FAM 453 Research Summary ***BEFORE YOU START THIS ASSIGNMENT, BE SURE THAT YOU HAVE RESPONDED TO THE FEEDBACK YOU RECEIVED FOR YOUR AGING TOPIC. EVERYONE RECEIVED FEEDBACK, REGARDLESS OF YOUR SCORE. T

FAM 453 Research Summary

***BEFORE YOU START THIS ASSIGNMENT, BE SURE THAT YOU HAVE RESPONDED TO THE FEEDBACK YOU RECEIVED FOR YOUR AGING TOPIC. EVERYONE RECEIVED FEEDBACK, REGARDLESS OF YOUR SCORE. THIS HAS BEEN ADDRESSED IN ANNOUNCEMENTS, EMAILS, WEEKLY MODULES, AND THE ASSIGNMENT FEEDBACK ITSELF. FAILURE TO DO THIS WILL IMPACT YOUR SCORE ON THE RESEARCH SUMMARY.***

Topic is Depression among adults who lost their spouse.

You will write two paragraphs highlighting why the Aging Topic you chose for this semester should be of interest to your readers. This needs to include a minimum of three peer-reviewed articles that are relevant, appropriate, and are referenced accurately (i.e., APA format). The paragraph needs to be put in your own words; the assignment will be checked for plagiarism. You should write a minimum of two complete paragraphs for full credit on that criteria, but you are welcome to write more if appropriate.

You must include a APA-formatted reference list of your three sources at the end of the assignment.

Please review the rubric (see screen shot below) for this assignment and follow it CAREFULLY!!!

Here is an example of a well-formatted research summary: FAM 453 Research Summary Sample.pdfDownload FAM 453 Research Summary Sample.pdf

*** You must summarize what you find in your research and put it in your own words. Direct quotes (cited or uncited) are not allowed in this or any assignment in this class. Copying and pasting from sources is plagiarism. Plagiarism will result in a ZERO for this assignment.***

First, read the Marks & Spencer: Towards Becoming the World’s Most Sustainable Retailer case study in Chapter 4 of your textbook. Then, write a paper that responds to the following questions: Giv

First, read the Marks & Spencer: Towards Becoming the World’s Most Sustainable Retailer case study in Chapter 4 of your textbook.Then, write a paper that responds to the following questions:

  • Given the recent market share problems and competition facing M&S, what are the two highest risks with embarking on a voluntary program of social responsibility at this time?
  • What are your top two recommendations for cultivating engagement with the program among employees and the local community?

Structure of Programming Languages 1. (2) This expression can be evaluated inside-out or outside in: x=sqrt( 3*z – floor(y)) Which function is called first in an inside-out evaluation? Which is called

Structure of Programming Languages1. (2) This expression can be evaluated inside-out or outside in: x=sqrt( 3*z – floor(y))Which function is called first in an inside-out evaluation?Which is called first in an outside-in evaluation?2. (2) What is the difference between a conditional statement and a conditional expression? Note that aconditional expression is NOT what you might write in the parentheses of a while statement.3. (2) What restrictions are necessary in a C for loop to ensure that you can predict the tripcount aheadof time?4. (2) List the jump statements (things like break, continue, goto, and exceptions) that are supported inRuby. Explain briefly how each one works.

Part 1 Discuss how the financing of the September 11th attacks was done. Give a detailed example 150 words Part 2 Discuss some of the ways that illegal charities can be utilized to collect funds for

Part 1

Discuss how the financing of the September 11th attacks was done. Give a detailed example

150 words

Part 2

Discuss some of the ways that illegal charities can be utilized to collect funds for terrorist organizations. Give an example!

300 words

Part 3

What are some of the benefits of implementing prevention programs in childhood compared to adolescence?

150 words

Part 4

Rubin ‘Hurricane’ Carter: What really happened that night? (northjersey.com)

Bob Dylan – Hurricane (Lyrics Video) Full Original Version – YouTube

The Hurricane (1/10) Movie CLIP – Framing Rubin (1999) HD – YouTube

Why do you think the “story of the Hurricane” has found frequent portrayal in the Humanities?  That is, why have singers and filmmakers taken up the subject of Rubin “Hurricane” Carter and his legal twists & turns?

