Hypothesis Testing

Hypothesis Testing With Two Groups And ANOVA

(Hypothesis Testing)

Assessment Instructions

Answer the questions below, following the Submission Requirements as specified at the end of the assessment. To calculate t when needed, refer to the T-Table for Assessment 4 document linked in the Resources under the Required Resources heading.

Assessment Concepts
Question Topic
Question 1 Standard Error of the Difference Between the Means
Question 2 Standard Error of the Difference Between the Means
Question 3 SPSS: Independent Samples Test
Question 4 SPSS: Independent Samples t Test
Question 5 t Test with Related Samples
Question 6 SPSS: Paired Samples t Test
Question 7 SPSS: Paired Samples t Test
Question 8 Confidence Intervals
Question 9 ANOVA Logic: Partitioning of Deviation Scores
Question 10 ANOVA Logic: From Mean Squares to F
Question 11 ANOVA Summary Table
Question 12 SPSS: One-Way ANOVA
Question 13 SPSS: One-Way ANOVA
Question 14 SPSS: Tukey HSD Test
Question 15 SPSS: Tukey HSD Test

Question 1(Hypothesis Testing)

A researcher examines the results of two separate studies. In the first study, the difference between Group A and Group B is two points. However, the σM1-M2 is large, and the difference is not significant. In the second study, the difference between Group A and Group B is also two points. However, the σM1-M2 is small, and the difference is significant. What might be the reason for the difference in the σM1-M2 across the two studies?

Question 2

A researcher is examining the effects of a new anxiety drug. The σM for the experimental group (group receiving the antianxiety drug) is 1.4, while the σM for the control group is 1.22. Calculate the σM1 – M2 .

Question 3

Complete the following steps:

  1. Open the SPSS file assessment4a.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Analyze, select Compare Means, then select Independent-Samples T Test.
  3. Click on Satisfaction Score (the dependent variable), then click on the arrow next to Test Variable(s) to send it over to the Test Variable box.
  4. Click on Sample Group (the independent variable), then click on the arrow next to Grouping Variable to send it over to the Grouping Variable box.
  5. Click on Define Groups and enter A for Group 1 and B for Group 2. Click Continue.
  6. Click OK and copy and paste the output to your Word document.

Question 4

A VP for a large clothing retailer is convinced that handing out coupons to customers in the store will leader to higher sales. To test this, she has her sales associates randomly select customers to either receive or not receive a $10-off, today-only coupon. As each customer leaves the store, the amount of his or her purchase is recorded. The recorded data are in SPSS file assessment4b.sav linked in the Resources under the Required Resources heading.

Complete the following:

  1. Identify the IV and DV in this study.
  2. State the null hypothesis and the directional (one-tailed) research hypothesis.
  3. Run an Independent-Samples T Test using SPSS file assessment4b.sav and paste your output into your Word document. Can you reject the null hypothesis at α = .05? Explain.

Question 5

Identify whether independent samples were used, repeated measures were used, or matched samples were used in the following scenarios:

  1. A researcher wants to know whether men or women spend more money at the movie concession stand. He asks the concession clerk to identify the customer as male or female on each saved receipt.
  2. A CPR instructor wants to know if her students are learning anything during her 90-minute training. She decides to quiz her students at the beginning of class and again at the end of class.

Question 6(Hypothesis Testing)

Complete the following steps:

  1. Open the SPSS file assessment4c.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Analyze, select Compare Means, then select Paired-Samples T Test.
  3. Click on Preference for Grocery Store A (storea), then click on the arrow to send it over to the Variable 1 box.
  4. Click on Preference for Grocery Store B (storeb), then click on the arrow to send it over to the Variable 2 box.
  5. Click OK, then copy and paste the output to your Word document.

Question 7

A study was conducted on information retention in 40 students (20 pairs) after students conducted online research or watched a movie on a given topic. Students were matched on gender and age. Data provided in the SPSS file below represent quiz scores after students completed their studying.

Complete the following:

  1. Open the SPSS file assessment4d.savlinked in the Resources under the Required Resources heading.
  2. Conduct a Paired-Samples T Test.
  3. Compare t with the one-tailed critical t at the .01 α level. Did the students who studied online score significantly higher on the quiz? Give a decision about the null.

Question 8

Refer back to your SPSS output from Assessment 4 Question 3. Based on that output, what is the 95 percent confidence interval of the difference?

Question 9

Assume the within-group deviation is 108.45 and the between-group deviation is 48.68. Calculate the total deviation.

Question 10

Assume MSbet = 80 and MSwith = 20. What is F?

Question 11

Answer questions a–d using the following ANOVA summary table:

(Hypothesis Testing)

ANOVA Summary Table
SS df MS F
Between Groups 283.32 4 70.83 8.16
Within Groups 390.60 45 8.68
Total 673.92 49
  1. How many groups participated?
  2. How many participants were in each group (assuming equal number of participants per group)?
  3. What is the critical value of F (4,45) at the .01 level? Refer to the F-Table for Assessment 4 document linked in the Resources under the Required Resources heading.
  4. How confident are you (0–100 percent), given a significant result at the .01 level, that rejecting the null hypothesis is not due to chance? Additionally, what is the probability that you have made a Type 1 error?

Question 12

Complete the following steps:

  1. Open the SPSS file assessment4e.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Analyze, select Compare Means, then select One-Way ANOVA.
  3. Click on Quiz Score (quizscore), then click on the arrow to send it over to the Dependent List box.
  4. Click on Student Group (studentgroup), then click on the arrow to send it over to the Factor box.
  5. Click OK, and copy and paste the output to your Word document.

Question 13(Hypothesis Testing)

A teacher believes that kindergartners who attend school for a full day are more proficient readers than those children who attend for a half day or those who are homeschooled. At the end of the school year, she gives a reading test to 20 full-day kindergartners, 20 half-day kindergartners, and 20 home-schooled kindergartners. Data provided in the SPSS file assessment4f.sav below represent reading scores for each group:

Complete the following steps:

  1. Open the SPSS file assessment4f.sav linked in the Resources under the Required Resources heading.
  2. Conduct a One-Way ANOVA in SPSS.
  3. State the null hypothesis.
  4. Paste the ANOVA table from SPSS into your Word document.
  5. Report your results in APA format (as you might see them reported in a journal article).

Question 14

Complete the following steps:

  1. Open the SPSS file assessment4e.sav.
  2. At the top of the screen, click on Analyze, select Compare Means, then select One-Way ANOVA.
  3. Click on Quiz Score (quizscore), then click on the arrow to send it over to the Dependent List box.
  4. Click on Student Group (studentgroup), then click on the arrow to send it over to the Factor box.
  5. Click on Post Hoc, then mark the box next to Tukey. Click Continue.
  6. Click OK, and copy and paste the output to your Word document.

Question 15

Complete the following steps:

  • Open the SPSS file assessment4f.sav.
  • Conduct a Tukey HSD at α = .05 in SPSS.
  • Copy and paste the output to your Word document.
  • Based on your output, identify where the significant differences exist among your kindergartner groups.

Submission Requirements

  • Submit all answers in one Word document (do not submit multiple files).
  • Show your work for questions that require calculations.
  • Ensure your answer to each problem is clearly visible (you may want to highlight your answer, or use a different font color, to set it apart).
 
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Research Article Critique Paper

Research Article Critique Paper

(Research Article Critique Paper)

Oncology Nursing Society. Unauthorized reproduction, in part or in whole, is strictly prohibited. For permission to photocopy, post online, reprint, adapt, or othenwise reuse any or all content from this article, e-mail pubpermissions@ons.org. To purchase high-quality reprints, e-mail reprints@ons.org. Online Exclusive Article Preferences for Photographic Art Among Hospitalized Patients With Cancer Hazel Hanson, MSN, RN, ACNP-BC, OCN®, Kathtyn Schroeter, PhD, RN, CNOR, CNE, Andrew Hanson, MSN, RN, FNP-BC, CCRN, Kathryn Asmus, MSN, RN, OCN®, and Azure Grossman, BSN, RN, OCN® A lternative and complementary therapies may increase patient satisfaction, wellbeing, and outcomes and may be beneficial during extended stays. Music therapy, art therapy, massage therapy, meditation, and relaxation have helped many people v^ith cancer (American Cancer Society, 2012). Complementary therapies have been evaluated with the cancer population, but little is known about the specific impact of photography (Geue et al., 2010; Oncology Nursing Society, 2009). Many hospitals now provide patients with meditation rooms and healing gardens. Thoughtfully selected artwork, including photographs, paintings, prints, and sculptures, also are found on display throughout hospitals. Although many patients and visitors can take advantage of walking outside, patients with cancer, by virtue of their decreased white blood cell counts, often are prohibited the benefits of communing with nature. Photography, however, may be one way for patients to experience the benefits of nature. In addition, although fewer patients with cancer reqtiire hospitalization at the current study facility, those that do typically are hospitalized for extended stays.(Research Article Critique Paper)

The researchers of the current study have noted that, during those stays, the patient’s quality of life (QOL) and experience of the hospital environment become vitally important. Nightingale (1860) wrote about the significance of the environment for its impact on physical health, mental health, and recovery. She recognized that to regain health, people need adequate ventilation, odor reduction, and windows for natural light and outdoor views. Nightingale (1860) believed that integrating the natural environment with views of the outdoors was a strategy to improve human comfort. More than 150 years later, the impact of the aesthetics of the hospital environment on patients and healing is still being explored. Photographic art is a form of aesthetics that may positively impact a patient’s hospital experience. The primary purpose of this descriptive Purpose/Objectives: To determine the preferences of patients with cancer for viewing photographic art in an inpatient hospital setting and to evaluate the impact of viewing photographic art. Design: Quantitative, exploratory, single-group, post-test descriptive design incorporating qualitative survey questions. Setting: An academic medical center in the midwestern United States.

