Assignment2: LASA1: False Memories

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Assignment2: LASA1: False Memories

(Assignment2: LASA1: False Memories)

The US legal system places a lot of importance on eyewitness memory. Most people would report that they can accurately convey what they saw in a particular situation. However, these ideas are not supported by research. Instead, research shows that memory is quite malleable and is affected by many factors. This research repeatedly demonstrates that people do not remember exactly what they experienced. This module’s experiment will show you firsthand how memory for events is not always one hundred percent accurate.

Access the CogLab demonstration False Memory. Follow the instructions to complete the demonstration to familiarize yourself with false memory. Then locate at least one research study from a peer-reviewed journal that examined how eyewitness memory can be affected by false memories.

Based on your research, respond to the following situation:

You are considered to be an expert in false memories, and a local district attorney has therefore requested your expertise on the following case:

On Tuesday, March 6, 2007, a bank was robbed in Slidell, LA. It was just after opening time, 9:04 a.m., and there were barely any customers, when a car arrived and parked in the side parking lot of the bank. Two men came out of the car and walked to the entrance. Both wore dark clothing. Upon entering the bank, they held out guns and asked for the manager. When the manager identified herself, the smaller of the two robbers ordered her to open the safe. Meanwhile, the other robber, a tall, and burley man, walked around holding his gun in his outstretched arm, and threatening the remaining employees and customers. The manager complied and the smaller robber collected all the money and valuables from the safe. After five minutes, the big robber asked if his companion was ready to go. When he was, the two ran back to their car, and drove away.

The district attorney has asked that you create a presentation about false memory and explain how it might influence this case. He asks that you specifically address the following:

  • Describe false memory and false memory experiments. Use the CogLab experiment to illustrate false memory experiments, special distracters, and normal distracters.
  • Describe at least one research study from a peer-reviewed journal that investigated how eyewitness memory can be affected by false memories.
  • Explain how false memory might influence this particular case. Use specifics from the description of the case, the CogLab experiment, and research to support your answer.
  • Using evidence from the case, the CogLab experiment, and outside research, justify why eyewitness testimonies should or should not carry weight in criminal proceedings.
  • Discuss any procedures which can increase or reduce the occurrence of false memories when reporting eyewitness events.

Remember, your presentation is designed to help the jury understand false memory and how it might influence the eyewitness testimony of this case. You will have ten minutes to present.

Since this is a legal case, you must include formally written slide notes (proper grammar, proper paragraphs, APA formatting, and academic tone) with research to support your claims. The presentation will be a legal document in this case, so make it worthy of being legally binding!

Develop an 5–6-slide presentation in PowerPoint format. Apply APA standards to citation of sources.

(Assignment2: LASA1: False Memories)

Assignment 1: LASA 2: Generating a Policy Proposal

Although some states and cities have passed laws to ban texting and using handheld phones while driving, there is no current law to ban all cell phone use while driving. However, according to the National Safety Council (2009), 28 percent of all crashes—1.6 million per year—are caused by cell phone use and texting by drivers. The mission of a new national nonprofit organization called FocusDriven, patterned after Mothers Against Drunk Driving, is to make phone use while driving as illegal and socially unacceptable as drunk driving. US Transportation Secretary Ray LaHood supports FocusDriven and its efforts: According to the Pittsburgh Post-Gazette, LaHood said this movement will become “an army of people traveling the countryside” to push for bans on cell phone use and tough enforcement (Schmit, 2010).

As a political advocate interested in this issue, you will be writing a policy proposal that utilizes the current research to propose a solution to the issue and submit it in this assignment.

Please note that your proposal is not an opinion/position paper, and your conclusions need to be based on the scientific research you reviewed earlier. Please follow the typical steps in proper academic writing (planning, outlining, drafting, revising, proofing, and editing) to generate the following proposal structure:

Introduction

In the introduction, you should set up the purpose for the proposal, provide a bit of background on the topic, and present your thesis.

Policy

Now that you have researched a variety of studies (in M4: Assignment 2), compile that information together to create a recommendation for policy makers regarding cell phone use while driving.

1: In a one-page summary, compare and contrast the results of the various studies regarding the cognitive abilities that are affected during cell phone use while driving.

2: Using that research, develop and explain particular recommendations for policy makers. For instance, restrict texting, or regulate the use of hand-held phones. All your recommendations must be supported by your research findings.

3: Based on the gaps in current research, describe the variables, populations, and situations which you would like to see future research address.