With both the song and film receiving some criticisms for distortions and oversimplifications, do you think that such artistic works should stick strictly to the known facts of such a legal case or should the artists be allowed a certain “poetic license” in telling the story, even if it might deceive in some way?  Why?

What are your favorite three lines of lyrics from Bob Dylan’s Hurricane?  Why?

250-300 words

Part 1 Discuss how the financing of the September 11th attacks was done. Give a detailed example 150 words Part 2 Discuss some of the ways that illegal charities can be utilized to collect funds for
“Hurricane ” Carter Was Wrongly Convicted, But He Wasn ’t Innocent Following his death on Sunday, there ’s been a rash response to the famed boxer ’s life — both pre and post prison. Was he really “all love? ” Michael Moynihan, Daily Beast , July 12, 2017 “This man right here is love. He’s all love,” announced Denzel Washington while swaddling his Best Actor gong at the Golden Globes in 2000. The man of love , former boxer Rubin “Hurricane” Carter, who died yesterday at 76, rubbed his hands nervously, managing a meek smile as Washington spoke while patting him on the back. How could one dispute Denzel’s characterization? This paragon of love, who onc e beat people up for a living, had long since transformed a life of violence, including a 19 -year spell in prison, into a crusade for justice, prompting Washington’s award -winning Hollywood hagiography of a man falsely accused and falsely convicted by a co rrupt and racist system. But Carter’s past wasn’t simply a story of love triumphing over hate; there were messy details his supporters, screenwriters, and obituarists elided. In 1964, a Saturday Evening Post profile of the up -and -coming fight er reported that “society had [already] confined [Carter] for a total of 10 years for crimes of violence.” The Newark Star -Ledger , his hometown newspaper, later explained that “he was sent to…reformatory for breaking a bottle over the head of a man from wh om he stole a wristwatch and $55.” He confessed to the Pos t in 1964 that “my partner and me . . . used to get up and put our guns in our pockets like you put your wallet in your pocket. Then we go out in the streets and start fighting — anybody, everybody. We used to shoot at folks.” He bragged in the same interview that he had once knocked out an uncooperative horse with a single punch. (Bob Dylan sang that Carter wanted nothing more than to go “where the trout streams flow and the air is nice, and ride a horse al ong a trail,” while failing to mention his penchant for equine assault). But it was in 1966 when Carter, along with an accomplice, was accused — and later convicted by a jury — of a gruesome triple murder in Paterson, N.J. After a campaign to establish his inn ocence was promoted by supporters like Muhammad Ali, Carter was paroled in 1976 and granted a new trial, a brief spell of freedom during which he knocked out a 112 -pound woman running his “free Rubin” support committee. As she told the Newark Star -Ledger in 2000, “I didn’t see it coming. I felt everything getting dark. I remember praying to Allah, ‘Please help me,’ and apparently Allah rolled me over, and he kicked me in the back instead of kicking my guts out. Allah saved my life.” The second jury upheld his conviction. So the “Hurricane” was not always a dealer of love. It was something he managed only after his release from prison, to which he was confined, according to Dylan, “for something he never done.” It was that song from 19 75, a brilliant, 8 -plus minute attack on Carter’s persecutors and police prosecutors, that helped push the case from the ghetto of radical media into the public consciousness. Almost all of the detail was wrong, but it’s still the only detail anyone rememb ers. When Carter’s death was confirmed on Sunday by John Artis, the man tried and convicted as his accomplice in the Paterson shootings, the internet offered encomiums, fulsome Twitter RIPs, and broad condemnations of the criminal justice system (the last one richly deserved). My phone buzzed with pushed updates from the Wall Street Journal , BBC News, and New York Times announcing his passing. Mike Tyson, another boxer who spent time behind bars (exiting humbled and chastened, with an image of genocidal man iac Mao Tse -Tung tattooed on his stomach), tweeted “we a lost a great man today, Rubin “Hurricane” Carter, the boxer who was wrongfully accused and became a symbol for racial injustice. RIP.” I have no doubt that Paterson, N.J., was stuffed to the gills wi th racists in 1966, but I still have suspicions that Hurricane’s versions of events and the ubiquitous media claim that he was “wrongly” convicted isn’t exactly true. To be clear, Denzel Washington’s film version of Carter’s life is so fancif ul that a contemporaneous New York Times account catalogued the “contorted” history, the “major fabrication” of certain events, and the elision of various uncomfortable details surrounding the case. Vaunted lefty journalist Jack Newfield complained that “I knew Rubin Carter, attended his fights, covered his retrial, and I didn’t see much reality on the screen,” while also stressing that the judge who vacated Carter and Artis’s two convictions did “not say they were innocent, only that their rights were tram pled on.” In 2000, another New York Times writer reminded readers that “Mr. Carter was never exonerated; he was released in 1985 when a federal judge ruled there had been procedural errors during the second trial, and prosecutors decided not to try him a t hird time.” This distinction is important — and is one that rightfully liberated Carter from prison — but it created a “wrongful” conviction of procedure, not of evidence. Cal Deal, who covered the trial for the Herald News , a local paper serving Paterson, New Jersey, has amassed a vast online archive detailing the case agai nst Carter, concluding that the two juries got it right. Perhaps this is why Bob Dylan hasn’t performed “Hurricane” live since a 1976 benefit concert for Carter. Princeton professor and Dylanologist Sean Wilentz points out in his terrific 2010 book Bob Dyl an in America , the singer “had a long since abandoned” Carter when he was finally released from prison in 1985, while noting the “simple sincerity” of the protest song, one that “easily (perhaps too easily)” trusted the boxer’s version of events. Unfortuna tely, many skeptical accounts of Carter’s story exist in the gutters and fetid swamps of the internet, promoted by crackpots with far more sinister concerns than Hollywood’s version of the truth. And I suspect most readers understand that historical films routinely and radically transform complicated and nuanced historical narratives into simple parables. And while viewers who believe “Hurricane” should be treated as reliable history are probably beyond help (just have a look at Twitter to see the effect Wa shington’s portrayal had on Carter’s reputation), Hollywood is happy to assist in leading them astray with that slippery phrase based on a true story . By almost all accounts, Carter led an exemplary life upon leaving prison, agitating for the wrongfully co nvicted while carefully curating the story of his past. And while it’s impossible to know if he pulled the trigger on three innocents that night in 1966, it’s important to remember that his case wasn’t an obvious case of injustice. And Carter wasn’t always all love .

