authors promised the participants to update them throughout the study about any progress. Finally, the participants were informed that they could leave at any point during the study. Participants who provided written consent after receiving the above information were involved in the study. The study findings indicated substantial improvement in anxiety, distress, and coping ability among infertile women whose treatment had failed following the incorporation of Watson’s model into their clinical care. The anxiety and distress scores in the intervention group dropped by thirteen and fourteen points, respectively. Additionally, an increase in coping scores was reported in the intervention group. Therefore, Watson’s model is effective in improving anxiety, distress, and coping ability in the selected patient population.
Implications for Nursing Practice
The study aimed at assessing the impact of Watson’s model on women whose infertility treatment interventions had failed. Hence, the researchers were interested in establishing a suitable nursing approach for managing anxiety and distress and improving coping levels among women with failed infertility treatment. According to Iord?chescu (2021), high stress and anxiety levels are reported among infertile women, compromising their capacity to cope with infertility. The study findings indicated substantial improvement in anxiety, distress, and coping ability among infertile women whose treatment had failed following the incorporation of Watson’s model into their clinical care. Based on the study findings, Watson’s human caring model is an effective evidence-based approach for reducing anxiety and distress and enhancing coping capacity among infertile women with failed treatment. According to Li (2019), evidence-based practices enhances clinical practices, improving quality, efficiency, and safety of patient care. Thus, nurse practitioners should incorporate Watson’s model when managing anxiety and distress among infertile women whose treatments have failed to rectify their conditions. This model will reduce anxiety and distress levels in this patient population, thus enabling these women to cope with their situations.
Further Research
Although the study findings indicated the efficacy of Watson’s model in reducing anxiety and distress, and enhancing coping capacity among infertile women with failed treatment, further research in this area is required. First, a study can be conducted to assess the impact of this nursing model in reducing anxiety and distress among infertile men whose treatment has failed. Additionally, a study can be conducted on the efficacy of other nursing models in reducing anxiety and distress and enhancing coping capacity among infertile women with failed treatment
Conclusion
Overall, the authors conducted an RCT to assess the efficacy of Watson’s model in reducing anxiety and distress and enhancing coping capacity among infertile women with failed treatment. The authors conducted their study in Turkey and included 86 participants, 45 in the intervention group and 41 in the control group. The study findings indicated the efficacy of Watson’s theory in reducing anxiety and distress and improving coping levels among infertile women with failed treatment. Thus, nurse practitioners should incorporate this intervention into their clinical practices to enhance the management of anxiety and distress among infertile women, thus improving their coping capacity.
References
Iord?chescu, D. A., Paica, C. I., Boca, A. E., Gic?, C., Panaitescu, A. M., Peltecu, G., … & Gic?, N. (2021, April). Anxiety, Difficulties, and Coping of Infertile Women. In Healthcare; 9 (4): 466-459.
Li, S., Cao, M., & Zhu, X. (2019). Evidence-Based Practice. Medicine (Baltimore); 98(39): e17209. Doi: 10.1097/MD.0000000000017209
Ozan, Y. D., & Okumu?, H. (2017). Effects of nursing care based on Watson’s theory of human caring on anxiety, distress, and coping, when infertility treatment fails: A randomized controlled trial. Journal of caring sciences, 6(2), 95.
Pajnkihar, M., Štiglic, G., & Vrbnjak, D. (2017). The concept of Watson’s carative factors in nursing and their (dis) harmony with patient satisfaction. PeerJ, 5, e2940.