Conclusion

Review the important current research, your conclusions from that research, and how the future could look in both policy and research. Keep your goal in mind: To convince the reader to support your current policy proposal and future research to examine this issue more closely.

Your proposal should be written in APA style (which includes a title page with running header and a reference page), and free of typographical and grammatical errors. The body of your proposal should be 4–5 pages long.

 
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Addressing Counselor Ethical Breaches

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Addressing Counselor Ethical Breaches

(Addressing Counselor Ethical Breaches)

Ethical Violations—When Things Go WrongMost complaints against clinical mental health counselors are in the areas of competence and conduct (e.g., client abandonment, sexual conduct, dishonesty); business practices (e.g., billing, reports, documentation); and professional practices (e.g., termination referrals, employment opportunities, nonprofessional relationships).

Specific information regarding ethical complaints to state licensure boards, despite its obvious importance, can be difficult to obtain. Complaints can be filed by clients, colleagues, attorneys, or some other interested party, such as an employer or parent of a client. The process of investigating these complaints is quite tedious and can lead to actions or sanctions against the counselor. This, in turn, can affect the counselor’s ability to practice. Clearly, no counselors are exempt from having complaints filed against them; therefore, the best protection is to maintain an ethical practice.

For this Discussion, use the Case Study Analysis Worksheet located in the Learning Resources for this week. Then select one case study from the ACA Ethical Standards Casebook and consider potential consequences of engaging in these violations and how you would safeguard against them in your own counseling practice.

Post by Day 3 a brief description of the case study you selected from the ACA Ethical Standards Casebook. Describe two ethical violations and two instances of professional misconduct presented in the case study. Explain one consequence that may result from each of these situations. Finally, explain what you would do to safeguard against each in your counseling practice.

Be sure to use the Learning Resources and the current literature to support your response.

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

    • Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.
      • Chapter 13, “Professional Relationships, Private Practice, and Health Care Plans” (pp. 311-337)

 

  • Hendricks, B., Bradley, L. J., Brogan, W. C., III, & Brogan, C. (2009). Shelly: A case study focusing on ethics and counselor wellness. The Family Journal, 17(4), 355–359.
    Retrieved from the Walden Library databases.
  • Neukrug, E., Milliken, T., & Walden, S. (2001). Ethical complaints made against credentialed counselors: An updated survey of state licensing boards. Counselor Education & Supervision, 41(1), 57–70.
    Retrieved from the Walden Library databases.
  • Wilcoxon, S. A., & Magnuson, S. (2002). Concurrent academic and pre-licensure supervision: When supervision is not just supervision. Clinical Supervisor, 21(2), 55–66.
    Retrieved from the Walden Library databases.
  • Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.
    Retrieved from the Walden Library databases.
  • Herlihy, B., & Corey, G. (2015). ACA ethical standards casebook (7th ed.). Alexandria, VA: American Counseling Association.
    • “Case Study 2: A Minor (?) Client” (pp. 150-153)
    • “Case Study 20: An Imposition of Values” (pp. 268-271)
Optional Resources
  • Magnuson, S., Black, L. L., & Norem, K. (2004). Supervising school counselors and interns: Resources for site supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 4–15.
    Retrieved from the Walden Library databases.
  • Welfel, E. R. (2005). Accepting fallibility: A model for personal responsibility for nonegregious ethics infractions. Counseling & Values, 49(2), 120–131.
    Retrieved from the Walden Library databases.
  • Wilcoxon, S. A., Norem, K., & Magnuson, S. (2005). Supervisees’ contributions to lousy supervision outcomes. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 31–49.
    Retrieved from the Walden Library databases.
 
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Incentive Spirometer Patient Education

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Incentive Spirometer Patient Education

(Incentive Spirometer Patient Education)

The concept of “Death with Dignity” refers to laws and practices that allow terminally ill patients to voluntarily end their lives through physician-assisted suicide. This movement advocates for the right of individuals to choose a peaceful and dignified death rather than enduring prolonged suffering. Key arguments in favor of death with dignity emphasize autonomy, compassion, and quality of life. Proponents argue that patients should have control over their end-of-life decisions, including the timing and manner of their death, to avoid unnecessary pain and maintain their dignity.

Nursing Teaching

My mother was hospitalized for pneumonia. After ten days of hospitalization and complications of the pneumonia my mom came home on a prescription inhaler and home oxygen because her saturation while ambulating would not go above 80% on room air. Also, an incentive spirometer was sent home with written instructions. The incentive spirometer was most challenging for her to understand. She is 75 years old and has a high school diploma. She is ready to learn because of her willingness to get better.