Read the article written by Mills and Treagust (2003) titled: Is problem-based or project-based learning the answer to “chalk and talk”? Conduct desk research, also known as secondary research, and co

Read the article written by Mills and Treagust (2003) titled: Is problem-based or project-based learning the answer to “chalk and talk”?

Conduct desk research, also known as secondary research, and compare and contrast the advantages and disadvantages of problem-based learning. Defend problem-based and project-based learning as interactive pedagogy. Provide details and examples of learning resources as well as your personal experience. Be sure to cite sources using APA format.

Your paper must include:

  • An introduction
  • Relevance (sources and information)
  • Understanding of Problem/Project-based learning.
  • Implications for Problem/Project-based learning.
  • Conclusion

Submit a written paper that is 3 pages in length, exclusive of the reference page, double-spaced in Times New Roman font which is no greater than 12 points in size. The paper should cite at least 2 sources independent of the article provided here in the reference section. ensure that your work is real with practical experience.

References

1. Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills. The National Academies Board on Science Education. http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf

  • This paper addresses potential connections between the development of 21st century skills and an instructional model used by the Biological Sciences Curriculum Study (BSCS). That model is referred to as the BSCS 5E instructional model. This paper draws upon a report for the National Institutes of Health, Office of Science Education (Bybee, 2009).

2.  Empowering students: The 5e model explained. (n.d.) Lesley University. https://lesley.edu/article/empowering-students-the-5e-model-explained

  • Lesley University explains what the 5e Model is and how teachers can integrate it into their classroom instruction. In addition to applying the model to classroom practice, the effectiveness of using this model is also explained and explored.

3. Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students’ misconceptions. International Journal of Teaching and Learning in Higher Education, 21(2), 266. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&context=ct2-facpubs

  • This article defines what a discrepant teaching event is and compares and contrasts discrepant science events and discrepant teaching events (Longfield, 2009). Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an “inquiry stance” to teaching as a way to address students’ misconceptions of discipline-specific concepts.

4. Mills, J. E., & Treagust, D. F. (2003). Engineering education—Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 3(2), 2-16. https://www.researchgate.net/profile/Nathan_Scott2/publication/238670687_AUSTRALASIAN_JOURNAL_OF_ENGINEERING_EDUCATION_Co-Editors/links/0deec53a08c7553c37000000.pdf

  • This paper discusses the application of problem-based and project-based learning to engineering education and examines the difference between them. It reviews some examples of where they have been used to date and discusses the effectiveness and relevance of each method for engineering education.

5. Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 2. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1036&context=jpeer

  • This article reports research findings showing that problem-solving process is a key component to integrate STEM disciplines; teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices; technology is the hardest discipline to integrate in these cases; and teachers are aware of the need to add more content knowledge in their STEM integration (Wang et al., 2011).

Optional Videos

1. Heavy Newspaper – SICK science. (2011). Steve Spangier Science. https://www.stevespanglerscience.com/lab/experiments/heavy-newspaper-air-pressure-science-experiment/

  • This discrepant event can be used as a demonstration by the teacher or as a class activity. On the other hand, students can watch the video followed by class discussion.

2. SanBdoCitySchools. (2014, June 17). The 5E model: A strategy for the high school chemistry classroom [Video]. YouTube.(9:09) https://youtu.be/0BL1eXzKFDo

  • This video explains using the 5E Model of teaching to develop a lesson where students figure out how to propel a model car by a chemical reaction.

DPI project/ PICOT: In adult patients in a high observation unit in a long-term acute care hospital in Virginia, will the translation of Hsieh et al. research implementing the ABCDEF bundle compared

DPI project/ PICOT:

In adult patients in a high observation unit in a long-term acute care hospital in Virginia, will the translation of Hsieh et al. research implementing the ABCDEF bundle compared to current practice impact the length of stay over an eight-week period?

A DNP must be able to articulate and implement strategy and to advocate for the ethical and equitable deployment of care delivery models for improvement of individual, aggregate, and population health management.

1. In what ways have you articulated, deployed, or advocated for the ethical and equitable deployment of care delivery models for improvement in your coursework and practice immersion hours? In what ways have you analyzed individual, aggregate, and public health data? In what ways have you advocated for social justice, equity, and ethical policies within all health care arenas? How will you apply what you have learned to your DPI Project? Cite specific evidence from your coursework and practice immersion hours in your response.

A DNP must be able to evaluate practice outcomes and use research, national benchmarks, and other relevant findings from evidence-based practice to design, direct, utilize, and evaluate quality improvement methodologies that lead to improved patient-centered care.

2. In what ways have you evaluated practice outcomes and participated in quality improvement initiatives in your coursework and practice immersion hours? How have you used strategies to design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care? How will you apply what you have learned to your DPI Project? Cite specific evidence from your coursework and practice immersion hours in your response.

Self-Reflection:

3. Based on an evaluation of your learning to date, assess your readiness for undertaking your DPI Project. How has what you have learned in your coursework, practice immersion hours, and application of learning in your practice informed your approach to your DPI Project? What do you need to revise in your 10 Strategic Points document or your Draft Prospectus to successfully implement your project? Reflect on your progress to this point and outline the steps necessary to successfully complete your DPI Project Proposal for the Institutional Review Board (IRB).

