Application of Concept Analysis to Clinical Practice

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Application of Concept Analysis to Clinical Practice

Question descriptionApplication of Concept Analysis to Clinical Practice
Select a peer-reviewed concept analysis article of your choice and write a response of 1,000–1,250 words. Use the following guidelines:

  1. Include an introduction.
  2. Describe the method of analysis, using the article and Chapter 3 of Theoretical Basis for Nursing.
  3. Describe the steps of process and the results for each step.
  4. Apply the concept to a practice situation.
  5. Include a conclusion.

Prepare this assignment according to guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center

1
Unsatisfactory
0.00%		 2
Less Than Satisfactory
80.00%		 3
Satisfactory
88.00%		 4
Good
92.00%		 5
Excellent
100.00%
70.0 %Content
5.0 %Introduction Introduction is either not present or not evident to the reader. Introduction is insufficiently developed and/or vague. Purpose is not clear, and paper lacks any discernible overall purpose or organizing claim. Introduction is present but lacks clarity and/or depth. Introduction is clear, forecasting development of paper. Introduction is comprehensive; reader knows exactly what to expect.
30.0 %Description of method, steps in process, and results using the chosen article and chapter 3 of the textbook. Description of method, steps in process, and results using the chosen article and chapter 3 of the textbook is either not present or not evident to the reader. Description of method, steps in process, and results using the chosen article and chapter 3 of the textbook is present, but is vague or insufficiently developed. Addresses the primary elements of the concept but fails to paint a clear picture of the concept analysis. Primary elements of the concept are present and evident to the reader. Clear picture of concept analysis can be easily detected by the reader. Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
30.0 %Application to Practice Application to practice is either not present or not evident to the reader. Application to practice is present but insufficiently developed. Application to practice is present but development is cursory and lacks depth. Application to practice is evident to the reader. Arguments are cogent to thesis and support claims. Thoroughly presents the application to practice with rich detail and supporting arguments.
5.0 %Conclusion Conclusion is either not present or not evident to the reader. Conclusion is insufficiently developed and/or vague and lacks any discernible purpose. Conclusion is present, but statements lack depth of understanding. Conclusion is clear and identifies key ideas regarding application of the concept to practice. Conclusion is comprehensive and paints a clear picture of the application concept to practice.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error

In 18 month old children, does receiving the MMR vaccine increase the risk of developing autism?

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In 18 month old children, does receiving the MMR vaccine increase the risk of developing autism?

Question descriptionThis project is to be done in a group to develop an evidence based research project, based on an approved PICO question. Utilizing the PICO question, evaluate the evidence that supports the effectiveness or lack of effectiveness of this intervention for this individual patient’s needs and preferences. The hierarchy of evidence must be used to support the strength of evidence for your intervention. Based on the evidence, a clinical decision must be made. Students will be assigned to a group at the beginning of the semester. Refer to grading rubric below. The project will be discussed throughout the semester. Poster Presentations will be at the end of the semester and will be evaluated according to the presentation grading rubric provided by your professor
Case Study: Ms. Smith has been asked to schedule an appointment for her baby’s 18 month needle (MMR). She is very concerned about this as she has heard reports that the MMR needle causes autism. She asks you whether or not there is a link between the MMR vaccine and an increased risk of autism in children?
P – 18 month old child
I – MMR vaccine
C – no MMR vaccine
O – autism / autistic spectrum disorder
Please follow guidelines
Evidence Based Practice Project Evaluation Criteria
A. Presentation ……………………………………………………………………………………………….90%
1. Introduction of the case study………………………………………………………………………………..5
2. PICO question Formatting Fit between PICO and case study……………………………………………………5
3. Identify Proposed Nursing Intervention…………………………………………………….……………….10
4. Strength of Evidence…………………………………………………………………………………………30
a. Levels of Hierarchy of Evidence discussed (level 1-7) (see page 58 in text)
5. Clinical decision making ……………………………………………………………………………………30
a. Decision supported by evidence discussed
b. Decision answers the PICO question and addresses case study description
6. Poster and handout quality and detail……………………………………………………………………….10
B. Reference citations as per APA 6th edition guidelines provided……………………………………………10%
Evidence Based Practice Project
Purposes:
1. To critically appraise nursing research that supports nursing practice.
2. To provide the opportunity to use group process skills to identify and investigate the empirical practice of clinical problem.
3. To integrate research findings into evidence-based practice.
4. To utilize teaching-learning principles in the presentation of this empirical data to classmates and other nursing colleagues.
As nurses, the ability to critically appraise and disseminate information is necessary to assure nursing practice that is scientifically sound.
General Guidelines
1. Students will work in groups.
2. Identify a patient that has been cared for in a clinical setting. Do not provide any identifying information.
3. Focus on a clinical problem this person has, e.g., hypertension, dyspnea, etc.
4. Identify a proposed nursing intervention for this problem for this individual patient.
5. Using a PICO question, evaluate the evidence that supports the effectiveness or lack of effectiveness of this intervention for this individual patient’s needs and preferences.
6. The Hierarchy of Evidence must be used to support the strength of evidence for your intervention.
7. Based on the evidence, what clinical decision should be made?
8. Grades will be assigned according to the Evidence-Based Project Evaluation Criteria.
9. Presentations will include the components listed in the Evidence-Based Project Evaluation Criteria.
10. Students are expected to work collaboratively and as a team with each other. Each student will complete peer evaluations for the other members in their group. Individual grades for this portion of the overall grade will be the average of the ratings given by the other group members

7.5 – Assignment: Planning a Mixed-Methods Study

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7.5 – Assignment: Planning a Mixed-Methods Study

Question descriptionPlanning a Mixed-Methods Study (worth 5%)
Using the topic you used (and feedback you received) in activity 3.5, revise your approach to utilize mixed-methods. Identify the research questions and hypotheses that you would explore and explain how you would conduct the necessary research to address them. Be sure to discuss how you would handle validity concerns as well as triangulation.
Your response should be a minimum of one (1) page (size 12 font, double spaced), not including title page, tables, figures, and references.
Use standard file type (.doc or .docx). Save your assignment using a naming convention that includes your first and last name and the activity number (or description). Do not add punctuation or special characters.
Feed back received:
Once you get respective capstone, the outline may look different, but the main content is there as well. In the discussion 3.4 we expand on the data analysis part of the proposal… Purpose Process Data Collection Data Analysis Reporting of Findings These would also be found in the proposal. The proposal is designed to act as a contract between the parties conducting it and those sponsoring it. So, for now, as you are thinking about your potential topics keep this structure in mind and build around it. Once you have a mitigation to your problem, you would state a hypothesis showing the relationship between the independent and dependent variable. If you use quantifiable research methods, you would need to integrate your inferential test to support or reject the hypothesis; thus, inferring on the effectiveness of your mitigation.

Do you see any way Joe might strike a balance between pursuing his career interest and obtaining his college degree so that he could work toward achieving both goals at the same time?

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Assignment 4
Dazed and Confused: General Education vs. Career Specialization
Scenario Below:
Joe Tech was really looking forward to college because he thought he would have freedom to select the courses he wanted and the opportunity to get into the major of his choice (computer science). However, he’s shocked and disappointed with his first-term schedule of classes because it consists mostly of required general education courses that seem totally unrelated to his major. He’s also frustrated because some of these courses are about subjects he already took in high school (English, history, and biology). He’s beginning to think he would be better off quitting college and going to a technical school for a year or two so he can get right into computer science and immediately begin acquiring the skills he’ll need to work in the computer industry.
Case Assignment
Reflection Questions

  1. If Joe decides to get a technical certificate and not pursue a college degree, how do you see it affecting his future:
    1. in the short run, and
    2. in the long run?
  2. Do you see any way Joe might strike a balance between pursuing his career interest and obtaining his college degree so that he could work toward achieving both goals at the same time?
  3. Can you relate to Joe’s story in any way, or do you know anyone else who is having a similar experience?

Expectations:
Answer the reflection questions in detail and in question-and-answer format. Each answer should be at least TWO paragraphs (4 or 5 sentences per paragraph) and provide examples to support your opinion to earn full credit. APA Format. No plagiarism
Save file as:TUX101_Mod1_Case1_Betty
***Note: Each paper must have different content, in other words no plagiarism, must be !5% or less. ***