Author: PAPERLINK

Need a response 
1. Description of the Purpose: The purpose of the study is to explore the experiences and perceptions of registered nurses involved in the administration of Cognitive Behavioral Therapy (CBT) and medications. This aligns with your PICOT question by focusing on the intersection of nursing care and mental health treatment modalities.
2. Explanation of Research Design: The research employs a mixed methods design, which is effective for capturing the complexities of integrating CBT with pharmacological treatments. This approach allows for a rich, in-depth understanding of participants’ experiences, with procedures that ensure informed consent and adherence to ethical standards.
3. Discussion of Sample: The sample consists of 20 registered nurses with diverse backgrounds. Participants were selected using a holistic approach that considered their roles in care, medication administration, and involvement in CBT. This method helps ensure that the sample accurately represents the population of nurses engaged in this multifaceted care process.
4. Description of Data Collection Methods: Data were collected through interviews, focus groups, and surveys. This combination allows for deeper engagement with participants and facilitates nuanced responses. All nurses had a minimum of 5 years of clinical experience and 2 years of training in CBT, ensuring that their insights are grounded in substantial professional experience.
5. Summary of Findings: The findings indicate that patients expressed a significant need for improved communication with healthcare providers. This highlights critical areas for intervention and sheds light on the challenges faced in delivering integrated care that combines CBT and medication management.
6. Strengths of the Study: A significant strength of the study is its diverse sampling and the rigorous data analysis methods employed. This enhances the credibility and transferability of the findings, allowing for insights that can be applicable in various clinical settings. The study also emphasizes building alliances, goal setting, and socializing patients, which are crucial for effective care delivery.
7. Limitations of the Study: A notable limitation is the small sample size, which may affect the generalizability of the results. Additionally, most participants dealt with patients who had comorbid conditions, which might limit the applicability of the findings to a broader population.
8. Recommendations for Potential Application: Based on the findings, it is recommended that healthcare institutions implement training programs aimed at improving communication skills among providers. This aligns with current best practices and addresses the identified gaps in care delivery.
Conclusion
This appraisal underscores the importance of qualitative research in nursing, particularly in understanding the perspectives of both patients and providers. Future research could build on these findings by conducting follow-up studies to evaluate the effectiveness of interventions after a six-month period, especially regarding the need for reevaluating care plans in integrated treatment contexts.
https://www.sciencedirect.com/science/article/pii/S235201321830187X

 Need a response
Qualitative/Mixed Methods Critique

Description of the purpose: The purpose of this article is to help us understand how social media impacts depression and adolescent well-being. There has been a simultaneous uprise in mental health issues, and it is estimated that half of them become established by the age of 14. Generalized anxiety disorder and depression are the two most common disorders in children and adolescents. The intention of the article is to inform policy and practice and provide information for further research on the topic (Keles et al., 2019).

Explanation of research design: The research designs used in this article is a systemic review along with a narrative synthesis that examined evidence looking for a meaningful correlation between social media and depression. The studies were cross-sectional, with one being longitudinal.

Discussion of the sample: The sample age group was 13 to 18 years old, and it measured exposure to social media use. The sample group used validated instruments to assess depression, anxiety, and psychological distress using studies published in peer-reviewed journals.

Description of data collection methods: All journal articles from the database searches were combined using Mendeley reference management software. Duplicates were then deleted, and screening was completed to ensure eligibility criteria were met. The quality was assessed using the National Institutes of Health Quality Assessment tool for Observational Cohort and Cross-Sectional Studies and rated good, fair, or poor.

Summary of findings: The systemic review found a putative relationship between social media and mental health issues in adolescents during evidence review, although it was not found to be entirely consistent. This review is said to likely be multifactorial, noting it is fair to say there is an association between mental health and social media, but it is not necessarily scientifically valid.

Strengths of the study: The study utilized literature from five databases and narrowed it down to 13 articles being eligible for review. This screening process was specific as it started with 6598 articles, which is a strength when it comes to conciseness and accuracy.

Limitations of the study: Twelve out of the thirteen articles were cross-sectional and unable to determine a causal relationship between the variables of interest as they did not answer the review question. The studies were self-reported measures and may not be accurate and dependable due to risk of bias.

