Category: Nursing

15.0 %Background of Study

Background of study including problem, significance to nursing, purpose, objective, and research questions is incomplete.

Background of study including problem, significance to nursing, purpose, objective, and research questions is included but lacks relevant details and explanation.

Background of study including problem, significance to nursing, purpose, objective, and research questions is partially complete and includes some relevant details and explanation.

Background of study including problem, significance to nursing, purpose, objective, and research questions is complete and includes relevant details and explanation.

Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation.

15.0 %Method of Study

Discussion of method of study including discussion of conceptual/theoretical framework is incomplete.

Discussion of method of study including discussion of conceptual/theoretical framework is included but lacks relevant details and explanation.

Discussion of method of study including discussion of conceptual/theoretical framework is partially complete and includes some relevant details and explanation.

Discussion of method of study including discussion of conceptual/theoretical framework is complete and includes relevant details and explanation.

Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation.

15.0 %Results of Study

Discussion of study results including findings and implications for nursing practice is incomplete.

Discussion of study results including findings and implications for nursing practice is included but lacks relevant details and explanation.

Discussion of study results including findings and implications for nursing practice is partially complete and includes some relevant details and explanation.

Discussion of study results including findings and implications for nursing practice is complete and includes relevant details and explanation.

Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation.

15.0 %Ethical Considerations

Discussion of ethical considerations associated with the conduct of nursing research is incomplete.

Discussion of ethical considerations associated with the conduct of nursing research is included but lacks relevant details and explanation.

Discussion of ethical considerations associated with the conduct of nursing research is partially complete and includes some relevant details and explanation.

Discussion of ethical considerations associated with the conduct of nursing research is complete and includes relevant details and explanation.

Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation.

15.0 %Conclusion

Conclusion does not summarize a critical appraisal and applicability of findings of a Research critique guidelines appraisal essay format

Conclusion is vague and does not discuss importance to nursing.

Conclusion summarizes utility of the research and importance to nursing practice.

Conclusion summarizes utility of the research from the critical appraisal and the findings importance to nursing practice.

Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 %Research critique guidelines appraisal essay format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources for Research critique guidelines appraisal essay formatare not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

2 Tests.. There is 4 in total but I will decide after based on the performance on these two.

LVN/LPN Medication (27 minutes)

Comphrehensive Core Competancy- Nursing (58 minutes)

80% or above to PASS

Will give log in details after agreement

Effective Management of Tuberculosis Essay

Multidrug-resistant tuberculosis (MDR-TB) has emerged as a global public health concern. Tuberculosis (TB) is contracted by breathing in air droplets from a sneeze or cough of an infected person. TB primarily attacks the lungs; however, it can spread to other parts of the body, especially if left untreated. The drug treatment regimen takes approximately 6 months or longer, so many patients become resistant to the medications after a certain period.

From the assigned readings this week, review the following article:

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Sharma, S. K., Kumar, S., Saha, P. K., George, N., Arora, S. K., Gupta, D.,  . . . Vashisht, R. P. (2011). Prevalence of multidrug-resistant tuberculosis among Category II pulmonary tuberculosis patients.
Indian Journal of Medical Research, 133
(3), 312–315. (Web of Science Accession Number: WOS: 000289322400013)

Write a 3–5-page Effective Management of Tuberculosis Essay paper in Microsoft Word format that addresses the following:

Explain the significance of monitoring the prevalence of MDR-TB among Category II pulmonary tuberculosis patients.

Describe the methodology of the study in the above journal article and how the study sample was selected.

Analyze the study’s findings as they relate to the effective management of tuberculosis.

Summarize the results of the study.

Justify how the results of the study can improve rapid detection of MDR-TB.

Support your statements with appropriate examples and scholarly references.

Submit your assignment to the
W4: Assignment 2 Dropbox

Name your document SUO_PHE4095_W4_A2_LastName_FirstInitial.doc.

Cite all sources using the APA format.

2 Tests.. There is 4 in total but I will decide after based on the performance on these two.

LVN/LPN Medication (27 minutes)

Comphrehensive Core Competancy- Nursing (58 minutes)

80% or above to PASS

Will give log in details after agreement

Various threats to the validity of a proposed research topic

n this assignment, you will identify the various threats to the validity of a proposed research topic.

Select a topic related to public health care from the following:

Health disparities: Chronic diseases

Environmental health

Impact of infectious diseases on public health

 

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Using the University Online Library or the Internet, conduct a literature review on your chosen topic. Based on your review, create a 3- to 4-page Microsoft Word document that includes:

A list of topic that you have selected and provide a rationale for your choice.

At least three specific research questions (hypotheses) on which your research proposal will be based.

The research method for your research proposal. Your research method should explain how you intend to obtain your results, including information on the type of research and sampling plan.

The different types of threats to validity and a brief explanation of the threats that are appropriate for your research design.

Specify strategies for minimizing the identified threats to validity.

A project plan with a detailed equipment list.

Support your responses with examples.

Cite any sources in APA format.

Submission Details

 

Assignment 2 Grading Criteria Maximum Points
Listed the topic selected and provided a rationale for choice.5Provided at least three specific research questions (hypotheses) on which research proposal will be based.10Explained the research method for research proposal. The research method should explain how you intend to obtain your results, including information on the type of research and sampling plan.10Explained the different types of threats to validity and a brief explanation of the threats that are appropriate for your research design.10Specified strategies for minimizing the identified threats to validity.5Created a project plan with a detailed equipment list.5Us

Practice Immersion Clinical Evaluation Tool – Agency/Site

Agency/Site Criteria

Student Evaluation

 

Faculty Evaluation

Comments

Does Not Meet

Meets

Excels*

Does Not Meet

Meets

Excels*

1.       Agency/site was able to provide the opportunities for the student to meet practice immersion clinical objectives.

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2.       Agency/site was able to establish a comfortable, yet stimulating, practice environment.

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Criteria:

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Does Not Meet:
  Elements are missing.

Meets: 
Agency/site meets this criterion.

Excels: 
Agency/site meets this criterion and further a teaching point opportunity or expanded information, guidance, or other element to further enhance student learning.

Agency/site – strengths:

Student Evaluation

Faculty Evaluation

Agency/site – areas of improvement needed:

Student Evaluation

Faculty Evaluation

 

Agency/site – Suggestions to incorporate more responsiveness to student learning needs:

Student Evaluation

Faculty Evaluation

 

Practice Immersion Clinical Evaluation Tool – Mentor

Clinical Criteria

Student Feedback of Mentor Experience

Comments

Does Not Meet

Meets

Excels*

3.       Exemplify professionalism in diverse health care settings.

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4.       Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents.

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5.       Implement patient care decisions based on evidence-based practice.

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6.       Utilize patient care technology and information management systems.

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7.       Communicate therapeutically with patients.

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8.       Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.

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9.       Understand the human experience across the health-illness continuum.

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10.    Provide culturally sensitive care.

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11.    Preserve the integrity and human dignity in the care of all patients.

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Criteria:

Does Not Meet:
  Elements are missing; mentor did not achieve.

Meets: 
Mentor meets this criterion.

Excels: 
Mentor meets this criterion and further incorporates a teaching point scenario or expanded information, guidance, or other element to further enhance student learning.

Practice Immersion Clinical Evaluation Tool – Student

Clinical Criteria

Mentor

Sign Off

Faculty Sign Off

Comments

Does Not Meet

Meets

Excels*

12.    Exemplify professionalism in diverse health care settings.

☐

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13.    Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents.

☐

☐

☐

☐

14.    Implement patient care decisions based on evidence-based practice.

☐

☐

☐

☐

15.    Utilize patient care technology and information management systems.

☐

☐

☐

☐

16.    Communicate therapeutically with patients.

☐

☐

☐

☐

17.    Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.

☐

☐

☐

☐

18.    Understand the human experience across the health-illness continuum.

☐

☐

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19.    Provide culturally sensitive care.

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20.    Preserve the integrity and human dignity in the care of all patients.

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Criteria:

Does Not Meet:
  Elements are missing; student is required to remediate this element to pass the course

Meets: 
Student meets this criterion.

Excels: 
Student meets this criterion and further incorporates a teaching point scenario

Define health belief model?

Using the health belief model, how can nurses encourage patients to make immediate and permanent behavior changes; particularly as they relate to lifestyle choices?

LVN/LPN Medication (27 minutes) Comprehensive Core Competency- Nursing (58 minutes) 80% or above to PASS Will give log in details after agreement

Major healthcare historical events that changed the landscape of healthcare today

Thoroughly describe major healthcare historical events that changed the landscape of healthcare today.

Discussions are required a key part of your grade for this course and supplant the in-class environment, therefore discussions should thoroughly demonstrate the students’ knowledge of the learning objectives for the course and required readings. A minimum of two other sources beside the video and the textbook.

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Proper use of APA format in-text citations and bibliography.

Apply key concepts from the text

Demonstrate professionalism, critical analysis and scholarly writing.

For this discussion, students do not need to respond/thread to another student post.

Grading is based upon the students’ depth and breadth of the topics assigned for that session

A minimum of three paragraphs with each paragraph having a minimum of five sentences

Correct spelling, grammar, and sentence structure is expected

Group G Table of Evidence (TOE) Toni Banks, ObeFangbemi, Yessenia Miranda, Claudia Rodriguez

Table 1: Group G Table of Evidence (TOE)

Toni Banks, ObeFangbemi, Yessenia Miranda, Claudia Rodriguez

Citation

(Write citation using APA format, just as you would in a reference list. Put articles in alphabetical order by the first author’s last name)

Purpose Statement (quote directly from the study), Sample, and Setting

Research Question or Hypothesis

(If the study doesn’t list one, write what the implied RQ or Hypothesis is and label as “implied.”)