The learning objective is to understand the parts of the incentive spirometer and what the mean. There are printed materials to follow along. The measurement is when I can ask my mom what all the parts are and what do they mean. The teaching strategy is understanding the printed materials and self-teaching. Taxonomy is the cognitive domain with comprehension.

The next learning objective is watching a video online demonstrating the use of the incentive spirometer and my mom will be able to demonstrate to me on how to use the incentive spirometer. The measurement is how she demonstrated the use of the incentive spirometer after watching the video demonstration and doing a return demonstration. This should include proper position, holding the incentive spirometer correctly. Sealing your lips around the mouth piece and breathing in slowly to the correct goal number on the cylinder. Taxonomy was psychomotor domain and to demonstrate.

The last learning objective is to walk thru the demonstration again verbalizing the correct steps in order. The teaching strategies will be to discuss the steps of the use of the incentive spirometer. Taxonomy is affective domain is responding and to discuss.

 
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Project Management & Stakeholder Management

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Project Management & Stakeholder Management

(Project Management & Stakeholder Management)

Question description

Within the Discussion Board area, write 750 words that respond to the following questions with your thoughts, ideas, and comments. Be substantive and clear, and use examples to reinforce your ideas.

Please note: This course requires use of the Microsoft Project 2010 (or later) software application. The 2010 version and those released later are similar and suitable for the assignments. Please note the software is not compatible with Mac computers. The course requires a project management software application and in alignment with industry standards, CTU uses Microsoft Project. If you are using a Mac, you must find a comparable project management software tool such as Project Libre or OpenProject. Students who use a Mac should consider the best option to alternative software or use a PC with Project. An internet search for “Project alternatives for Mac” can provide many of these options. Students are expected to review the options and determine the best for success in the course deliverables. Communication with your faculty member early in the course regarding this issue or any others is strongly recommended.

Project management software such as Project 2010 allows project managers to input data related to the project and monitor the project”s progress. One of the first activities a Project Manager performs is to determine the project scope, which is the description of the final deliverable of the project. Once the scope has been defined, project managers can determine the work breakdown structure based on the work needed to the performed in the project. The tasks to get the work done are input into the project’s schedule. In Project 2010, the tasks can be input prior to creating the work breakdown structure.

• Based on your experience and assigned readings for the week, provide 3 reasons why project management is important today.
• How different is it today from the past?
• Be sure to share examples to support your answer.

Pick 1 of the following concepts, define it, and provide an example that models it:
• Project
• Program
• Portfolio
• Project management
• Project life cycle
• Project stakeholders

Provide 5 references in APA format

 
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Recycling Benefits and Research

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Recycling Benefits and Research

(Recycling Benefits and Research)

OYSTER SHELL RECYCLING, communications homework help

Question description

ALL WORK MUST BE ORIGINAL. IF YOU LIKE TO PLAGIARIZE/PARAPHRASE, PLEASE DO NOT BID ON MY ASSIGNMENT AND WASTE EACH OTHER TIME. I USE TURNITIN AND WILL DETECT UNORIGINAL WORK AND WILL WITHDRAW.

PART 1:

Topic 1

Initial Assignment Memo Draft 

Your writing Assignment in this unit is a memo addressed to your professor requesting permission to move forward with your researched proposal topic idea. Use this Discussion forum to practice presenting your idea by writing a paragraph of 200–300 words persuading your decision-maker (your professor) that your idea is a good one, and justify your request with research. Cite at least two sources (remember your APA in-text citation and accompanying references from Unit 2 Discussion) you will be incorporating into your researched proposal to show your audience (your professor) research is available to support your topic.

PART 2(Recycling Benefits and Research)

Assignment: Memo Request to Pursue Research

Typically, before a writer would expend energy on a researched proposal, he or she would ask for permission from a decision-maker to start their project. You practiced writing a short persuasive memo in Units 1, 2, and Unit 3 Discussion. Now use what you learned in terms of persuasive writing in this Assignment. You will write a memo to your professor requesting permission to move forward with your topic for the researched proposal, and provide evidence to support the viability of your topic.