Recommendations regarding potential application for future practice that are insightful and appropriate: A recommendation regarding future practice would be to investigate mediating and moderating factors that may contribute to the relationship of social media and depression. Closing the gaps in literature in regard to methods, study design and sampling would also benefit future research and practice.      
References
Keles, B., McCrae, N., & Grealish, A. (2019). A systematic review: The influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851Links to an external site.
A systematic review the influence of social media on depression anxiety and psychological distress in adolescents.pdf 

 Week 7: Discussion Forum
The renin-angiotensin-aldosterone system (RAAS) is a complex endocrine system that controls blood pressure, fluid balance, and sodium retention. Elaborate your knowledge on the following aspects of the RAAS system:
Explain the RAAS system step by step.
What is an example of a pharmaceutical drug that acts on this system and what is the intended effect?
How does this system ultimately affect renal regulation in terms of GFR and blood volume, blood pressure, and reabsorption?
“250 words- 2 citations”

. My topic is DYNAMIC PROCESSES IN THE ORGANIZATION AND POWER DYNAMICS. And my two OD tools are Decentralized and Centralized structures. and The Institutional View and Organization Design.
This week, choose one of the two OD tools that you identified and outlined in Week 3 and expand on it, providing more depth and support. Write a 1-2 page resource for the chosen tool that includes more than 1 reference (at least 3). You could also consider interviewing someone who has experience with the tool for advice!
Provide detailed descriptions of the selected tool, including:
Purpose: Explain the purpose of the tool and what it aims to achieve.
Application Guidelines: Provide step-by-step guidelines on how to use the tool in an organizational context. You could even write about a real or hypothetical scenario.
OD Practitioner Overview: Write a generic overview of how an OD practitioner would approach helping a client with an issue on your topic, and how/if the tool would be beneficial.
Next, it’s time to bring everything together. Write a 1-2 page conclusion that ties together the insights from your exploration. Here’s a step-by-step guide to help you craft a clear and engaging conclusion:
Summarize Your Key Findings: Begin by highlighting the most important points you discovered during your research. What were the central themes or key takeaways?
Compare and Contrast Sources: Discuss how the scholarly articles in your literature review compare with the “pop” or scholarly sources in your toolbox. Do they align, or are there discrepancies? Provide specific examples to illustrate this.
Effectiveness of the Tool: Evaluate the evidence (or lack thereof) supporting the effectiveness of the tool you reviewed. What did your sources say about its utility and impact?
Practical Application: Reflect on how a practitioner might use the tool in real-world scenarios. How could their experiences with the tool further inform or advance research on the topic?

Technology Standards Infographic Assignment Instructions

 Overview

Understanding the foundations of educational technology enables us to build an applicable curriculum for our students (ISTE, 2022). For those striving to incorporate technology into education, this means that we must understand three key publications:  The ISTE Standards for Students and Educators (2021), TPACK (2021), and UDL Guidelines (2021). The purpose of this assignment is threefold:  first, to encourage you to investigate educational technology’s current standards and guidelines. Second, we want to reflect on our readings regarding differentiation. Therefore, practice selecting a variety of lesson examples for your Infographic. Finally, we want to allow you to expand your own technology toolbelt by learning how to create an Infographic. These can be a fantastic tool for student assessments. Take time to learn how to create an Infographic. 

Instructions

Become familiar with the standards, components, and guidelines that have been written to help shape the direction and use of educational technology. Using the links provided with this assignment, visit the ISTE Standards: Educators, What is TPACK?: The Seven Components of TPACK, and The UDL Guidelines websites and review the information in each resource. Additionally, find and review other sources that discuss TPACK in practice. 

Create an Infographic which reviews each set of standards, components, and guidelines. Include the following for each:

1. A brief description and summary of the purpose of the set of standards/components/guidelines. What is its purpose?
2. A discussion of its impact on classroom instruction. How does this set of standards/components/guidelines direct instruction?
3. An example demonstrating how each might be observed in the classroom. Emphasize differentiation here. For example, suppose a teacher incorporates a WebQuest and VR trip into their students’ investigation of Egyptian tombs. This is an example of TPACK in the classroom because it combines the teacher’s content knowledge of Egyptian tombs demonstrated by selecting age-appropriate websites for students to explore with their pedagogical knowledge and use of technology.

Use a free Infographic generator site such as Canva, Piktochart, Venngage, or a different one of your choice. Do not submit a PowerPoint slide or SmartArt graphic from Word. If you have never made an Infographic, you are encouraged to use YouTube for tutorials.

Include references for any outside sources in current APA format.        