DPI project/ PICOT: In adult patients in a high observation unit in a long-term acute care hospital in Virginia, will the translation of Hsieh et al. research implementing the ABCDEF bundle compared
The 10 Strategic Points for the Prospectus and Direct Practice Improvement Project Ten Strategic Points The 10 Strategic Points Title of Project Title of Project Implementing the ABCDEF bundle in a long-term acute care hospital Background Theoretical Foundation Literature Synthesis Practice Change Recommendation Background to Chosen Evidence-Based Intervention: List the primary points for six sections Background of the practice problem/gap at the project site Increase length of hospital stay is concern nationwide in all health care settings. Prolonged hospitalization can increase cost, cause adverse effects clinically, physically and psychologically, decreases patient and family satisfaction. Currently, in this long-term acute care facility in Virginia there lack a protocol to decrease high observation length of stay which in turn can decrease overall hospital length of stay as well as cost. As it stands, patients transferred or directly admitted to the high observation unit lack evidence based-practices that could potentially not only decrease length of stay but improve clinical outcomes. Significance of the practice problem/gap at the project site The average length of stay per CMS guidelines for a long-term acute care facility is approximately 25-30 days. As it stands, this long-term acute care facility is experiencing increase in length of stay beyond projected discharge dates averaging 30-75 days as well as an increase in gap, days that result in reduced reimbursement averaging 25 days. This is in part maybe related to the lack of a formalized process of utilizing an evidence-based protocol that involves nurses, physical therapist, physicians and unlicensed healthcare assistances. Theoretical Foundations (choose one nursing theory and one evidence-based change model to be the foundation for the project): Virginia Henderson Nursing Needs Theory John Kotter’s Change Model Create an annotated bibliography using the “Preparing Annotated Bibliographies (APA 7th)” located in the Student Success Center. https://www.gcumedia.com/lms-resources/student-success-center-content/documents/writing-center/preparing-annotated-bibliographies-apa7-mla8-turabian9.pdf utilizing the five (5) original research articles that support the evidence-based intervention. This will be the foundation of the Literature Synthesis you will have to do in DNP-820A. Annotated bibliography (attached) Practice Change Recommendation: Validation of the Chosen Evidence-Based Intervention In 2013 the Society of Critical Care Medicine initiated the ICU Liberation campaign from the PAD Clinical Practice Guideline. The guideline was updated in 2018, now known as the ICU Liberation-ABCDEF bundle. The ABCDE (Awakening and Breathing Coordination, Delirium Monitoring and Management, and Early Exercise and Mobility) bundle, a validated evidence-based protocol, was initially created to improve outcomes of patients in the intensive care unit (ICU). The bundle consists of spontaneous awakening trials (SATs) to decrease the use of sedation, spontaneous breathing trials (SBTs) to wean patients off mechanical ventilation faster, coordination of awakening and breathing trials to maximize benefits of SATs and SBTs, delirium screening and treatment, and early progressive mobility to decrease ICU–acquired muscle weakness (Collingsworth et al., 2021). The F for a family was added later, further redefining the bundle (Delvin et al., 2018). Individually these interventions have been associated with reductions in incidence and duration of delirium and improved patient outcomes such as shorter duration of mechanical ventilation, shorter ICU and hospital length of stay, improved functional outcomes and improved survival (Collingsworth et al., 2021). During the last decade, researchers have produced strong evidence demonstrating the hazards of delirium and the benefits of particular interventions, such as the individual components of the ABCDE bundle, in preventing and mediating this condition.  In addition, the AHRQ website provides several resources to help healthcare facilities implement the ABCDEF bundle. The website includes an evidence report, clinical practice guidelines, and toolkits for healthcare providers and organizations. The evidence report summarizes the evidence supporting the use of the ABCDEF bundle. The clinical practice guideline provides specific recommendations for implementing the ABCDEF bundle (AHRQ, 2017). The toolkits provide tools and resources that healthcare providers can use to implement the ABCDEF bundle in their facility. The AHRQ website also includes a database of quality improvement programs that healthcare facilities can use to improve the quality of care. The AHRQ website is a valuable resource for healthcare providers looking to improve the quality of care (AHRQ, 2017). Summary of the findings written in this section. Reducing healthcare cost is everyone’s responsibility. Cost-effective, scalable interventions that ameliorate ICU acquired delirium and facilitate ventilator liberation are important for improving delivery of care and outcomes in critically ill patients. Implementation of the ABCDEF bundle is a major mile stone for any institution to undertake. The bundle consists of six elements of interventions proven to reduce length of stay and improve patient outcomes. Studies examining the effectiveness of the ABCDE bundle have shown significant reductions in delirium prevalence, ventilator days, coma days, readmission, and in-hospital mortality, and a significant increase in the number of patients who were mobilized out of bed during their ICU stay, decrease length of stay. Change doesn’t come easy, with implementation of Virginia Henderson’s Nursing Needs theory that identifies According to Virginia, a nurse’s role is to assist the person sick or healthy in performing activities that contribute to healthy recovery that the person would have performed individually if they had the strength to do it. In her theory on individual care, Virginia emphasized assisting individuals with essential activities to maintain health or help the person attain a peaceful death. To ensure successful implementation as well as sustainability this QI project will incorporate John Kotter’s change model as the model to promote change. Kotter came up with 8 step change processes applied to implement change successfully. These strategies can be applied in implementing proposed interventions in nursing. Problem Statement Problem Statement: Describe the variables/groups to project, in one sentence. It is not known if the implementation of ABCDEF bundle would reduce length of stay among adult patients in a long-term acute care hospital in a high observation unit in Virginia over a period of eight-weeks.   PICOT to Evidence-Based Question PICOT Question Converts to Evidence-Based Question: Among adult patients in a high observation unit in a long-term acute care hospital in Virginia, will the translation of Hsieh et al. research implementing the ABCDEF bundle, compared to current practice reduce length of stay over an eight-week period? Evidence-Based Question: Provide the templated statement To what degree will the implementation of ABCDEF bundle reduce length of stay among adult patients in a high observation unit in a long-term acute care facility over eight weeks in Virginia? Sample Setting Location Inclusion and Exclusion Criteria Sample, Setting, Location Identify sample, needed sample size, and location (project phenomena with small numbers and variables/groups with large numbers). Sample and Sample Size: Population all adult patients admitted or transferred to the high observation unit and number based on G*power analysis. Explain potential bias and mitigation of sample size.- Potential bias – non randomization. The quality of the primary studies to be used in this QI project can be a limiting factor if there are uncontrolled studies, which there aren’t, studies with low sample value and small effect size, puts this QI project at high risk of bias. These limitations may decrease the quality of the evidence from the study findings regarding the effectiveness and implementation the bundle. Sample size is a limitation – study conducted in urban long-term acute care facility with the average of 50 pts total, pts in the high observation unit ranges 6 daily which would yield a sample size of 48 throughout this study. Setting: long-term acute care hospital Location: urban / Virginia Inclusion Criteria All patients admitted or transferred to the hospital’s high observation unit with or without mechanical ventilation Exclusion Criteria Patients not admitted to the HOU or designated to require high observation monitoring. Those hemodynamically unstable Patients at require sedation such as seizures (induced comas), or on paralytics Patients on hospice planning on withdrawal of care, comfort measures Also those who do not meet the criteria on the wake and breath protocol ( SBT) The exclusion critiera to be derived from the bundle screening components Define Variables Define Variables: Independent Variable (Intervention): implementation of the ABDCEF bundle Dependent Variable (Measurable patient outcome): Length of stay of those admitted / transferred to the HOU and overall total hospital length of stay- components of the ABCDEF bundle implemented Project Design Project Design: This project will use a quality improvement approach. You must be able to explain and cite the difference between research and quality improvement (one paragraph each). Quality Improvement Research Summarize Upon initiating an evidence-based quality improvement (QI) project one must first know the difference. Quality improvement aims to make a difference to patients by improving safety, effectiveness, in care delivery while improving patient outcomes. It is a chance to improve care. Prior to engaging in a QI project, it is essential to form a strong improvement team, or working group, consisting of various stakeholders who support the development and implementation of the project (Mukerji et al., 2019). Research on the other hand, are comprised of nurse scientists who are viewed as leaders as they conduct and support of nursing research and EBP initiatives. Many organizations now employ nurse scientist to expand nursing research and EBP capacity that contributes to the healthcare system’s mission and vision.  In health care, quality improvement is a systematically widely used framework that improves patient care quality delivered by heath care professionals (AHRQ, 2019). Clinical research aims to deliver answers to relevant questions of interest and ultimately improve the health and well-being of people (Weerasekara et al., 2021). Whereas quality improvement is an activity conducted by clinicians and administrators to rapidly improve clinical care processes orchestrated in such a way to improve and implement knowledge (Grant et al., 2016). Organizations and healthcare professionals both play a leading role in efforts to improve care delivery whether it’s through quality improvement projects or research, both end with the common goal, to improve healthcare delivery. Purpose Statement Purpose Statement: Provide the templated statement. The purpose of this quality improvement project is to determine if the implementation of the ABCDEF bundle would reduce length of stay among adult patients in a long-term acute care hospital in a high observation unit. The project is to be piloted over an eight-week period in an urban Virginia long-term acute care hospital. Data Collection Approach Data Collection Approach: You will need data on your participants demographic information (example: age, gender, educational background, ethnicity…..etc.). What instrument would you use to measure this? (Will you use a pre-made Likert Scale? An Excel Spreadsheet?) This is a quasi-experimental pre and post quality improvement project- retrospectively data will be collected from the electronic health record before implementation of the project Data will be collected 3 months prior to project initiation This data will consist of LOS in the HOU and total hospital LOS – excel spread sheet – Critical Care Pain Observation Tool (CPOT)- pain, and the Richmond Agitation and Sedation Scale (RASS), – sedation, Confusion Assessment Method (CAM-ICU) -delirium you also need data on the measurable patient outcome. What instrument will you use (survey, electronic health records, instrument) to obtain this data and how is it determined to be valid and reliable. – electronic medical records to extract data – data will be stored in a secured electronic charting system under password protection each participant will be assigned a unique combination of numbers and alphabets For the instruments used to measure data provide the reliability and validity (psychometric studies) for each. CPOT- The use of behavioral instruments, for the assessment of acute pain in sedated adult patients unable to self-report is recommended by the Critical Care Medicine Association, the American Society of Perianesthesia Nurses, the ASA, and the American Pain Society, among others. he CPOT is described as the most psychometrically sound behavioral pain instrument for monitoring pain in medical, postoperative cardiac, and trauma intensive care unit adult patients who are unable to self-report (Pereira-Morales et al., 2018) RASS- The RASS has proven reliability and validity across various ICUs and mechanically ventilated patients One such scale, the Richmond Agitation-Sedation Scale, or RASS, was developed utilizing a collaborative and interdisciplinary approach to adequately assess patient sedation and agitation level in a systematic manner. The highest score represents a combative patient, while the lowest score signifies an unarousable patient. The RASS is significant because it is accurate, consistent, and unambiguous by including both cognitive and physical responses (Carraway, 2021). CAM-ICU- According to Chen et al. (2021) The CAM-ICU and the ICDSC were established in 2001 on the basis of Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria. The four-feature CAM-ICU was initially applied for nonverbal patients receiving mechanical ventilation. The CAM-ICU can be applied for verbal and nonverbal patients in the ICU. Four features are assessed in this scale, namely (1) acute change or fluctuating course of mental status, (2) inattention, (3) disorganized thinking, and (4) altered level of consciousness. The CAM-ICU returns a dichotomous value of either delirium or no delirium. he CAM-ICU is an adequately accurate instrument for detecting delirium in patients in medical ICUs and those receiving mechanical ventilation.  Wake up and Breathe- Numerous randomised trials support the use of ventilator weaning protocols that include daily spontaneous breathing trials (SBTs) as their centrepiece; such protocols are standard of care, having reduced the duration of mechanical ventilation in diverse populations of patients with acute respiratory failure. daily interruption of sedatives-can reduce the duration of mechanical ventilation without compromising patient comfort or safety. In 2000, Kress and colleagues9 reported that a protocol of daily SATs reduced duration of mechanical ventilation and length of stay in intensive care JH-HLM scale- Describe the step -by-step process you will use to collect the data, explain where the data will come from, and how you will protect the data and participants. 1. First step is to obtain support from key stakeholders, CEO, CNO, medical director, manager, supervisors, RTs, nurses, CNAs, PT, OT and pharmacists. 