Sample: 80_men (n = 44) and women (n = 36) aged 19-85 years (X = 49) and hospitalized for cancer treatment. Methods: Participants viewed photographs via computers and then completed a five-instrument electronic survey. Main Research Variables: Fatigue, quality of life, performance status, perceptions of distraction and restoration, and content categories of photographs. Findings: Ninety-six percent of participants enjoyed looking at the study photographs. The photographs they preferred most often were lake sunset (76%), rocky river (66%), and autumn waterfall (66%). The most rejected photographs were amusement park (54%), farmer’s market vegetable table (51%), and kayakers (49%). The qualitative categories selected were landscape (28%), animals (15%), people (14%), entertainment (10%), imagery (10%), water (7%), spiritual (7%), flowers (6%), and landmark (3%). Some discrepancy between the quantitative and qualitative sections may be related to participants considering water to be a landscape. Conclusions: The hypothesis that patients’ preferences for a category of photographic art are affected by the psychophysical and psychological qualities of the photographs, as well as the patients’ moods and characteristics, was supported. Implications for Nursing: Nurses can play an active role in helping patients deal with the challenges of long hospital stays and life-threatening diagnoses through distraction and restoration interventions such as viewing photographic images of nature. Knowledge Translation: Nurses can use photographic imagery to provide a restorative intervention during the hospital experience. Photographic art can be used as a distraction from the hospital stay and the uncertainty of a cancer diagnosis. Having patients view photographs of nature is congruent with the core nursing values of promoting health, healing, and hope. Oncology Nursing Forum(Research Article Critique Paper)

• Vol. 40, No. 4, July 2013 E337 study was to deternüne the preferences of patients with cancer for vievdng photographic art. The secondary aim of this study was to evaluate whether viewing photographic art is perceived by patients as being distracting, restorative, or both.

Theoretical Framework Two theoretical frameworks. Nightingale’s (1860) and Han’s (1999), were used in this study design. Nightingale purported that nurses should manage their patients’ environments so as to assist nature in the overall reparative process. The nurse must construct environmental settings that are appropriate for the gradual restoration of the patient’s health and coordinate the external factors associated with the patient’s surroundings that can affect the patient’s life or physiologic processes (Nightingale, 1860). Han’s (1999) midrange theory. Integrated Landscape Assessment Theory, provided the current study with the foundation that identified and defined the constructs and concepts that were measured, as well as their relationships. Landscape assessment predicts “how attributes of environments relate to a wide range of cognitive, affective, and behavioral responses” (Wong, 1989, p. 6). Viewing high-quality aesthetic scenes evokes positive feelings, whereas viewing lowquality scenes evokes negative feelings. A person’s response to the scenes positively or negatively impacts his or her functioning and sense of well-being. Han’s (1999) theory explains the relationship among the physical qualities of photographs and people’s moods and preferences for specific photographs. Applied to this study, qualities of the photographs and the person’s mood determine his or her preference for types of photographs. Theoretical constructs include psychophysical factors (e.g., openness, depth, penetration), psychological factors (e.g., coherence, legibility, mystery, complexity), mood states (e.g., relaxed, anxious, fatigued, grouchy) and preferences for specific photographs (e.g., category, delivery method, viewing time). Literature Review The significance of viewing nature as a method to enhance healing was documented in a landmark study of two groups of hospitalized postoperative patients, one group with a window view of deciduous trees and the other group with a view of a brick wall (Ulrich, 1984). Findings indicated significantly shorter postoperative hospital stays and decreased pain levels in the group who viewed the trees. Ulrich and Gilpin (2003) recommended guidelines for selecting art for patients by arguing that viewing water, landscapes, flowers, and figurative art conveyed optimism and safety to patients. Kaplan (1995) also recommended inclusion of natural passages. Subject matter that portrays uncertainty, negativity, overcast scenes with ominous weather, or surreal qualities should be avoided (Hathom & Ulrich, 2001; Marberry, 1995; Ulrich, 1991).(Research Article Critique Paper)

Photographs of nature have been associated with improved outcomes in patients undergoing short-term noxious procedures and treatments. Researchers studied the viewing of different forms of photography and the impact on pain associated with dressing changes (Miller, Hickman, & Lemasters, 1992), sigmoidoscopies (Lembo et al., 1998), and bronchoscopies (Diette, Lechtzin, Haponik, Devrotes, & Rubin, 2003). Changes in patient outcomes were attributed to distraction. Findings indicated an improvement in outcomes across all the studies ranging from decreased pain and discomfort, need for sedation, and side effects of therapy. Similar positive outcomes are noted in people receiving chemotherapy treatment who viewed scenes of nature via virtual reality (Schneider, Ellis, Coombs, Shonkwiler, & Folsom, 2003; Schneider & Hood, 2007). Women with breast cancer experienced a significant decrease in anxiety (Schneider et al., 2003). Participants with breast, colon, or lung cancer (men and women) enjoyed the experience and perceived the treatment as shorter, but no significant differences in symptom distress were observed (Schneider & Hood, 2007). Again, the authors postulated that the nature scenes improved participants’ outcomes because they were distracting. Other researchers believe the positive effects of viewing or being present in nature are restorative rather than distracting (Hartig, Korpela, Evans, & Gärling, 1997; Herzog, Black, Fountaine, & Knotts, 1997).

Attention Restoration Theory (Kaplan, 1995, 2001; Kaplan & Kaplan, 1989) suggests one’s actual presence in or viewing of photographs of nature results in restoration from mental fatigue. Being present in nature and viewing photographs of nature is associated with positive health outcomes (Cimprich, 1993; Diette et al., 2003; Lembo et al, 1998; Miller et al., 1992; Schneider et al., 2003; Schneider & Hood, 2007). Explanations for these positive effects range from the satisfaction people experience being in a pleasant setting to an actual experience of restoration experienced when, without effort, a person who is fascinated by a picture experiences a sense of being somewhere else. In their effort to understand the restorative nature of photographic art, researchers had healthy individuals identify nature scenes they perceived as restorative (Feisten, 2009; Berman, Jonides, & Kaplan, 2008; Han, 2007; Herzog et al, 1997).(Research Article Critique Paper)

Participants preferred nature rather than urban scenes (Berman et al., 2008; Herzog et al., 1997) or sports or entertainment scenes (Herzog et al., 1997) and chose photographs of tundra and coniferous forests over deserts and grasslands (Han, 2007). E338 Vol. 40, No. 4, July 2013

• Oncology Nursing Forum Patients valued art in their hospitalized rooms and preferred images of realistic art with nature content, including animals, water, flowers, and landscapes (Nanda, Eisen, & Baladandauthapani, 2008; Nanda, Ha thorn, & Neumann, 2007).

Patients liked nature images offering a sense of familiarity, greenery, or environments in which they could envision themselves. In contrast, the students ranked abstract art and stylized nature significantly higher than the patients. Although positive effects have been observed, little is known about the best process to make photographic art available to hospitalized patients. Some gaps exist in the literature related to the therapeutic use of photographic art, including poor understanding of the mechanism for how photographic art works.(Research Article Critique Paper)

Two mechanisms have been proposed. Photographic art works by distracting people from their current unpleasant or noxious situation or by relieving mental fatigue and restoring the person (Cimprich, 1993; Diette et al., 2003; Hartig et al., 1997; Herzog et al., 1997; Kaplan, 1995, 2001; Kaplan & Kaplan, 1989; Lembo et al., 1998; Miller et al., 1992; Schneider et al., 2003; Schneider & Hood, 2007). Another gap is the contradictory information that exists about the types of photographs people prefer and differences in preferences across ages, genders, and personal health states (Berman et al., 2008; Feisten, 2009; Han, 2007; Herzog et al., 1997; Nanda et al, 2007,2008). As a result of the literatiire analysis, the following research questions were identified.

(Research Article Critique Paper)

• How do patients like viewing the photographs?

• What are patients’ general predispositions toward viewing photographic artwork?

• What category of photographs and which specific photographs do patients prefer?

• What category of photographs and which specific photographs do patients reject?

• What types of delivery formats do patients prefer when viewing photographs?

The authors hypothesized that patient preference for a category of photographic art (dependent variable) is affected by the psychophysical and psychological qualities of photographs and the patient’s mood and characteristics (e.g., age, gender, race or ethnicity, performance status, socioeconomic status [SES], QOL, fatigue). Methods The current study used a quantitative, exploratory, single-group, post-test descriptive design in addition to incorporating some qualitative survey questions for analysis. A convenience sample of 90 people hospitalized for treatment of cancer was recruited. Patients were eligible for this study if they were aged 18 years or older, admitted to the blood and marrow transplantation (BMT) or hematology/oncology services for at least 24 hours, medically stable, able to participate in the research as determined by the RN responsible for their care, English speaking, able to consent, and able to view the photographs on a computer screen. Setting The stiidy took place on the 12-bed BMT and 15-bed hematology/oncology inpatient units of the 450-bed Froedtert Hospital and the Medical College of Wisconsin, an academic medical center in the midwestern United States. All patient rooms for this study were single occupancy and located on the fourth floor of an eight-story wing of the hospital. Most of the rooms have an exterior window with a view of buildings and parking lots with land and trees in the distance. Six rooms on each unit face a courtyard, which contains shrubbery and trees along with a small fountain; however, trees and ñowers in the courtyard are visible only when standing or sitting in a chair next to the window. The rooms are painted beige; have healthcare information flyers, printed signs, or posters affixed to walls; and have a clock and 24-inch television mounted to the wall along with a DVD player. Neither the rooms nor hallways contained photographic art. During the patients’ stay, many kept greeting cards or pictures of family, friends, or pets on their window sills or bulletin boards. Because of their immunocompromised conditions, patients usually were confined to the vtnit except to leave for tests or procedures. The majority of patients admitted to both the BMT and hematology/oncology units have a diagnosis of leukemia, lymphoma, or multiple myeloma. The average length of stay for patients in these settings is 12.4 days for BMT and 6.8 days for hematology/oncology. The average number of patients admitted to the BMT and hematology/oncology units is 18 and 40 patients per month, respectively. Measures Several measures were used to collect and analyze data for this study. Demographic and descriptive information: Demographic and descriptive information that was collected included age, gender, diagnosis, number of days hospitalized, service, unit, race or ethnicity, and marital status. The number of days hospitalized was defined as the day of admission to the day the patient viewed the DVD that contained the photographs. That information was obtained from the unit census report. Performance status: The Eastern Cooperative Oncology Group (ECOG) Performance Status is a simple assessment tool used to measure physical functioning in patients with cancer. The ordinal scale is graded by healthcare providers (Oken et al, 1982). Patients receive a score ranging from 0 (fully active without restriction) to 5 (dead). Oncology Nursing Forum(Research Article Critique Paper)

• Vol. 40, No. 4, July 2013 E339 Table 1. Participant Characteristics (N = 80) Characteristic Age (years) Length of stay (days) Characteristic Gender Male Female Marital status Married Single Divorced Widowed Live with significant other Separated Education 8th grade or less Some high school High school graduate or GFD Some college or two-year degree Four-year college graduate More than four-year college degree Race Caucasian African American Bi racial American Indian Asian Mexican Service Hematology Blood and marrow transplantation Diagnosis Leukemia Lymphoma Other Multiple myeloma ECOG score 0 1 2 3 X 49 7 SD 15.48 12.91 Range 19-85 1-107 n 44 36 51 14 7 6 1 1 2 1 14 30 19 14 72 3 2 1 1 1 54 26 27 23 19 11 47 23 3 7 FCOG—Eastern Cooperative Oncology Group Socioeconomic status: The Hollingshead (1975) Four-Factor Index of Social Status measures SES and was used as a variable predictive of health outcomes (Lawson & Boek, 1960). The Hollingshead measure is a well-researched tool that computes an individual’s SES based on education, occupation, and spouse’s education and occupation, if applicable (Cirino et al., 2002). Quality of life: Quality of life was assessed with the QOL Linear Analog Scale-Assessments (LASA), a simple tool measuring perceived level of functioning. The tool consists of five single-items, each targeting a specific domain of QOL (Brown et al., 2008).(Research Article Critique Paper)

The domains include physical (e.g., fatigue, activity level), emotional (e.g., depression, anxiety, stress), spiritual (e.g., sense of meaning, relationship with God), intellectual (e.g., ability to think clearly and concentrate), and overall well-being. The 11-point linear scales range from 0 (as bad as it can be) to 10 (as good as it can be). When used with patients with cancer, the QOL LASA had a Cronbaeh alpha ranging from 0.83-0.88 (Locke et al., 2007). The results of this five-item scale are comparable with results of lengthier measures of QOL. Fatigue: As recommended by the Fatigue Guidelines Panel of the National Comprehensive Cancer Network ([NCCN], 2013) Oncology Practice Guidelines, a singleitem, numeric rating scale was used to measure general fatigue intensity during the past three days. The 11-point linear rating scale ranged from 0 (no fatigue) to 10 (worst fatigue imaginable). The simple tool is used in outpatient oncology settings and is predictive of poor outcomes (Butt et al., 2008). Visual Arts Research Survey: Based on the literature (Han, 2003,2007; Hartig et al., 1997; Kaplan & Kaplan, 1989; Ulrich & Gilpin, 2003), the researchers developed a survey to match the purpose of the study. The Visual Arts Research Survey contained 35 questions focusing on patient preferences for photographic art, mood state or emotional response, and distraction or restoration. Two open-ended questions were used to allow participants to express their preferences and to give any other comments regarding the overall study process. Participants were given two pages containing thumbnail images of all the photographs on the DVD and asked to select the images they would like to see in their hospital room and those they would not like to see. Photographs A DVD of 60 photographs was displayed on laptop computers for this study.(Research Article Critique Paper)

The DVD used software allowing participants to control the length of time each photograph was displayed on the computer screen. The photographs used in this study were chosen from the personal collections of a freelance photographer and a nationally recognized photographer whose photographs have been used in previous research (Nanda et al., 2007). Han’s (2007) intricate selection criteria guided the research team in evaluating the selected photographs based on the following criteria: horizontal layout, high photographic quality, openness, variety, and complexity. Prior to making the final selection of photographs to be used in this study, a small group of people with cancer (patient advisory board) shared their thoughts on photographs. As a result of their comments, bright, cheerful colors and variety were considered in selecting the photographs. Categories for the photographs (e.g., landscapes, water, flowers, animals, landmarks, entertainment) were based on research findings and suggested guidelines for appropriate healthcare art (Nanda et al., 2008; Ulrich & Gilpin, 2003). E340 Vol. 40, No. 4, July 2013

• Oncology Nursing Forum Procedure Following approval from the Froedtert Hospital and the Medical College of Wisconsin’s institutional review board, participants were recruited via personal contact. Patients who met the eligibility requirements were invited to participate in the study by a member of the research team. RNs were used in this study as data collectors based on a previous request from the nursing staff to have more experience participating in nursing research activities. Data collectors who were RNs on the BMT or hematology/oncology units did not collect data on the unit on which they worked. Visitors were encouraged to leave the room during the study; however, visitors who remained in the room were requested to remain quiet, allowing participants the freedom to express their own thoughts and opinions.(Research Article Critique Paper)

The data collector assisted the participant in unplugging or turning off the hospital phone, personal cell phone, television, personal computer, and/or radio to minimize interruptions. The data collector set up the study’s laptop computer on the participant’s bedside table and explained the procedure. Throughout the study, the data collector remained quiet in the room, timed the viewing of the DVD with a stop watch, and was available to assist with any unforeseen computer problems or participant questions. After participants viewed the 60 photographs, the data collector set up the computer for the participant to complete the Visual Arts Research Survey. The survey was conducted via a secure Internet survey site, Qualtrics^M. A three-digit identification number was assigned to each participant linking paper and electronic data. The data collector assisted the participant with the first six questions of the survey to ensure information was accurate and to assess the participant’s comfort level with the computerized survey. The data collector was permitted to assist the participant in reading questions aloud and explaining the computerized survey tool if the participant was unable to read or wanted assistance in using the computer.