Submission Procedures

Be sure to publish your Infographic once you have finished it. Then, copy and paste the published URL of your Infographic into the submission area for this assignment. If you choose to submit the URL in a Word document, please make sure the hyperlink is live.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Create an Infographic which reviews each set of standards, components, and guidelines. Include the following for each: 1. A brief description and summary of the purpose of the set of standards/components/guidelines. What is its purpose? 2. A discussion of its impact on classroom instruction. How does this set of standards/components/guidelines direct instruction? 3. An example demonstrating how each might be observed in the classroom. Emphasize differentiation here. For example, suppose a teacher incorporates a WebQuest and VR trip into their students’ investigation of Egyptian tombs. This is an example of TPACK in the classroom because it combines the teacher’s content knowledge of Egyptian tombs demonstrated by selecting age-appropriate websites for students to explore with their pedagogical knowledge and use of technology.

Choose one Instructional Design Model such as ADDIE, ASSURE, SAM, or another of your choosing, and analyze it using one of the above assumptions. In other words, answer the question, “How can your chosen instructional design model effectively address one of these assumptions about the differences among individuals and their learning?” For example, you might choose to answer the question, “How can the ADDIE model effectively address the assumption that individual differences in learning affect the learner’s ability to perform learning tasks and accomplish learning outcomes?” Substitute your Instructional Design Model and your chosen “assumption” and use this as the title of your paper. The body of your paper must be 4–6 pages (not including the title, abstract, and reference pages) and be supported by at least three scholarly sources in addition to the textbook. Sources must have a publish date within the last five years. The paper must be submitted as a Word document in the current APA format.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation. The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety,
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on a specific patient safety issue and to explain the need for such an initiative. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative. Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Describe the purpose and goals of an in-service session focusing on a specific patient safety issue. Explain the need for and process to improve safety outcomes related to a specific patient safety issue. Explain to the audience their role and importance of making the improvement plan successful. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative. Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement. There are various ways to structure an in-service session; below is just one example: Part 1: Agenda and Outcomes. Explain to your audience what they are going to learn or do, and what they are expected to take away. Part 2: Safety Improvement Plan. Give an overview of the current problem focusing on a specific patient safety issue, the proposed plan, and what the improvement plan is trying to address. Explain why it is important for the organization to address the current situation. Part 3: Audience’s Role and Importance. Discuss how the staff audience will be expected to help implement and drive the improvement plan. Explain why they are critical to the success of the improvement plan focusing on a specific patient safety issue. Describe how their work could benefit from embracing their role in the plan. Part 4: New Process and Skills Practice. Explain new processes or skills. Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills. In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns. Part 5: Soliciting Feedback. Describe how you would solicit feedback from the audience on the improvement plan and the in-service. Explain how you might integrate this feedback for future improvements

After reviewing the materials you created to research a specific diagnosis in the first two assessments, apply the PICO(T) process to develop a research question and research it. Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your chosen diagnosis, and explain how the evidence would help you plan and make decisions related to your question. If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful. In your submission, make sure you address the following grading criteria: Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.). Explain the findings from articles or other sources of evidence as it relates to the identified health care issue. Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Your assessment should meet the following requirements: Length of submission: Create a 3-5 page submission focused on defining a research question and interpreting evidence relevant to answering it. Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. APA formatting: Format references and citations according to the current APA style. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

2. Analyze the following article: https://corporate.findlaw.com/litigation-disputes/improving-negotiation-skills-rules-for-master-negotiators.html#sthash.LK4Z0XIo.dpuf Improving Negotiation Skills: Rules for Master Negotiators. Describe a key point that stood out to you as a critical step you need to take in future negotiations. What is one area you think you need to improve to be a better negotiator? Also, explain the importance of Rule 2: Communication Skills. 3.Students should reflect on the Discussion Topic from Module Three and their experiences with the negotiating process. Include the following details in your response: A copy of the agreed-upon collective bargaining agreement section on employee safety (posted in the Discussion Topic) A one-page personal account of the negotiating process. This account needs to include: A summary of the key challenges or points of friction. An analysis of the strength of the other positions – were their positions weak and not supported well, or just the opposite? A short review of interest-based bargaining and distributive bargaining methods and a summary of which one works best in this situation. Reflect on the role of the instructor as a mediator or arbitrator. Was it helpful to have someone in this role or did it create additional challenges? A conclusion about the outcome – did it favor one side or the other? Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric. Feedback should be applied to the follow-on milestone. 4. For this assignment, you will complete and submit the worksheet linked below. Note that in the final project, these elements will be submitted in essay format, as outlined in the final project guidelines linked below. To complete this assignment, review the following documents: