Submission Type: Table Create a body of evidence (Evaluation Table) to compare the three studies you appraised in weeks 4 and 5. See the evaluation table templates D1 and D2 (linked below) for examples. In weeks 4 and 5, you completed the critical appraisal of three studies. This week, you will meld these studies into a synthesis upon which to base practice and standards of care. To create this synthesis, youll compare the three studies using an Evaluation Table that includes the following: Citation: Author, Date of Publication, & Title Purpose of Study Conceptual Framework Design/ Method Sample/Setting Major Variables Studied and Their Definitions Measurement of Major Variables Data Analysis Study Findings Worth to Practice: Level of Evidence Strengths/Weaknesses Feasibility Conclusion Your PICOT question is the driver for the evaluation table and synthesis tables. For example, with data analysis, while many statistics may be reported in a study, only those statistics that assist you in answering your clinical question should be placed in the table. Also, only the findings relevant to the clinical question should be placed in the table. Keeping the order of information placed in the table clear and simple is imperative for comparisons across studies for synthesis. Some suggestions to make the table user-friendly are to: (a) use abbreviations (e.g., RCT) with a legend for interpretation, (b) keep the order of the information the same in each study, and (c) place similar statistics in the same order in each study for easy comparison. MSNC 505 Week 6 Evaluation Table Criteria Ratings Pts This criterion is linked to a Learning OutcomeCitation: Author, Date of Publication, & Title 3 pts Meets Expectations Complete and accurate citations for all three studies. Citations are in the correct format with no errors. 2 pts Approaches Expectations Citations for all three studies are included but may have minor formatting errors. 1 pts Needs Improvement Citations are mostly complete; some studies might have missing or incorrect details. 0 pts Does Not Meet Expectations Citations are missing or incorrectly formatted for one or more studies. 3 pts This criterion is linked to a Learning OutcomePurpose of Study 3 pts Meets Expectations Clearly and accurately describes the purpose of each study, directly relating it to the PICOT question. 2 pts Approaches Expectations Purpose of each study described with minor relevance issues or slight inaccuracies. 1 pts Needs Improvement Purpose described but lacks clarity or direct relevance to the PICOT question. 0 pts Does Not Meet Expectations Purpose is incorrectly described or missing for one or more studies. 3 pts This criterion is linked to a Learning OutcomeConceptual Framework 6 pts Meets Expectations Frameworks are clearly defined for all studies and well related to their respective purposes and designs. 5 pts Approaching Expectations Frameworks are defined with minor errors or are somewhat loosely connected to study purposes/designs. 3 pts Needs Improvement Frameworks mentioned but definitions or connections are weak. 0 pts Does Not Meet Expectations Frameworks are missing, incorrectly defined, or irrelevant. 6 pts This criterion is linked to a Learning OutcomeDesign/Method 6 pts Meets Expectations All study designs and methods are accurately described and appropriate for the PICOT question. 5 pts Approaching Expectations Study designs and methods are described with minor inaccuracies or relevance issues. 3 pts Needs Improvement Some descriptions of designs/methods are vague or partially incorrect. 0 pts Does Not Meet Expectations Major errors or omissions in describing the designs/methods of the studies. 6 pts This criterion is linked to a Learning OutcomeSample/Setting 6 pts Meets Expectations Sample and setting are thoroughly described for each study, showing clear relevance to the research question. 5 pts Approaching Expectations Sample and setting are described with minor errors or omissions. 3 pts Needs Improvement Sample/setting description lacks detail or has some inaccuracies. 0 pts Does Not Meet Expectations Significant details about sample or setting are missing or incorrect. 6 pts This criterion is linked to a Learning OutcomeMajor Variables Studied and their Definitions 6 pts Meets Expectations Variables and their definitions are clearly listed and relevant to the PICOT question for all studies. 5 pts Approaching Expectations Variables and definitions are mostly clear but may include minor irrelevant details. 3 pts Needs Improvement Some variables are undefined or incorrectly defined; relevance to PICOT question is questionable. 0 pts Does Not Meet Expectations Missing or incorrect definitions for major variables in one or more studies. 6 pts This criterion is linked to a Learning OutcomeMeasurement of Major Variables 6 pts Meets Expectations Measurements are accurately described and clearly relevant to the PICOT question in all studies. 5 pts Approaching Expectations Measurements are generally accurate but may include minor errors or relevance issues. 3 pts Needs Improvement Some measurements are inaccurately described or their relevance is unclear. 0 pts Does Not Meet Expectations Significant inaccuracies or omissions in how variables are measured in one or more studies. 6 pts This criterion is linked to a Learning OutcomeData Analysis 9 pts Meets Expectations Analysis methods are correctly described and clearly justified in their ability to address the PICOT question. 7 pts Approaching Expectations Analysis methods are described with slight inaccuracies but are generally appropriate for the PICOT question. 5 pts Needs Improvement Data analysis is described but lacks justification or clear relevance to the PICOT question. 0 pts Does Not Meet Expectations Major errors or omissions in the description of data analysis methods. 9 pts This criterion is linked to a Learning OutcomeStudy Findings 9 pts Meets Expectations Findings are thoroughly and accurately reported, directly addressing the PICOT question. 7 pts Approaching Expectations Findings are accurately reported but may include some irrelevant data. 5 pts Needs Improvement Findings are reported but with some inaccuracies or irrelevance to the PICOT question. 0 pts Does Not Meet Expectations Findings are poorly reported, largely irrelevant, or missing critical information. 9 pts This criterion is linked to a Learning OutcomeWorth to Practice: (1) Level of Evidence (2) Strengths/Weaknesses (3) Feasibility (4) Conclusion 21 to >17.0 pts Meets Expectations (1) Correct identification and justification of evidence level. (2) Insightful analysis of strengths and weaknesses. (3) Realistic feasibility assessment. (4) Insightful conclusions directly derived from data. 17 to >12.0 pts Approaching Expectations (1) Evidence level identified with minor errors. (2) Strengths and weaknesses analysis with minor omissions. (3) Feasibility somewhat realistic. (4) Logical conclusions. 12 to >0.0 pts Needs Improvement (1) Evidence level identified with weak justification. (2) Limited or partial assessment of strengths/weaknesses. (3) Feasibility assessment is somewhat realistic but lacks depth. (4) Generic conclusions. 0 pts Does Not Meet Expectations (1) Evidence level not identified or unjustified. (2) Poor or missing analysis of strengths/weaknesses. (3) Unrealistic or irrelevant feasibility assessment. (4) Conclusion is missing or not relevant. 21 pts Total Points: 75

Paper should be 2-3 double space pages and should not exceed 3 pages (not including reference and cover pages), must be formatted, cited and referenced according to APA 7th edition. No abstract needed. I picked Indian culture is a great choice for me

Interview someone from an ethnic group different than your own

1. Interview guidelines:
2. Identify somebody whose ethnic is different from yours. Conduct an interview that discusses interviewee’s country of origin or descent, ethnic traditions, language, religion, costumes, staple foods, music and social determinants that positively and or negatively impact the group. Ask the interviewee to list two things he/she likes the most and two things he/she likes the least about his/her culture.
3. Paper outline
4. After watching the assigned videos, reading the assigned articles, and conducting the interview, in an essay form, write a two to three double space paper that addresses the following.
5. Identify your own ethnic background (You just need to identify your ethnic background the focus is on the interviewee and culture)
6. Describe what you have learned about your interviewee culture (including country of origin or descent, ethnic traditions, language, religion, costumes and staple foods, music)?
7. describe the factors (social determinants) that positively and or negatively affect people from your interviewee ethnic group in general (ensure you cite your source)?
8. Provide an example of when you had to use empathy during the interview
9. Describe this activity (conducting the interview, watching the videos, and reading the article) helped you identify your own biases? Provide an example
10. Formulate two recommendations on how to work with persons whose culture, religion, politics differs from one’s own culture. Include two ways we can address a culturally sensitive issue
11. Formulate two recommendations on how to help people change unhealthy practices that have been part of their culture for generations?

resources : Mosed, H. et al. (2021). A concept analysis of intercultural communication. Nurs Forum, 2021 (56) 993999. DOI: 10.1111/nuf.12622. wileyonlinelibrary.com/journal/nuf

Mavreles Ogrodnick, M., OConnor, M. H., & Feinberg, I. (2021). Health Literacy and Intercultural Competence Training. Health Literacy Research and Practice HLRP, 5(4), e283e286.

• Jacobsen Chapter 3
• Non Governmental Organization Relief Organizations
• Mavreles Ogrodnick, M., OConnor, M. H., & Feinberg, I. (2021). Health Literacy and
• Intercultural Competence Training. Health Literacy Research and Practice HLRP, 5(4), e283e286.
• Besey, O., & Sibel, Y. (2021). Determination of Intercultural Sensitivity Levels of Nurses and the Factors Affecting their Intercultural Sensitivity. International Journal of Caring Sciences, 14(1), 54-57
• Leonard, J., Whiteman, K., Stephens, K., Henry, C., & Swanson-Biermann, B. (May 31, 2022) Improving Communication and Collaboration Skills in Graduate Nurses: An Evidence-based Approach. OJIN: The Online Journal of Issues in Nursing 27(2). Click on the link to access article
• Mosed, H., Periord, M., & CaboralStevens, M . (2021). A concept analysis of intercultural communication. Nurs Forum, 2021 (56) 993999. DOI: 10.1111/nuf.12622. wileyonlinelibrary.com/journal/nuf

I have a paper that I thought was correct for this task but it receive a incomplete due it suppose to be a brochure. I submitted the instructions and the paper, are u able to turn paper into brochure?

For this assignment, you will create a narrated presentation regarding a patient case scenario.

Use of the current APA format for PowerPoint (PPT) presentations is expected

Activity Criteria:

1. Select a patient that you have encountered in the clinic setting who has signs and symptoms of at least three psychiatric disorders and one medical condition. (Principal diagnosis Major Depressive Disorder)

Must include

S = Subjective data: Patients Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS).

Please follow this rubric

Chief Complaint

Exemplary

Includes a direct quote from patient about presenting problem

History of the Present Illness (HPI) S

Exemplary

Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)

Review of Systems (ROS) – S

Includes a minimum of 3 assessments for each body system, assesses at least 9 body systems directed to chief complaint, AND uses the words admits and denies.

Drawing on your learning and feedback from your placement, provide

a critical reflection of your strengths and areas for development as a

mental health nurse

You should:

Draw specifically on your own experiences and learning from the

placement.

Make use of one reflective model of your choosing (e.g., Gibbs,

Driscoll, Rolfe, Johns) and signpost where/how youre using it.

Engage with feedback you received on your performance from your

PS/PA or other registered health professionals, or service

user/relative/carerwhat it was, how you interpreted it, and what

you did/will do with it.

Identify strengths and areas for development, with concrete

examples from practice.

Show critical thinking: compare and contrast relevant evidence

(e.g., guidelines, research, professional standards) to support your

pointsnote similarities/differences and what this means for your

practice.

Support your discussion with recent, good-quality literature (cite

appropriately using your programmes referencing style).

Clearly state how you will use this learning in your future

development (e.g., a brief action plan).

Demonstrate ongoing commitment to learning, growth, and safe,

person-centred care.

Be well structured, clear, and coherent, explicitly showing your use

of the reflective model.

Are there any additional

materials?

Please Note:

My placement location is at Ward 1 (Carseview centre) and learning environment type is Mental health , service type and field of practice: In Patient adult.

Common Conditions: Adult Acute Psychiatry

Practice Learning Opportunities – Opportunity for nurses to learn about all aspects of mental health issues: illnesses, treatments, including ECT and advance intervention service – Patient journey from admission to discharge – Liaison with other agencies – Students in 3rd year are given the opportunity to manage the ward -Involvement in creating and updating care and risk plans -Medication administration (dependent on placement) –Time with other services may also be available e.g. OT, depot clinics, physiotherapy

Associated Learning Opportunities Particular opportunity to work with service users within the AIS remit which consists of caring for: Treatment resistive depression OCD Singleotomy VNS

uggested Reading Knowledge of acute psychiatry – Knowledge of drug administration – Knowledge about recovery for the mental health patient – Admission and discharge procedure – www.mwcscot.org.uk/the-law/mental-health-act/ -Trauma informed care IOP Improving observational practice Seclusion Policy Locked Dorr Policy Care Planning Standards for LD and MH

We will be using .The Iowa Model of Evidence-Based Practice presents directions for implementing patient care based on the best research evidence and monitoring changes in practice to ensure quality care.

Understanding of the evidence-based practice (EBP) models is key to implementation of EBP. There are various models available; some of which were presented to you in this unit.

Consider the following questions in your discussion post:

• Select one of the models presented in this unit.
• Describe how this model would be effective for implementing EBP and/or best practices in the practice, administration, or education setting.
• Consider how you might introduce this change.
• What barriers might you confront?

Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the students position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as the use of personal health records or portals to support patients newly diagnosed with diabetes.

• Develop an annotated bibliography that follows the organization of the Sample Annotated Bibliography resource provided in this Competency.
• Complete the annotated bibliography for each of the five peer-reviewed articles you selected for the one type of clinical system you selected. Be sure to include the following:
• An introduction of each peer-reviewed article selected.
• APA citation of each peer-reviewed article selected.
• Summarize the study in each peer-reviewed article selected.
• Analyze each peer-reviewed article selected. What are the benefits and limitations of each peer-reviewed article?
• Explain the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system that each peer-reviewed article described. Be specific and provide examples.

Location chosen: Homestead, FL

The final deliverable of the practicum is due this week

Step 3

To be completed by week 6:

1. Prepare a power point presentation on your community assessment following the Community Assessment rubric.
2. Upload your power point presentation into the assignment drop box by Sunday at 11:59 pm MST.

When you have completed your assignment, submit a copy to your instructor. Submit the presentation and slide notes as one document. To do this, go to print the presentation and click next to the “Full Page Slides” to open the dropdown menu. Select “Notes Pages”. You should now see the presentation and the slide notes on one document. Under printer select “Print to PDF” and save the presentation in a safe place. Then submit your assignment. If you have problems submitting this way, it is ok to submit the presentation as a .ppt or .pptx file.

Cite any sources in APA format.

See rubric below for grading details.

Rubric

NUR425 Week 6 Grading Rubric for Community Assessment Practicum Assignment

NUR425 Week 6 Grading Rubric for Community Assessment Practicum Assignment

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Area Identified

Name of community

Geographic location of the community

o State or territory

o Rural, urban

o Map included

10 to >7.0 pts

Excellent

Clear, concise and complete Clearly sets a location for the community Map included of community

7 to >4.0 pts

Average

Map included, but location information is incomplete, either on map or in slide notes

4 to >0 pts

Poor

Missing a map and/or location information

10 pts

This criterion is linked to a Learning Outcome

Community Core

History

Ethnicity and Culture

Religion

Demographics

10 to >7.0 pts

Excellent

All 4 sections are thoroughly researched, reviews relevant literature with no gaps in topic coverage For each section, research is obtained that relates as close to the defined community as possible (ie. For a town county data is often more valuable than state or national data)

7 to >4.0 pts

Average

Partially reviews the 4 sections; reviews relevant literature with some gaps in topic coverage; 1 or more sections with limited information Analysis is unclear in some areas Local data not obtained when it is available to the general public

4 to >0 pts

Poor

1 or more sections are missing. Analysis is confusing and incomplete

10 pts

This criterion is linked to a Learning Outcome

Subsystems of the Community

Physical Environment

Health and Social Services

Economy and Safety

Transportation

Politics and Government

Local Public Health

Education

Recreation

10 to >7.0 pts

Excellent

All 8 sections are thoroughly researched, reviews relevant literature with no gaps in topic coverage For each section, research is obtained that relates as close to the defined community as possible (ie. For a neighborhood city or county data is often more valuable than state or national data)

7 to >4.0 pts

Average

Partially reviews the 8 sections; reviews relevant literature with some gaps in topic coverage; 1 or more sections with limited information Analysis is unclear in some areas Local data not obtained when it is available to the general public

4 to >0 pts

Poor

1 or more sections are missing Analysis is confusing and incomplete

10 pts

This criterion is linked to a Learning Outcome

Interviews

2-3 interviews minimum requirement

Interviews of stakeholders preferred

Stakeholder: persons with a vested interest in the community such as long-term residents, business owners and government officials

Stakeholders provide different points of view than persons who only work in a community or who just moved in

10 to >7.0 pts

Excellent

At least 2 interviews are obtained Information on the participants is included (age, sex, work, length of residence etc. ) Interview information is not combined: it is easy in the final project to see the statements of each person interviewed At least 1 stakeholder interview included

7 to >4.0 pts

Average

At least 2 interviews were obtained, but unable to see the statements of each person interviewed Information on participants not included No stakeholder interviews included Difficult to understand; wording is inconsistent and confusing

4 to >0 pts

Poor

Under 2 interviews included

10 pts

This criterion is linked to a Learning Outcome

Analysis

Based on the assessment

o Strengths of the community

o Challenges of the community

o Health needs of the community

10 to >7.0 pts

Excellent

Group perceptions included that are analytic and logical. Identifies and describes strengths, challenges, and/or health needs of the community that are related to information obtained in the community assessment

7 to >4.0 pts

Average

Briefly identifies and describes strengths, challenges and/or health needs. Links to information in the windshield survey are unclear. Some major strengths/challenges/needs identified in community assessment are not discussed

4 to >0 pts

Poor

Analysis is missing. Not linked to information obtained in the community assessment

10 pts

This criterion is linked to a Learning Outcome

Uses Scholarly Sources and General

Uses Scholarly Sources: Assessment data from primary or scholarly/government source; best sources of evidence available

General: Assignment is readable, makes sense, and the plan is practical and realistic

All assignment requirements are included

Is written in correct format

Slide notes accompany each slide, explaining the presented content.

Regardless of style: all resources are required to be listed in APA format

10 to >7.0 pts

Excellent

Multiple scholarly sources used for highest level of evidence In-text/on slide citations consistently seen in final work for source data Images and tables improve comprehension of topic No errors in usage, capitalization, punctuation and spelling No errors in APA formatting, in-text or on- screen citations and reference page Slide notes given for all slides except title pages

7 to >4.0 pts

Average

Few scholarly sources used in-text/on slide citations missing in many cases Few images used Some errors in usage, capitalization, punctuation and spelling but does not interfere with reading/understanding 1-2 errors in APA formatting, in-text or onscreen citations and reference page Many slides missing slide notes, or slide notes are incomplete and only partially address the content presented on the slide

4 to >0 pts

Poor

Did not use scholarly resources and does not reference most of the sources used in the work Images cover text on slides or are inappropriately used Text is too small or difficult to read APA is not correctly used in format or citations Multiple spelling or grammar errors No slide notes attached

10 pts

Total Points: 60

Write a formal paper on the (1) Kurt Lewin’s Change Theory and (2) Orem’s Self-Care Deficit Theory. Use essay format for your paper including: a running head, title page, and reference(s) according to APA format. The body of the paper should be a minimum of 2 pages. Refer to the grading rubric for specific details to be contained within the paper.

use this website as one of your sources -https://currentnursing.com/nursing_theory/change_theory.html

use this website as another source

https://currentnursing.com/nursing_theory/self_care_deficit_theory.html