The paper survey results were transcribed by the data collector onto a recording sheet that included the participant identification number so that the data could be entered into a statistical program at a later date. Participants who had consented and been transferred to a different unit prior to completing the study were given the opportunity to complete the study on their new unit. The two open-ended questions were analyzed by a group of three research team members who individually grouped the participants’ responses into categories and then came together to compare categories.(Research Article Critique Paper)

The group matched the participants’ responses to the categories in the study (landscape, water, flowers, animals, entertainment, and landmark) and also identified three miscellaneous categories: people, spiritual, and imagery. Results Results reflect both quantitative and qualitative data. A total of 146 patients hospitalized for treatment of cancer were eligible to participate in the study, but 66 did not participate because of refusal, increasing illness, or staffing limitations that impacted study follow-up. The final study sample was comprised of 80 adults aged 19-85 years (X = 49 years) (see Table 1). The majority (91%) of the participants had a performance status of 0-2, meaning they were ambulatory with limited ability to carry out work activities, whereas 9% of participants were classified as at least grade 3, meaning they were partially or completely confined to a bed or chair and had limited abilities for self-care. When evaluating their QOL, participants rated their spiritual and intellectual well-being during the past week the highest, with means of 8.75 (SD = 2.09) and 8.74 (SD = 1.81), respectively. Their physical well-being was rated the lowest, with a mean of 6.61 (SD = 2.28), and emotional and overall well-being were rated in the middle, with means of 7.76 (SD = 2.17) and 7.8 (SD = 2.03), respectively. Respondents rated their fatigue during the last three days at a mean of 5.39 (SD = 2.34). When asked to rate their emotional response to looking at the study photographs on a scale of 1 (not at all) to 10 (a great deal), the mean response to “grouchy” was 2.31 (SD – 2.33), whereas the mean responses to “happy” and “hopeful” were 6.63 (SD = 2.6) and 7.58 (SD = 2.32), respectively After looking at the study photographs, participants rated their perceptions of distraction and restoration (see Table 2). The vast majority of the participants (96%) Table 2. Participants’ Perceptions of Distraction and Restoration (N= 80) Variable SD Data Analysis Data from the secured Internet site were automatically extracted and transferred to SPSS®, version 17. Descriptive statistics were used, as well as qualitative analysis of specifically designed survey questions. Interested in the photographs 8.33 1.76 Thought the photographs were fascinating 8.3 1.72 Believe it is helpful for patients to look at photographs 8.29 1.79 Attention was pulled to viewing the photographs. 8.23 1.72 Photographs held their attention. 8.21 1.76 Photographs were a good distraction. 8.1 2.06 Note. Scores were on a scale ranging from 1 (not at all) to 10 (a great deal). Oncology Nursing Forum(Research Article Critique Paper)

• Vol. 40, No. 4, July 2013 E341 a—amusement park; b—bridge over stream; c—decaying car; d—farmer’s market vegetable table; e—kayakers; f—lake sunset; g—rocky river; h—waterfall with backdrop of autumn trees Figure 1. Study Photographs Note. Photos courtesy of Bill Robertson (photos a, c, d, and e) and Jack Roper (photos b, f, g, and h). Used with permission. reported enjoying looking at the study photographs, with 39% (n = 31) choosing the highest ranking of 10 (a great deal). Seventy-five percent of participants reported they had photographs similar to those in the study in their home. When asked if they would like to have one of the study photographs in their hospital room or home, the mean scores were 8.21 (SD = 2.03) and 7.19 (SD = 2.98), respectively (scale ranging from of 1 [not at all] to 10 [a great deal]). The photographs that the participants selected most often were lake sunset (76%), rocky river (66%), and waterfall with backdrop of autumn trees (66%) (see Figure 1). The most rejected photographs were amusement park (54%), farmer’s market vegetable table (51%), and kayakers (49%). Of the 80 participants, 57 gave responses to the open-ended question “What other types of photos would you like to see in your hospital room?” That includes participants who responded with more than one category. The breakdown of categories is landscape (28%), animals (15%), people (14%), entertainment (10%), imagery (10%), water (7%), spiritual (7%), flowers (6%), and landmark (3%). Responses to the question asking for comments reflected participants’ opinions of the study process and the selection of the study photos, as well as relating aspects of the photos to their personal life situation. This population spent anywhere from a couple of days to a couple of months in the hospital and were facing life-threatening conditions and dealing with the uncertainty of their diagnosis. One participant stated, “Many of the photos had symbolic meaning to me in a very powerful way. The bridge over the stream was my favorite, symbolizing a means through an obstacle.” That comment reflects how the patient perceived the need to get through the obstacle of the disease and treatment. Another participant wrote, “I thought the picture with the decaying car was nice but it can be taken in a wrong way. I can see it as a piece where they are capturing the theme of time and death where everything in life has an end point. On a bad day, it would really ruin someone’s mood seeing the age of the car.” Other patients made comments related to photos in a hospital unit. “I would like to see some photos on this floor. When I go to other areas of the hospital and see the birch tree pictures, it makes for a more personal feeling rather than institutionalized,” one participant sad. Another stated, “I think photos in patients rooms would be a wonderful asset to their rooms.” Finally, one participant said, “I think photos would add a great deal to the hospital rooms . .. when I had my children, there was artwork on the walls in our rooms, and it was really nice.” These comments show the importance of the hospital environment to patients facing long hospitalizations. E342 Vol. 40, No. 4, July 2013

(Research Article Critique Paper)

• Oncology Nursing Forum Another group of patients commented on their perception of fun and vacation. “I liked the carnival ride .. . the least,” one participant said. Another noted a lack of “people enjoying ‘their’ vacations.” As one participant explained, “I like the vacation pictures, but it was kind of sad … looking at them reminds me that I will not be going on vacation for a long time due to being sick.” Even so, other participants commented on the healing and distraction provided by the photos. “It was a nice break to see the photos,” one participant said. Another elaborated, “Photos, particularly sunsets, flowers, and soft scenes, can be helpful in reducing pain. They can be effective in the healing process.” That reflects the need these patients felt for a break from their daily routines related to treatment. The results support the hypothesis, indicating that patient preference for a category of photographic art is affected by the psychophysical and psychological qualities of photographs, as well as the patient’s mood and characteristics. Discussion When comparing the participants’ top answers, the write-in comments did not necessarily support the selections made in the quantitative section of the study. For example, of the top 10 photos chosen by participants to be in their hospital room (quantitative), half were in the water category and half were in the landscape category. In the open-ended question, 22 of 57 respondents said they would like landscape photographs in their room and only 6 respondents said water. Based on the categories selected for the study, the authors did not designate water as a landscape, but instead made it its own category. Some of the participants may consider water a landscape, which may explain the discrepancy between the quantitative and qualitative sections. Han’s (1999) Integrated Landscape Assessment Theory was supported in this study, as the findings related how the positive or negative responses of the participants to the various photographs impacted his or her sense of well-being. Han’s theory also illustrated the relationship between the photographs and the participants’ preferences for specific photographs, which was evident in both the qualitative narratives and the actual photograph preference data. Nightingale’s (1860) Environmental theory also is supported in the aspect of participants’ using elements in nature via the photographs from this study.(Research Article Critique Paper)

A relationship between nursing practice and the environment can be seen when nurses can use select scenes from nature to create a more positively perceived healing environment for their patients. Limitations Patient acuity levels, such as patients being too sick to participate, impacted the overall number of participants. As a result, very little is known about what very ill patients would like. In addition, nurses who were trained to data collect were not consistently available, which impacted data collection and patient participation. Another limitation was related to the equipment, specifically the laptop computers and access to the Internet. At times, Internet access would falter during the participants’ viewing of the study materials, resulting in lengthening of participant time. However, no participants were eliminated, as they all chose to continue the survey. Finally, the Hollingshead (1975) tool was designed to assess participants’ SES; however, the categories on the forms appeared to confound the participants and, as a result, those data were negated. Implications for Nursing Practice and Research Nurses in general, and oncology nurses specifically, can play an active role in helping patients deal with the challenges of long hospital stays and hfe-threatening diagnoses through distraction and restoration interventions such as viewing photographic images of nature. Distraction and restoration can improve the hospital environment, which is consistent with Nightingale’s (1860) environmental theory. Having patients view photographs of nature is patient-centered and congruent with the core nursing values of promoting health, healing, and hope. Many possibilities exist for nurses to implement these findings with the hospitalized patient with cancer. Nurses can consider different methods to bring photographic art to their patients. Those involved in remodehng their hospital unit could consider using photographs of nature in halls and patient rooms. Patients can be encouraged to bring in their own photographs of important or meaningful things to have in their hospital rooms. Electronic tablets or laptop computers could be purchased for patients to allow them to view photographic images. Donated photographs could be laminated and made available to display on patient walls. Those photographs could be rotated based on patient preferences. Art Cart programs run by volunteers have been used at other hospitals and could be used to bring some of these ideas to the patient for a minimal cost (Nanda et al., 2007). The current study could be replicated in different populations, including the pédiatrie oncology population. Additional research is required prior to conducting an experimental study testing the efficacy of photographic art as a therapeutic intervention. Conclusions The current study expands understanding of the relationship between adult patients with cancer and their environment. The authors’ hypothesis that Oncology Nursing Forum

• Vol. 40, No. 4, July 2013 E343 patients’ preferences for a category of photographic art are affected by the psychophysical and psychological qualities of the photographs, as well as the patients’ moods and characteristics, was supported. Through providing photographic art images in hospital environments, patients who may be frequently experiencing stress or anxiety will have more opportunities to feel more at ease. The results of this study illustrate that nurses have opportunities to enhance and influence the environments of their patients. Nurses are in the perfect position to provide direction and control over environmental aspects of patients’ hospital experiences. Use of the visual arts, in this case photographic art, is just one way nurses can make a difference in how the patient perceives the overall Wellness and illness experience. The authors gratefully acknowledge photographers Bill Robertson and lack Roper, fiN, for their contributions to this study, the nurses who assisted with data collection for their time and effort, and jyl Brentana, MS, for sharing her art therapy expertise.(Research Article Critique Paper)

Hazel Hanson, MSN, RN, ACNP-BC, OCN®, is a staff nurse on the Blood and Marrow Transplant Unit at Froedtert Hospital and the Medical College of Wisconsin in Milwaukee; Kathryn Schroeter, PhD, RN, CNOR, CNE, is an education coordinator at Froedtert Hospital and the Medical College of Wisconsin and an assistant professor in the College of Nursing at Marquette University in Wisconsin; Andrew Hanson, MSN, RN, FNP-BC, CCRN, is a staff nurse on the Surgical Intensive Care Unit at Froedtert Hospital and the Medical College of Wisconsin; and Kathryn Asmus, MSN, RN, OCN®, and Azure Grossman, BSN, RN, OCN®, are staff nurses on the Blood and Marrow Transplant Unit at Froedtert Hospital and the Medical College of Wisconsin.