Variables

(State independent and dependent variables using bullet points.
Note: Participants are not variables)

Design

(Include study design (i.e. meta-analysis, RCT), level of evidence (See the Evidence Hierarchy in Polit & Beck (2014)), other key design features such as use of placebo, blinding, etc.

Outcomes (meaning what the researchers were trying to measure) with Measures and Time Administered (meaning how the data was collected/recorded)

(Do not put the actual data here. That belongs in the Findings column.)

Findings

(Include quantitative data. What are the researchers’ final conclusions based on the outcomes?)

Asao, T., Kuwano, H., Nakamura, J., Morinaga, N., Hirayama, I., & Ide, M. (2002). Gum chewing enhances early recovery from postoperative ileus after laparoscopic colectomy. Journal of American College of Surgeons, 195, 30-32.

Purpose:

To examine the likelihood of enhancing early recovery after gum chewing after Laparoscopic Colectomy from postoperative ileus.

 

 

Sample:

19 patients suffering from colorectal cancer took part in the study after undergoing elective laparoscopic colectomy.

Setting:

Incheon St. Mary’s Hospital, The Catholic University of Korea School of Medicine

 

 

 

 

 

 

 

 

 

 

 

 

 

Research Question/Hypothesis:

Chewing gum can be used to enhance the recovery period after cancer surgery from postoperative ileus.

Independent variable(s):

Chewing gum is the independent variable because it was controlled as 10 patients randomly selected were given gum while 9 were in a controlled group

 

Operational definition:

Patients randomly chosen to chew gum were given sugarless gum thrice a day after first postoperative AM up to the initiation of oral intake.

Conceptual definition:

Chewing gum is a repetitive action of biting or working gum with teeth in the mouth over a period of time.

Dependent variable(s):

Postoperative ileus is the dependent variable because the effects resulting from patients chewing and not chewing gum was noted, recorded and observed to be directly related in terms of first flatus, occurrence of first bowel movement and hospital stay duration.

 

 

 

 

Study design:

Two-group controlled trial that was randomized

Level of evidence:

Level 1 – meta-analysis of randomized trials

Key design features:

Placebo controlled

Outcomes:

Interest was in first flatus passage time, first defecation time and hospital stays after operation were recorded.

 

Findings:

First flatus passage was observed on day 2.1 after the surgery in the group chewing gum, while the control group was observed to be day 3.2 (P < 0.01). In the group that chewed gum, first defecation occurred 2.7 days earlier that is on postoperative day 3.1 as compared to 5.8 days for the control group (P < 0.01). For the gum-chewing group, postoperative hospital stays was 13.5+/-3.0 days while for the control group was 14.5+/-6.1 days. Conclusions: Chewing gum promotes postoperative ileus early recovery and can be used as a physiologic and inexpensive way to stimulate bowel motility. Harma, M., Barut, A., Arikan, I., & Harm. M. (2009). Gum-chewing speeds return of first bowel sounds but not first defecation after cesarean section. Anatolian Journal of Obstetrics & Gynecology, 1, 1-3. Purpose: To examine the gum-chewing effects on ileus duration following cesarean section and the effects differences when sugar-substituted and sugar-free gum is used. Sample: 76 women were studied after elective cesarean section, with no history of cesarean or abdominal surgery. Setting: ZonguldakKaraelmas University School of Medicine, in Turkey Research Question/Hypothesis: Postoperative ileus resulting in discomfort in patients leads to higher hospital days after abdominal surgery. Gum chewing has been shown to enhance recovery after surgery. The study seeks to determine the effects of sugar-substituted and sugar free gum on postoperative ileus. Independent variable(s): Chewing gum is the independent variable because it was controlled as 28 women randomly selected were given sugar-free gum, 25 were given sugar-substituted gum, and 23 patients were in a controlled group Dependent variable(s): First bowel sounds and first flatus are the dependent variables as results of these were recorded when patients were given sugar-substituted gum, sugar-free gum and no gum at all after cesarean section. Study design: Randomized controlled trial (RCT) Level of evidence: Level 1 – RCT Key design features: Placebo-controlled study Outcomes: Interest was infirst bowel sound and first flatus or defecation after surgery.   Findings: For the group given sugar-substituted gum, first bowel sounds time decreased significantly at 6.3+/-2.0 h comparing to the group given sugar-free gum that was at 8.8+/-1.9 h (P<0.05). First bowel sounds for the sugar-substituted group recorded an equally lower time at 11.2+/-1.0 h (P<0.05) than the control group. First defecation or flatus did not record any major difference. Conclusions: First defecation or flatus had no difference for patients in the gum-chewing study bearing in mind that the women had no previous history of abdominal operation. This patient went through cesarean surgery after being injected with general anesthesia. It was shown to reduce postoperative ileus and improve gastrointestinal motility recovery following cesarean section. Matros, E. Rocha, F., Zinner, M., Wang, J., Ashley, S. Breen, S. et al. (2006). Does gum chewing ameliorate postoperative ileus? Results of a prospective, randomized, placebo-controlled trial. Journal of the American College of Surgeons, Volume 202, Issue 5, pp. 773-778. Purpose: To determine if gum chewing improves postoperative ileus following open appendectomy Sample: 66 randomized patients took part in the study after undergoing open colectomy Setting: Brigham and Women’s Hospital, Harvard Medical School, Boston.     Research Question/Hypothesis: Is chewing gum able to reduce post colectomy ileus? Hypothesis: Implied Chewing gum is suggested to minimize post colectomy ileus duration.     Independent variable(s): Chewing gum is the independent variable in this case because it was controlled as 66 patients would randomly receive on postoperative day 1, 1 of 3 postoperative regimens. Dependent variable(s): Postoperative ileus is the dependent Study design: Meta-analysis of randomized trials Level of evidence: Level 1 – meta-analysis of randomized trials Key design features: placebo-controlled study Outcomes: Interest was in first postoperative flatus passage and postoperative complications   Findings: First postoperative flatus passage median times recorded were: 60 hours for gum and sips, 67 hours for sips, and 72 hours for bracelet and sips (p=0.384). Differences in first bowel movement passage time, actual discharge time, and patient discharge time were insignificant. 30-day and inpatient follow up indicated no distribution or frequency difference of postoperative complications. Conclusions: Contrary to preliminary study findings, clinical trial results demonstrated that even though chewing of gum was safe, it does not minimize post colectomy ileus duration. Ngowe, M., Eyenga, V., Kengn, B., Bahebeck, J. &Sosso, A. (2010). Chewing gum reduces postoperative ileus after open appendectomy. Acta ChirBelg, 110(2), 195-199. Purpose: To examine the possibility of gum chewing in reduction of postoperative ileus whenever open appendectomy is conducted on a patient. Sample: 46 randomized patients that underwent open appendectomy as a result of appendicular generalized peritonitis, appendicular abscess and acute catarrhal appendicitiswere studied. Setting: University teaching hospital in Cameroon   Research Question/Hypothesis: What effect does chewing gum provide after open appendectomy on postoperative ileus? Hypothesis: Chewing gum will speed up recovery after open appendectomy. This is based upon successful recovery acceleration in postoperative intestinal transit. Independent variable(s): Chewing gum is the independent variable because it was controlled as half the number of patients was asked to chew gum after surgery while half was not given gum. Operational definition: Patients randomly chosen to chew gum were given sugarless gum every evening, morning and afternoon for 30 minutes. Conceptual definition: Chewing gum is a repetitive action of biting or working gum with teeth in the mouth over a period of time. Dependent variable(s): -First bowel movement -First flatus -Complications resulting from appendectomy -Hospital duration Postoperative ileus represented by the measurable outcomes noted above is the dependent variable because the effects resulting from patients chewing and not chewing gum was noted, recorded and observed to be directly related. Patients that were given gum to chew showed improvement in recovery after surgery. For example, hospital duration mean time for the group that chewed gum was 4.9 days, while for the controlled group it was 6.7 days. Also, the first bowel movement for the group that chewed gum was at postoperative day 2.3, while for the controlled group it was at postoperative day 3.3. Operational definition: Postoperative ileus is the oral intake intolerance and obstipation affecting gastrointestinal tract activity after open appendectomy. Conceptual definition: Postoperative ileus is the oral intake intolerance and obstipation resulting from non-mechanical factors that result in a disruption of the gastrointestinal tract motor activity after surgery either abdominal or non-abdominal. Study design: Two-group controlled trial that was randomized Level of evidence: Level 1 – meta-analysis of randomized trials   Key design features: Placebo controlled Outcomes:            Interest was in hospital duration, first bowel movement occurrence, first flatus occurrence and arising complications   Findings: First flatus passage happened on day 2.2 postoperative for the group that chewed sugarless gum and on day 3.0 for the group that was controlled (P < 0.0001). 4.9 days was the hospital stay period for the group that chewed gum and 6.7 days for the group controlled (p < 0.00001). Conclusions: The research was conducted on 46 patients in Yaoundé, Cameroon where half of the patients were in a control group and the other half in a chewing gum group. It was concluded that the group that chewed gum after open appendectomy had a reduction in postoperative ileus. This treatment was recommended for use in other African nations due to its cheapness and effectiveness.