TOPIC IS:

OYSTER SHELL RECYCLING

Criteria:

1.  Contains no fewer than 500 and no more than 750 words

2.  Follows correct memo format, including headings

3.  Describes the problem or project you want to work on and explains its significance; describes the benefits of the research to the organization

4.  Integrates at least two viable sources into the request to demonstrate research is available to support the topic.  APA formatted in-text and References page citations are required.

5.  Contains no grammatical* or mechanical errors

Please Keep Part 1 and Part 2 and Part 3 in three different word documents and use different sources for parts 1 and 2. Also include in text citations.

PART 3(Recycling Benefits and Research)

Video Reflection Discussion
Evan Thomas, former editor at large for Newsweek, shares strategies for student writers to improve their writing. You will reflect on the advice Thomas provides in this Discussion.

Access the Transcript here:

Since we’re in the online world uh, obviously you’re going to write a lot of emails. There’s a tendency, a temptation to get sloppy about it uh, to, to just kind of whip it off. You should use the same standards when you’re writing an email, particularly to a boss or a client or a customer, you should use the same standards you would use writing a letter. In other words, obey all the rules that we’ve been talking about. Write clearly and simply, but write properly. Use proper English.

Don’t abbreviate a lot. Uh, make sure you capitalize letters.

Treat it just as if you were writing a letter, a formal letter, say a job application and don’t get sloppy and lazy. Because  uh, it can come back to haunt you if you don’t think through a problem or you’re uh, have too much attitude or maybe you say something that’s insulting or offensive boy that can come back and bite you. And there’s a temptation to do it because when you write your emails to your friends you’re writing in a breezy way. When you’re in business write like a business person, write professionally.

A couple of other points about word choice and the words you actually use. Use active verbs. Don’t use passive verbs.

He ran the race. Not, the race was run by him. It’s stronger.

It’s more muscular. It’s more direct. Has more action, more energy if you use active verbs. So whenever you can nick out those passive verbs and use the active, use active muscular uh, verbs. Uh, readers will appreciate it uh, it will give a life to your uh, uh, to your memo or to your piece that would be lost if it’s all feels sort of passive and, and slow moving.

Uh, by the same token be very careful of jargon and uh, what I would call uh, uh, three syllable words that don’t really mean anything, that a one syllable word, a simpler uh, word wouldn’t — where a simple word wouldn’t suffice. There’s a writer I mentioned earlier, William Zinzer who is an expert uh, in this area and I’m just going to read you a paragraph that he’s written about uh, the tendency to use jargon and to use uh,complex words where simple words will suffice.

This is uh, I’m quoting here from On Writing Well by William Zinzer. I could go on quoting examples from various fields, Zinzerwrites.

Every profession has its growing arsenal of jargon to throwdust in the eyes of the populace, but the list would be tedious. Thepoint of raising it now is to serve notice that clutter is the enemy.

Beware then of the long word that’s no better than the short word; assistance, help, numerous, many, facilitate, ease, individual, man orwoman, remainder, rest, initial, first, implement, due, sufficient,enough, attempt, try, referred to as, called, and hundreds more.

Beware of all the slippery new fad words; paradigm and parameter,prioritize and potentialize. They are all weeds that will smotherwhat you write. Don’t dialog with someone you can talk to. Don’tinterface with anybody

Question: 

What two points in the Thomas transcript for this unit strike you as most significant in guiding e-mail communication? Why?

 
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Effective Nursing Response Strategies

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Effective Nursing Response Strategies

(Effective Nursing Response Strategies)

Response Plans

Question description

ASSESSMENT INSTRUCTIONS

PREPARATION

Use the Capella library and the Internet to research change theory, leadership, and communication strategies. Use the Suggested Resources to research leadership and communication concepts and change theory.

  • The challenge in this assessment is to create a response plan for several intervention scenarios.
    • There are three deliverables required for this assessment.

Rationale for this assessment:

Nurse leaders solve problems or resolve conflict on a daily basis. Understanding how change theory can be applied to a situation and examining various types of interventions in advance can relieve pressure on the nurse leader and improve the workplace environment and outcomes. Rehearsing potential interventions provides a mental toolkit on which to rely during stressful times.

Your management training workshop continues:

The second day of HR’s Nursing Leadership Workshop is designed to help you identify and practice effective responses and interventions to common problems and situations. Participants are presented with three scenarios and must create a response plan for each scenario, in the form of a 1–2 page outline.

Deliverables: Submit three Response Plans to complete this assessment.

  • Choose 3 of the 5 Intervention Scenarios linked in the Required Resources for this assessment.
  • For each scenario you choose, develop a separate Response Plan in the form of a 1–2 page outline.
    • Label each outline using the example below:
      • Example: Response Plan for School Nurse.

INSTRUCTIONS(Effective Nursing Response Strategies)

Analyze each Intervention Scenario and describe the leadership, communication, and management strategies you believe would be most effective for each situation.

Use the following subheadings to organize your Response Plan outline for each situation.

  • Change Theory: Explain concepts of change theory and how it can be used as a tool to manage situations.
    • Identify elements of change theory that fit best with the scenario.
    • How can you use change theory to deal with conflict?
  • Strategies and Rationale: Describe an effective leadership style you would employ to address a problem.
    • Explain the rationale for choosing a leadership strategy to solve a problem.
    • Identify interventions to address the problem.
  • Expected Outcome: Describe how outcomes or success of the style selected for each situation could be measured.
    • Describe how you could determine improved outcomes or measure success of the leadership style selected for each situation.
      • What might go wrong and how would you deal with that?
  • Professional Standards: Explain how professional and legal standards guide the effective nurse leader when making decisions.

ADDITIONAL REQUIREMENTS

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: Each outline should be 1–2 pages double-spaced.
  • Font and font size: Times New Roman, 12 point.
  • Number of resources: Use a minimum of three peer-reviewed resources

SUGGESTED RESOURCES(Effective Nursing Response Strategies)

The following optional resources are provided to support you in completing each assessment. They provide helpful information about the topics in this unit. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

Library Resources

The following resources are provided for you in the Capella University Library and are linked directly in this course. These articles contain content relevant to the topics and assessments that are the focus of this unit.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide to help direct your research.

Internet Resources

Access the following resource by clicking the link provided. Please note that URLs change frequently. Permission for the following link has been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

The resource listed below is relevant to the topics and assessments in this course. Unless noted otherwise, this material is available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Kelly, P., & Tazbir, J. (2014). Essentials of nursing leadership and management (3rd ed.). Clifton Park, NY: Delmar.
    • Chapter 4.
    • Chapter 6.
    • Chapters 14–15.
 
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Death with Dignity Analysis

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Death with Dignity Analysis

(Death with Dignity Analysis)

Death with Dignity laws, such as those enacted in Oregon and other states, allow terminally ill patients to voluntarily end their lives through prescribed medication. These laws emphasize autonomy and respect for individuals facing unbearable suffering. Proponents argue that these laws provide a compassionate choice, reduce prolonged suffering, and uphold personal dignity. They emphasize the importance of rigorous safeguards, including mental competency assessments and multiple physician confirmations, to prevent misuse.

 

This homework post has two part answers to it , the discussion part and the journal entry part and please no plagiarism on both parts. so both parts is done by watch in the video. please read the instructions carefully. I hope you know the APA fromat guidelines.. This is a HPRS class 1303– End of Life Issues ..This s all due February 11, 2018 before 11:59 pm central time.

Death with Dignity Discussion

1.      Discussion

What  did you learn from this video?  What are your thoughts?  Support your  answer through the use of peer reviewed scholarly sources from MedLine,  Ebsco, Proquest, and/or Google Scholar.  You must provide at least three  additional sources to the video.

Please write a 300 to 500 word essay adhering to APA 6th Edition formatting guidelines

Watch this you tube video: Death with Dignity Lecture and Attestation Statement, link is below

https://www.youtube.com/watch?v=bZmrhZyHrcA

2. Journal entry #1

when you watch the youtube video summarize what you learned from it.

The Journal Entries provide a way for students to make personal  connections to the material and to apply the concepts they have learned.   Journal entries should be written in a well-developed paragraph rather  than just a phrase.

 

This is the rubric that I will be using to grade all journal entries (assignments) throughout the semester:

APA Journal Entries (Assignments) Rubric

Score _____/50

____ (5) In-text citations include necessary info in parentheses after borrowed material

____ (5) References per APA

____ (5) Grammar and spelling

____ (35) Application of three or more concepts from the learned material

Death With Dignity Lecture and Attestation Statement

 
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Counseling Risk Assessment Competency

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Counseling Risk Assessment Competency

(Counseling Risk Assessment Competency)

As a counselor, being competent and familiar with risk assessment is essential to the therapeutic process; both in giving a client’s context related to treatment of their psychological symptoms and in helping the clinician prioritize short- and long-term treatment outcomes. This assignment contains three parts, as identified and described below. Please complete each part with a combined essay of 950 words.

Part 1: Write a 300–word scenario that involves a client that you believe requires a risk assessment.

Part 2: Write a 150–word summary, discussing specific behaviors that lead you to create a risk assessment.

Part 3: Write a 500-word summary, discussing how you would assess the client. Include the following in your discussion:

1. Questions you would ask to determine the client’s level of risk

2. Protocol you would follow based on the client’s answers, including documentation

3. Include at least three scholarly references in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard:

5.C.2.b. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders.

This assignment meets the following NASAC Standards:

24) Establish rapport, including management of crisis situations and determination of need for additional professional assistance.

26) Screen for alcohol and other drug toxicity, withdrawal symptoms, aggression or danger to others, and potential for self-inflicted harm or suicide.

70) Describe and document treatment process, progress, and outcome.

87) Apply crisis management skills.

94) Describe and summarize client behavior within the group for the purpose of documenting the client’s progress and identifying needs/issues that may require modification of the treatment plan.

 
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Genetic Counseling Nurse Role

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Genetic Counseling Nurse Role

(Genetic Counseling Nurse Role)

Genetic counseling/ Genetic family history assessment

Question description

First paper is a discussion post

This discussion asks you look at the role of the family health nurse in a genetic counseling scenario. Imagine that you are a family health nurse, and today in your office you will be seeing a married couple who are both carriers for a genetic disorder (for example, sickle cell, cystic fibrosis, or Huntington’s disease). This couple would like to have children, but since they are both carriers for a genetic disorder, they are seeking your advice on what they should do before they attempt to start a family.

References: Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references

READ CHAP 6,7 REFERENCE MUST COME FROM THESE TWO CHAPTERS

BOOK LINK

http://ners.unair.ac.id/materikuliah/ebooksclub.or…

SECOND PAPER

This assessment requires you to complete a Genetic/Genomic Nursing Assessment using the information found in your text on page 200, Box 8-5. You DO NOT need to create a family tree. Rather, write out your assignment in APA format and address the items from the Nursing Assessment box 8-5.

Your paper should include the following information:

      1. Identify three generations of one family (male/female, age, role in the family such as son/daughter, father, mother, grandmother, grandfather). You may use grandparents, parents, and children. Be sure to find a family with children.
      2. Brief health history of each family member (for example what health problems has each member encountered in his/her lifetime). Focus on any/all genetic diseases that may be present or those for which family members may be at risk.
      3. Complete a reproduction history for relevant above identified family members
      4. Describe the ethnic backgrounds of family member
      5. Identify any growth and development variations of each member
      6. State to what extent each family member understands the causes of their health problems
      7. Relate what questions family members may have about potential genetic risks
      8. Describe what nursing intervention strategies the family health nurse should relate to your selected family based on the obtained assessment

      References USE LINK OF THE BOOK ABOVE FOR THE TWO REFERENCES FROM THE REQUIRED COURSE MATERIALS.THE LINK ABOVE IS THE BOOK YOU WILL USE FOR THIS SECOND ASSIGNMENT PAGE 200 FOR THE SECOND ASSIGNMENT AND THE TWO REFERENCE MUST COME FROM THAT CHAPTER.

    2. Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information) Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.
 
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Heart Failure Discharge Strategies

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Heart Failure Discharge Strategies

(Heart Failure Discharge Strategies)

Question description

a qualitative research criqitue essay

Hello, I need help with this assignment. I need a qualitative research article addressing my PICOT question and then an essay.

PICOT question: In heart failure patients discharged from the hospital would the teach back discharge method compared to just written discharge instructions decrease readmission to the hospital within 30 days?

Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.

here are the instructions given

To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.

Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.

Qualitative Study

Background of Study:

-Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

-How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

-Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

-List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

-Were the purpose and research questions related to the problem?

Method of Study:

-Were qualitative methods appropriate to answer the research questions?

-Did the author identify a specific perspective from which the study was developed? If so, what was it?

-Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?

-Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study

-Did the author evaluate or indicate the weaknesses of the available studies?

-Did the literature review include adequate information to build a logical argument?

-When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?

Results of Study

-What were the study findings?

-What are the implications to nursing?

-Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

-Was the study approved by an Institutional Review Board?

-Was patient privacy protected?

-Were there ethical considerations regarding the treatment or lack of?

Conclusion

-Emphasize the importance and congruity of the thesis statement.

-Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

-Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

-Integrate a summary of the knowledge learned.

 
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