This research was supported, in part, by donors to the Froedtert Hospital Foundation. Hazel Hanson can be reached at hazelhanson@att.net, with copy to editor at ONFFditor@ons.org. (Submitted July 2012. Accepted for publication October 3, 2012.) Digital Object Identifier: 10.1188/13.ONRE337-E345 References American Cancer Society. (2012). Complementary and alternative methods for cancer management. Retrieved from http://www .cancer.org/treatment/treatmentsandsideeffects/complemen taryandalternativemedicine/complementary-and-alternative -methods-for-cancer-management Berman, M.G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19, 1207-1212. doi:10.1111/j.l467-9280.2008.02225.x Brown, P.D., Decker, P.A., Rummans, T.A., Clark, M.M., Frost, M.H., Ballman, K.V., . . . Buckner, J.C. (2008). A prospective study of quality of life in adults with newly diagnosed high-grade gliomas: Comparison of patient and caregiver ratings of quality of life. American Journal of Clinical Oncology, 31, 163-168. doi:10.1097/ COC.0b013e318149fld3 Butt, Z., Wagner, L.I., Beaumont, J.L., Paice, J.A., Peterman, A.H., Shevrin, D.,… Celia, D. (2008). Use of a single-item screening tool to detect clinically significant fatigue, pain, distress, and anorexia in ambulatory cancer practice. Journal of Pain and Symptom Management, 35(1), 20-30. doi:10.1016/j.jpainsymman.2007.02.040 Cimprich, B. (1993). Development of an intervention to restore attention in cancer patients. Cancer Nursing, 16(2), 83-92. doi:10.1097/0000 2820-199304000-00001 Cirino, P.T., Chin, C.E., Sevcik, R.A., Wolf, M., Lovett, M., & Morris, R.D. (2002). Measuring socioeconomic status: Reliability and preliminary validity for different approaches. Assessment, 9,145-155. doi:10.1177/10791102009002005 Diette, G.B., Lechtzin, N., Haponik, E., Devrotes, A., & Rubin, H.R. (2003). Distraction therapy with nature sights and sounds reduces pain during flexible bronchoscopy: A complementary approach to routine analgesia. Chest, 123,941-948. doi:10.1378/chest.l23.3.941 Feisten, G. (2009). Where to take a study break on the college campus: An attention restoration theory perspective. Journal of Environmental Psychology, 29,160-167. doi:10.1016/j.jenvp.2008.11.006 Geue, K., Geotze, H., Buttstaedt, M., Kleinert, E., Richter, D., & Singer, S. (2010). An overview of art therapy interventions for cancer patients and the results of research. Complementary Therapies in Medicine, 18,160-170. doi:10.1016/j.ctim.2010.04.001 Han, K. (1999). A proposed landscape assessment framework: A connection of theories and practical techniques. Journal of Architecture and Planning Research, 16,313-327. Han, K. (2003). A reliable and valid self-rating measure of the restorative quality of natural environments. Landscape and Urban Planning, 64, 209-232. doi:10.1016/SO169-2046(02)00241-4 Han, K. (2007). Responses to six major terrestrial biomes in terms of scenic beauty, preference, and restorativeness. Environment and Behavior, 39, 529-556. doi:10.1177/0013916506292016 Hartig, T., Korpela, K., Evans, C.W., & Gärling, T. (1997). A measure of restorative quality in environments. Scandinavian Housing and Planning Research, 14,175-194. doi:10.1080/02815739708730435 Hathorn, K., & Ulrich, R.S. (2001). The therapeutic art program of Northwestern Memorial Hospital. Creating environments that heal: Proceedings of the Symposium on Heathcare Design (CD-ROM). Inmark Communications in association with the Center for Health Design. Herzog, T.R., Black, A.M., Fountaine, K.A., & Knotts, D.J. (1997). Reflection and attentional recovery as distinctive benefits of restorative environments. Journal of Environmental Psychology, 17, 165-170. doi:10.1006/jevp.l997.0051 HoUingshead, A.B. (1975).(Research Article Critique Paper)

Four factor index of social status. Retrieved from http://www.yale.edu/sociology/faculty/docs/hollings head socStat4factor.pdf Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. New York, NY: Cambridge University Press. Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15,169-182. doi:10.1016/0272-4944(95)90001-2 Kaplan, S. (2001). Meditation, restoration, and the management of mental fatigue. Environment and Behavior, 33, 480-506. doi:10.1177/ 00139160121973106 Lawson, E.D., & Boek, W.E. (1960). Correlations of indexes of families’ socio-economic status. Social Forces, 39,149-152. doi:10.2307/2574153 Lembo, T., Fitzgerald, L., Matin, K., Woo, K., Mayer, E.A., & NaUboff, B.D. (1998). Audio and visual stimulation reduces patient discomfort during screening flexible sigmoidoscopy. American fournal of Gastroenterology, 93,1113-1116. doi:10.1111/j.l572-0241.1998.00339.x Locke, D.E., Decker, P.A., Sloan, J.A., Brown, P.D., Malee, J.F., Clark, M.M.,… Buckner, J.C. (2007). Validation of single-item linear analog scale assessment of quality of life in neuro-oncology patients. Journal of Pain and Symptom Management, 34,628-638. doi:10.1016/j .jpainsymman.2007.01.016 Marberry, S.O. (Ed.). (1995). Innovations in healthcare design. New York, NY: Wiley. Miller, A.C., Hickman, L.C., & Lemasters, G.K. (1992). A distraction technique for control of burn pain, fournal of Burn Care and Rehabilitation, 13,576-580. doi:10.1097/00004630-199209000-00012 Nanda, U., Eisen, S.L., & Baladandauthapani, V. (2008). Undertaking E344 Vol. 40, No. 4, July 2013 • Oncology Nursing Forum an art survey to compare patient versus student art preferences. Environment and Behavior, 40,269-301. doi:10.1177/0013916507311552 ¡Nanda, U., Hathom, K., & Neumann, T. (2007). The art-cart program. Healthcare Design, 7(7), 10-13. National Comprehensive Cancer Network. (2013). NCCN Clinical Practice Guidelines in Oncology: Cancer-related fatigue [v.l.2013]. Retrieved from http://www.nccn.org/professionals/physi ciansgls/ PDF/ fatigue.pdf Nightingale, F. (1860). Notes on nursing: What is, and what it is not. Retrieved from http://digital.library.upenn.edu/women/night ingale/nursing/nursing.html#X Oken, M.M., Creech, R.H., Tormey, D.C, Horton, J., Davis, T.E., McFadden, E.T., & Carbone, P.P. (1982). Toxicity and response criteria of the Eastern Cooperative Oncology Croup. American Journal of Clinical Oncology, 5, 649-655. Oncology Nursing Society. (2009). Oncology Nursing Society position: The use of complementary, alternative, and integrative therapies in cancer care. Retrieved from http://www.ons.org/ Publications/Positions/CAM/media/ons/docs/positions/ alternativetherapies.pdf Schneider, S.M., Ellis, M., Coombs, W.T., Shonkwiler, E.L., & Folsom, L.C. (2003). Virtual reality intervention for older women with breast cancer. Cyberpsychology and Behavior, 6, 301-307. doi:10.1089/1094931033220n605 Schneider, S.M., & Hood, L.E. (2007). Virtual reality: A distraction intervention for chemotherapy. Oncology Nursing Forum, 34,39-46. doi:10.1188/07.ONF39-46 Ulrich, R., & Gilpin, L. (2003). Healing arts: Nutrition for the soul. In S.B. Frampton, L. Cilpin, & PA. Charmel (Eds.), Putting patients first: Designing and practicing patient-centered care (pp. 117-146). San Francisco, CA: Jossey-Bass. Ulrich, R.S. (1984). View through a window may intluenct; recovery from surgery. Science, 224, 420-421. doi:10.n26/science.6143402 Ulrich, R.S. (1991). Effects of interior design on Wellness: Theory and recent scientific research. Journal of Health Care Interior Design, 3, 97-109. Wong, K.K. (1989). Scenic quality and cognitive structures of urban environments: The role of scene attributes and respondent characteristics (Unpublished doctoral dissertation). State University of New York, Syracuse. Oncology Nursing Forum

• Vol. 40, No. 4, July 2013 E345 Copyright of Oncology Nursing Forum is the property of Oncology Nursing Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.

Guidelines to Writing the Paper(Research Article Critique Paper)

  1. This assignment is completed as an APA paper. APA resources can be found on the Course Resources Module.  Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to
  2. Download the required article for analysis:

Hanson, H., Schroeter, K., Hanson, A., Asmus, K., & Grossman, A. (2013). Preferences for photographic art among hospitalized patients with cancer. Oncology Nursing Forum, 40, E337-E345. doi:10.1188/13.ONF.E337-E345

  1. Introduction (one paragraph): The introduction should be interesting and capture the reader’s attention.
    1. Provide a brief description of the research article to be discussed.
    2. Discuss the purpose of your paper. The purpose statement of the paper should relate to the research article reviewed and the implications that it has to evidence based nursing practice.
    3. You will need to summarize and analyze the information from the article in your own words
  2. Describe the research question for this study in a paragraph.
    1. Describe the research in greater detail.
    2. Include your observations about this question.
    3. Discuss events or trends that could have affected this question.
    4. You will need to summarize and analyze the information from the article in your own words
  3. Describe the research design of this study, and in your own words discuss the design.
    1. Discuss the research design of the study.
    2. Discuss the strengths and weaknesses of the type of design and hypothesize why the author utilized the design as opposed to others.
    3. You will need to summarize the information from the article in your own words
  4. Describe the sample.
  5. Briefly describe the sample size used for this study
  6. Make a judgment as to whether the sample size was adequate and defend your answer.
  7. Describe the number or participants and determine if the number of participants was adequate compared to the research question and the intent of the study.
  8. Are these numbers adequate? Discuss gaps in that you identified.
  9. You will need to summarize and analyze the information from the article in your own words
  10. Describe the data collection method(s)’
  11. Who collected the data?
  12. What tools were used?
  13. What were the ethical considerations addressed and discuss gaps you identified.
  14. You will need to summarize and analyze the information from the article in your own words
  15. Describe the limitations of the study.
  16. Identify the limitations within the study
  17. Describe how the limitations could be overcome in subsequent studies
  18. Comment on why limitations are important to list and discuss within a study
  19. You will need to summarize and analyze the information from the article in your own words
  20. Describe the findings reported in the study.
  21. Describe the findings reported in the study
  22. Discuss whether the findings of the study answered the research question posed within the study
  23. Discuss the credibility of the findings
  24. If the findings do not support the research question posed within the study, what do you believe is the reason?
  25. You will need to summarize and analyze the information from the article in your own words
  26. Summary
    1. Summarize important points from the body of your paper including the key components of the paper.
    2. Include a statement about the research question and the findings.
    3. Discuss the probability of implementation into practice. Based on these findings, is the evidence that you found on your topic strong enough to suggest a change in practice, or an idea for practice?
    4. End with a concluding statement.
  27. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source.
  28. Reference Page: The Reference Page should start on a new page (insert a page break). All references should be cited within the body of the paper as (Author, year) and the full reference should be included in APA format on the reference page. A url link alone is not an adequate reference. See the APA Guidelines in Course Resources for examples of properly formatted references.
 
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Healthcare Reform Annotated Bibliography

Healthcare Reform Annotated Bibliography

(Healthcare Reform Annotated Bibliography)

Final Research Project Preparation – Annotated Bibliography

Week 3 Assignment Annotated Bibliography On The Topic Of HealthCare Reform Final Research Project Preparation – Annotated Bibliography

Review the Final Research Project instructions located in Week Five. To help with the preparation of the paper, complete the following items and submit them to your instructor as a single document.

  • Introduction to Topic: Refer to the Final Research Project guidelines for your topic selection. For your introduction, you should write a 150-word paragraph which clearly explains the topic, the importance of further research, ethical implications, and how the topic relates to one’s academic and professional pursuits. Make sure you effectively inform the reader of the rationale behind your topic.
  • Thesis statement: Write a direct and concise thesis statement, which will become the point or perspective you will argue or prove in the Final Research Project. A thesis statement should be a single declarative sentence that makes one point in 25 words or less. The thesis statement must appear within the introduction paragraph.
  • Annotated Bibliography: To help prepare for your Final Research Project, write an annotated bibliography to indicate the quality of the sources you have read. The bibliography must include no less than five scholarly sources that will be used to support the major points of the Final Research Project. Critical thinking skills need to be demonstrated by accurately interpreting evidence used to support various positions of the topic. Please make sure to provide full reference information in accordance with APA style as outlined in the Ashford Writing Center. Write a brief paragraph (around 150 words) summarizing the source and explaining how it is pertinent and relevant to the topic of the project and how each source will support your thesis statement. See the Sample Annotated Bibliography in the Ashford Writing Center for more detailed information. Keep in mind the academic research standards for all Ashford University papers.

For information regarding APA, including samples and tutorials, visit the Ashford Writing Center.

The Final Research Project Preparation

  • Must be 1,000 – 1,250 words in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five scholarly sources.
 
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Business Decision Making Project

Business Decision Making Project Part 1, statistics homework help

(Business Decision Making Project)

Question description

Purpose of Assignment

The purpose of this assignment is to provide students the opportunity to demonstrate mastery of their ability to apply statistical concepts to business situations to inform data-driven decision-making. The project is a 3-week project, with part 1 in Week 3, part 2 in Week 4, and part 3 in Week 5. In Week 3, students identify the organization, problem, research variable, methods for collecting data, and show mastery of validity and reliability as applied to data-collection methods.

Resources: Week 3 Videos; Week 3 Readings; Statistic Lab

Tutorial help on Excel® and Word functions can be found on the Microsoft® Office website. There are also additional tutorials via the web offering support for Office products.

Assignment Steps

Identify a business problem or opportunity at a company where you work or with which you are familiar. This will be a business problem you use for the individual assignments in Weeks 3-5. It should be a problem/opportunity for which gathering and analyzing some type of data would help you understand the problem/opportunity better.

Identify a research variable within the problem/opportunity that could be measured with some type of data collection.

Consider methods for collecting a suitable sample of either qualitative or quantitative data for the variable.

Consider how you will know if the data collection method would be valid and reliable.

Develop a 1,050-word analysis to describe a company, problem, and variable including the following in your submission:

  • Identify the name and description of the selected company.
  • Describe the problem at that company.
  • Identify one research variable from that problem. Describe the methods you would use for collecting a suitable sample of either qualitative or quantitative data for the variable (Note: do not actually collect any data).
  • Analyze how you will know if the data collection method would generate valid and reliable data (Note: do not actually collect any data).

Format your assignment consistent with APA guidelines.

 
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The Brain

The Brain

(The Brain)

Write a 6-page portion of a request for proposal (RFP) in which you address the field of biopsychology and the brain.

Biopsychology, also known as behavioral neuroscience, has become a well-established multidisciplinary study that uses complicated techniques to reveal the relationship between brain functions and human behaviors.

Required Resources

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

SHOW LESS

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. 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 e-books or articles from the Capella University Library are linked directly in this course:

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

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 PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are 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.

  • Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
    • In Chapter 1, “What is Biopsychology,” the author discusses the origins of biopsychology and genetic influence on behavior.
    • In Chapter 2, “Communication Within the Nervous System,” the author explains how neurons communicate with each other.
    • Chapter 3, “The Functions of the Nervous System,” covers the major structures of the nervous system and some of their functions.
    • Chapter 4, “The Methods and Ethics of Research,” explores why biopsychology creates ethical concerns.

Assessment Instructions

You are a consultant who is interested in a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. Part 1 of the RFP includes the following three sections for respondents to address. Use the Assessment 1 Proposal Template (linked in the Resources) to prepare Part 1 of the proposal, which covers the points below. You will complete additional parts of the RPF in subsequent assessments.

I. Introduction
  • What is the origin of biopsychology? Who were some of the first theorists that you will cover in your training?
  • The brain is complicated and sometimes difficult to understand. Describe the different regions of the brain and the associated functions.
II. Scientific Approach and Rationale for Training
  • In addition to brain functions, some believe there is an aspect known as the mind. What is the mind-brain problem? Where do you fall in this debate (monist or dualist)? Explain why you are a monist or dualist.
  • What are some methods that scientist use today to study the brain? What are the benefits of these methods?
III. Application of Understanding the Brain
  • What methods of research have been used to gain the knowledge we have today of the brain?
  • What are some of the ethical concerns in connection with research in biopsychology and the brain in particular?

Do not incorporate the questions into the content of your proposal. Use the Capella library to research the material and support your answers.

Additional Requirements
  • Written Communication: Written communication should be free of errors that detract from the overall message.
  • APA Formatting: Resources and citations should be formatted according to current APA style and formatting.
  • Font and Font Size: Times New Roman, 12-point font, double spaced.
  • Length: Write a minimum of 6 pages of content, and include a references page.
The Brain Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the origins of biopsychology and the first theorists of biopsychology. Does not identify the origins of biopsychology and the first theorists of biopsychology. Identifies the origins of biopsychology and the first theorists of biopsychology. Explains the origins of biopsychology and the first theorists of biopsychology. Analyzes the origins of biopsychology and the first theorists of biopsychology; includes details, theories, et cetera in the analysis.
Explain the mind-brain problem. Does not identify the mind-brain problem. Identifies the mind-brain problem. Explains the mind-brain problem. Explains the mind-brain problem; assesses one’s own position in context of this.
Describe scientific methods used by scientists to study the brain. Does not list scientific methods used by scientists to study the brain. Lists scientific methods used by scientists to study the brain. Describes scientific methods used by scientists to study the brain. Analyzes scientific methods used by scientists to study the brain.
Describe the ethical concerns connected to biopsychology research. Does not describe the ethical concerns connected to biopsychology research. Lists the ethical concerns connected to biopsychology research. Describes the ethical concerns connected to biopsychology research. Evaluates the ethical concerns connected to biopsychology research and includes research specifically discussing the brain.
Write in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. Does not write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Writes to support an idea, but writing is inconsistent and contains major errors of grammar, usage, and mechanics. Writes in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. Writes coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style. Does not use APA format and style. Uses APA format and style but inconsistently and with errors. Uses APA format and style. Uses correct APA format and style consistently and with few errors.
 
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Effective Nursing Change Agents

Effective Nursing Change Agents

(Effective Nursing Change Agents)

As a change agent in nursing leadership, the role involves facilitating and managing change effectively. In my experience, I have been responsible for training and enforcing policy changes within our clinic, a task that is often met with resistance from the team. One notable scenario involved significant changes in our facility’s leadership, leading to a revamp of the annual clinical competencies evaluation program. Despite the improvements these changes brought, the staff found it challenging to adjust.

I was tasked with organizing the new competency assessment plan, which included scheduling observations, providing necessary education, and reporting results to leadership. To motivate my team, I emphasized the benefits of the changes, saying, “How fortunate are we to work for a facility that not only keeps us accountable but also aids in our continued education to help us be as informed as possible. We are able to provide better care to our patients because we are better educated.”

Another nurse leader at my facility also excels as a change agent. Her skillful communication turns potentially negative changes into positive messages, encouraging the team to embrace new initiatives. By making staff feel involved, she ensures smoother transitions and greater engagement, facilitating a more effective change process.

Nursing Leadership

To be a change agent means to simply facilitate change.  The change agent is responsible for translating changes into plans and executing them while also motivating and encouraging others to achieve the desire results (Nurse Leader, 2017).  As a leader, I have been a change agent on many occasions.  I am the responsible person for training and enforcing policy changes in the clinic.  Change does not always (if ever) go over smoothly with my team.  One scenario in specific stands out to me.  Recent changes in leadership at our facility have created some chaos at the clinic.  Annual clinical competencies have always been completed and reported in the same manner.  When the new leadership came, the entire evaluation and competency program was revamped.  Although this was for the better, the staff had a difficult time adjusting.  After being given my guidelines, I was responsible for creating a plan to get all of the skills organized.  This included making a schedule to have everyone observed and signed off, educating staff where needed, and reporting the results to my leadership.  I motivated the team with words of encouragement.  “How fortunate are we to work for a facility that not only keeps us accountable, but also aids in our continued education to help us be as informed as possible.  We are able to provide better care to our patients because we are better educated.”

Another nurse at my facility (also a member of leadership) is often times a change agent as well.  She has a way of wording things to sound pleasant when they may not be.  In this way, she encourages and motivates our team to take active roles in changes around the clinic that they may otherwise shy away from.  The staff are more engaged with changes when they feel involved.  This makes a smoother transition for everyone.

 
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Culturally Responsive Classroom Strategies

Culturally Responsive Classroom Strategies

(Culturally Responsive Classroom Strategies)

Your Culturally Responsive Classroom PowerPoint and Final Essay

You have been asked by your administrator to develop a PowerPoint presentation and supporting paper for the staff. The purpose of the PowerPoint is to give concrete examples, suggestions, and ideas to create a more inviting family-school climate at your site, and to entice the staff to read your full paper on the topic. Your Principal understands your desire to make change at your school site and has shown you additional research stating that family involvement supports student success. In order for your staff to buy-in to this new paradigm they must have the background knowledge and specific examples to understand the necessity of change.

Therefore your presentation and paper must:

  • Address family needs and understanding
    • Analyze the importance of understanding that the family/parents are the expert regarding their child
    • Describe possible family stressors and include at least six resources to share with families
  • Summarize current definitions and understandings of culturally responsive teaching
    • Analyze research-based information regarding how culture influences an educational setting and how to support families and students from non-mainstream cultures
    • List examples showing the importance of becoming connected with students’ families and describe from your own experience or from a credible source one activity to support this relationship
    • Describe a method for using family-school problem solving with culturally diverse families
    • Analyze the role of culture and disability in your work with families
  • Synthesize an approach, from the previous points in the presentation/paper, to link your school and family with your community

Requirements

The presentation should include 10-15 PowerPoint slides (enough to entice your coworkers to read your supporting paper) and a 7-10 page paper to accompany your visual presentation. Your PowerPoint should include a title slide and a references slide in addition to the 10-15 slides highlighting the major topics described above. The purpose of the PowerPoint is to persuade your co-workers of the importance of creating an inviting school climate. The accompanying paper should be well organized and professional and should be written in correct APA format as per the Ashford Writing Center Guidelines. It will be a minimum of 7-10 pages excluding title and reference pages. At least five scholarly references are required, with at least two of those being credible websites/resources to share with parents. Check with the Ashford Writing Center for guidelines regarding what is considered a credible website for a graduate level presentation.

 
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Navigating Racial Dynamics

Navigating Racial Dynamics: Social Work Perspectives

(Navigating Racial Dynamics)

Discussion 1: Group Dynamics—Intragroup, Dominant Group, and Marginalization

Members of dominant ethnic and racial groups may assume that other groups’ struggles are not their own or assume that those of a given race speak with one voice and react in the same way to their oppression. In reality, people can cope with racial inequalities in a variety of ways, creating complex relationships both between the dominant and oppressed group and among members of the dominant and oppressed groups.

As a social worker, you must understand the many ways in which racial privilege can impact your clients. You must also understand the ways in which racial privilege has impacted your life and the ways you react to the realities of racism. You will likely need to help clients address racial divides and combat racial inequality to empower them.

To prepare: Review “Working With Immigrants and Refugees: The Case of Aaron.”

  1. ·      Post an explanation of how dominant groups can play a role in marginalizing other groups based on racial and ethnic characteristics.
  2. ·      Discuss the potential negative impact of a dominant culture on immigrants and refugees, such as Aaron.
  3. ·      How might racism and prejudice impact his assimilation?
  4. ·      Furthermore, explain how you would respond to Aaron when he discusses his family’s rejection of his desire to maintain his cultural roots.
  5. ·      In your explanation, identify specific skills you would employ as a multiculturally sensitive social worker.

References (use at least 2)(Navigating Racial Dynamics)

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

Chapter 8, (pp. 65–68)

Chapter 21, (pp. 125–126)

Chapter 22, (pp. 127–133)

Chapter 24, (pp. 135–139)

Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].

“Working With Immigrants and Refugees: The Case of Aaron”

 Working With Immigrants and Refugees: The Case of Aaron (Navigating Racial Dynamics)

Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.

In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.

During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.

In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron reported that reuniting with his family after all that time was difficult. Aaron had always felt rejected by his parents because they did not bring him to the United States with his brother. He experienced a void in his relationship with his parents and his brother, and he felt there was an unspoken alliance between his parents and his younger brother that he did not share. Aaron said that he was often made fun of by them for not losing his accent and for his use of their culture’s traditions and customs. They also ridiculed him for being homesick and missing his grandmother. He said that his parents rarely attended the West Indian activities he participated in, and when they did, they spent more time critiquing his performance than enjoying it.

In the following sessions, Aaron was encouraged to tell the story of his family and how the immigration process disrupted their connections with one another and how this may have affected their ability to grieve together as they faced the death of his brother. Using genograms and having Aaron educate me about his country, I was better able to understand his family’s immigration history and the roles played by extended family members. This approach allowed Aaron to talk more about how and when his anxiety and depression manifested. Later I learned that these symptoms had always been mildly present but became more acute after the death of his brother. Aaron grieved the loss of a brother and examined his feelings of loss around his relationship with parents who were both limited in their ability to include him in their own grieving processes.

After several sessions, Aaron was able to talk more openly about his frustration and disappointment with his family and identify the losses they had all incurred. He allowed himself the opportunity to grieve his brother and the lack of relationship with his parents and began to consider the possibility of a new relationship with them. Aaron reported a reduction in his feelings of anxiety and depression and resumed interest in his academic work. Aaron and I discussed termination at the end of the semester with a recommendation that he continue with individual therapy in the summer months.

Discussion 2: Dalia’s Behavior (Navigating Racial Dynamics)

Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.

For this Discussion, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.

  1. Post a brief explanation of self-harming behaviors that Dalia is exhibiting.  
  2. Describe theoretical approaches and practical skills you would employ in working with Dalia.
  3.  How might familial relationships result in Dalia’s self-harming behavior?

References (use at least 2)

Moorey, S. (2010). Managing the unmanageable: Cognitive behaviour therapy for deliberate self-harm. Psychoanalytic Psychotherapy, 24(2), 135–149.

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With Children and Adolescents: The Case of Dalia

Working With Children and Adolescents: The Case of Dalia(Navigating Racial Dynamics)

Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.

Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”

Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”(Navigating Racial Dynamics)

In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now before she gets too busy.”

I asked both Dalia and her mother what their expectations were for counseling and what each would like to get from these visits. Dalia’s mother seemed surprised and stated, “This is for her. She better change her attitude and start to focus on school.” I explained that often it is helpful to have sessions both individually and with family members. I pointed out that because family issues were identified it might be productive to address them together. Dalia’s mother agreed to attend some meetings but also stated that her time was limited. I was told that Dalia’s father would not be able to join us because he was never available at that time.(Navigating Racial Dynamics)

Dalia and I began sessions alone, and her mother joined us for the second half. During the family sessions, we addressed the communication breakdown between Dalia and her mother and Dalia’s at-risk behaviors. Individual sessions were used to address her impulsive behavior and self-esteem issues.

In individual sessions, Dalia talked about how the family had changed since her sister left for college. She said her parents stopped being present and available once her sister went away to school. She said she spent more time on her own and her behavior was under more scrutiny. Dalia also talked about her sister, describing her as an excellent student and very popular. She said her teachers in middle school would often compare Dalia to her sister, making her feel unsuccessful in comparison. During a family portion of a session, Dalia’s mother initially disagreed with Dalia’s point of view regarding how the family had changed, stating, “She’s just trying to trick you.” I encouraged them to discuss what was different about the family dynamics now compared to when the older sister was at home. We discussed how the family had changed through the years, validating both perspectives.

In time, I was able to have Dalia’s father join us in some of the family meetings. He said he felt Dalia’s behaviors were just a stage and part of being a teenager. Dalia’s parents disagreed openly in our sessions, with each blaming the other for her behavioral issues. During these sessions, we addressed how they each may have changed as their children matured and left home and how this affected their availability to their youngest child. I helped them identify what made Dalia’s experience distinct from her siblings’ and examine what her high-risk behaviors might be in reaction to or symptomatic of in the family.(Navigating Racial Dynamics)

In the course of the family work, the realities of being a biracial family and raising mixed-race children were also addressed. We discussed how the parents navigated race issues during their own courtship and looked at the role of acculturation and assimilation with their children in their social environments as well as respective families of origin. Educating both parents around race and social class privilege seemed fruitful in understanding distinctions between what they and their children may have faced.

After 12 weeks it was agreed that therapy would end because Dalia would be starting high school and the family felt better equipped to address conflict. The family had made some changes with the household schedule that increased parent–child contact, and Dalia agreed to more structure in her schedule and accepted a position as a camp counselor in a local day camp for the summer. Termination addressed what was accomplished in this portion of therapy and what might be addressed in future counseling. The termination process included reviewing the strategies of conflict resolution and creating opportunities for family contact and discussion in order to reinforce those behavioral and structural changes that had led to improved communication and conflict reduction.

 
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Evaluate information management

Evaluate information management, planning, & control in business environments.

(Evaluate information management)

Question description

MT499-1: Evaluate information management, planning, and control in business environments.

Please watch the following videos, 5 principles of using information technology to improve your business and 6 Stages of Funding listed as Unit 7 Assignment found in the Webliography tab before starting your assigned paper.This is a two-part 5–6 page written project that will focus on Information management systems for your organization utilized in financial planning, and control in your organization This project also includes the use of Excel® spreadsheets containing financial data and required reports.

In part I, describe information technology and information management systems used in marketing, accounting, management control, and discuss how you might use these systems in your organization.

In part 2, you will determine the startup funds, source of funding, and create a break-even analysis for your organization using Excel spreadsheets.

View the rubric below for full Assignment details.

When you are ready, you may submit your paper and Excel file on the Dropbox page. *Note, include your name in all of your file names of each Assignment.

For help using the Dropbox, click on Academic Tools above then Dropbox Guide.

Aspect Percentage of assignment Score MT499 Assignment Criteria
Content, Focus, use of Research 50% (30pts) Addresses all assignment requirements, indicates depth of knowledge about the topics and key areas, contains a clear and concise introduction with a thesis statement, comprehension body of paper, closing summary, and includes a minimum of three cited and referenced resources (APA 6th edition).
Analysis

and

Critical

Thinking

30% (18pts) Analysis and critical thinking indicates optimal reasoning with a defined purpose, based on assumptions, writer’s point of view, discusses the advantages and disadvantages, and uses data, information, and concepts/ideas to address the assignment topics or key areas in the paper.
Writing

Style,

Grammar,

APA

Format

20% (12pts) The capstone uses the APA (6th edition) writing style using active voice, which is in third person and concisely written. The paper is free from incorrect punctuation, use of jargon/clichés, incorrect grammar and mechanics, and is correctly formatted based on APA 6th edition guidelines.
Total Points 100% (60pts)
 
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Nurturing Leadership in Nursing

Nurturing Leadership in Nursing

(Nurturing Leadership in Nursing)

The foundation of a healthy work environment, business and finance homework help

Question description

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

The foundation of a healthy work environment requires solid nursing leadership at all levels of the facility, particularly at the point of care or unit level where most front line nurses are delivering patient care. A strategy for creating a positive change in the work environment is through mentorship of new staff. Leaders in nursing emulate a positive vested attitude and work engagement in which a culture is developed amongst the staff. It is essential that point-of-care nurses develop and use advocacy skills to address workplace concerns, promote positive work environments, and advocate for the profession. The voice of the nurse at the bedside has never been so powerful and crucial to improved patient outcomes in addition to collaborating with colleagues and multidisciplinary healthcare professionals. An increasing number of facilities have, or are developing shared governance structures to ensure that nurses at the point of care have a voice in decisions related to patient care and the work environment. The impact of registered nurses on patient outcomes is increasingly evident with invaluable input related to safety and quality.

My workplace setting is in a small outpatient chemotherapy department within a Veterans hospital. Many strategies have been implemented within the last two years since working in this department with a capacity of 5 infusion chairs. Even three years ago, prior to my arrival, the two full time nurses were looking for things to keep themselves busy. Just one year later, when I came onboard, the patient load increased by 30 percent. Currently the patient volumes have doubled in just 2 years, which has obviously caused congestion and bottle necking of patient care flow and efficiency. Chemo regimens are becoming more complex and patients are offered several lines of therapy as disease progresses. I and the other full time nurse have held several strategy meetings with key leadership including my nursing manager, the chief of nursing, our oncologist, pharmacy, and the chief of staff with a goal to restructure the department to improve patient flow, patient satisfaction, maintain safety, and reduce noise, stress, and congestion of the room. Some of the strategies developed to improve the patient’s chemotherapy experience include: a solution for practice improvement in dividing the department into two separate chemo rooms, the chemotherapy infusion room and the oral chemotherapy room which is located in Primary Care. This change provided added safety by decreasing interruptions and improvement of flow in the infusion area and provided privacy and a calm environment during oral chemotherapy visits and formal education sessions. Improvements were implemented in the chemo scheduling process also. Most recently, the staff nurses have advocated for our department to improve the setting to allow for more privacy for our patients. Some of the chairs do not have curtains separating the patients. We have gone to nursing leadership about the concerns of lack of privacy, resulting in a long term goal of getting relocated to another wing. In the interim, we are soon going to restructure our area which will improve privacy and work flow efficiency for the chemotherapy staff, with inclusion of an additional staff nurse and expansion of the chemotherapy scheduled hours. Our nurse manager is the head of more than just our department, is not present in our everyday functions, resulting in the staff nurses being very autonomous. It is of utmost importance for point of care nursing staff to advocate for change, to enlighten leadership to the needs of the department, so as to be provided the essentials in achieving and maintaining excellence in care delivery.

 
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