2. Next step a retrospective approach by collecting data from the EHR- collect: LOS – date admitted to hospital and date admitted or transferred to HOU- next proceed through the ABCDEF bundle components: A-assessment of pain -What pain medication / type / Route/ frequency using the CPOT and RASS if IV sedation is present B- SBT/ SATs -Number of days on MV- has a SBT been conducted C- choice of sedative prescribed dose / frequency D-if delirium is present using the CAM-ICU scale E- early mobility is PT ordered, what are the barriers to getting out of bed (OOB) if any 3. step 3- provide pre-intervention knowledge assessment of 10 questions. Provide in-services day/night shift staff , conduct a mini in-service daily during team huddles – staff will be personally invited to come learn about the initiative (email is not available to staff) with the goal of capturing all staff members in-services will be held on M-W-F alternate with-T-T-S 11am and 9pm (these are interactive sessions) Teach back method to be utilized Postures to displayed in breakrooms Teaching methods: PowerPoint Presentation, handouts ( to obtain permission from SCCM on pre-generated literature materials) – Other handouts/ questions will be following the Andragogy Model of Knowles which is designed for adult learners using six methods Why they are learning Responsibility of learning is the responsibility of the learner for self-growth/ ownership of one education Growth from learning new material promotes better outcomes Readiness to learn Orientation to learning Motivation for learning Pre-post education quiz- created by author Identify two champions day/ night shift to help spread the word regarding the QI Project Day shift/ night shift nurse/ supervisor RT champion Physician champion HOU nurses will be serve as champions Once education has been completed, designate a launch date. All HOU patients will receive a checklist created by author identifying the bundles interventions listed above- explanatory documentation will be required if not filled out in its entirety. Bundle forms will be collected by author daily/ mentor on the weekends Once the patient has been discharged from HOU the monitoring / forms will stop Discuss potential ethical issues pertaining to your project. Ethical Considerations in Human Research Protection (i.e. confidentiality vs anonymity of the data, informed consent, and potential conflict of interest.) There is no conflict of interest, there is no personal gain or financial gain from implementing this project. All patient information is stored in the EHR, access is only granted to those who directly involved in the patient’s care, Privacy officer monitors unauthorized use of users entering patients’ chart without a need to know, violators are reprimanded per facility privacy violation privacy. Discuss how you will adhere to the principles of the Belmont Report (respect, justice, and beneficence) in the project design, sampling procedures, within the theoretical framework, clinical problem, and clinical questions. Many researchers draw upon principles described in the Belmont Report to inform the ethical conduct of their research (Jefferson et al., 2021). Nurses practice within a unique social world with norms, controls, rules and regulation. As nurses, we embody the art of caring and required to do no harm patients as cited in the Hippocratic oath. Whether providing nursing care doing EBP projects or reach nurses must engage in moral, ethical activities. Nursing research and quality improvements is critical for the development of nursing knowledge, such pursuit requires nurses to be respectful, kind, impartial and fair to all persons regardless of race, creed, religion or nationality. Participants of this QI are selected from the population who are likely to benefit from this QI project. This is a quasi – experimental quantitative design. The theoretical framework for this QI project will be based on Virginia Henderson’s Nursing Needs Theory and John Kotter’s Change Model both holds a holistic approach to nursing care, treating all person with respect and dignity, caring for the patient as a whole. The clinical problem addresses a facility concern with the goal of creating a culture of patient safety, safety in turns improves patient outcomes. Data Analysis Approach Data Analysis Approach: How will you analyze the participants’ descriptive, demographic information? What statistical analysis will be used to prepare the results? SPSS for windows What type of data analysis will be needed to analyze the measurable patient outcomes? What statistical test will be used? (i.e. chi-square, paired t-test, Wilcoxon…) This will be a quasi-experimental pre-post intervention quality improvement project; The results will be analyzed with a t-test. This t-test will be used to exam the difference between pre/post intervention difference of two groups. The t-test will analyze data on LOS of patients admitted to the HOU/ total hospital stay to determine statistically significant. Will you use Intellectus, Laerd Statistics, or a statistician? Intellectus Discuss the potential Bias and Mitigation of the data. This QI project is not exempt from bias. This QI project is non- randomized Randomized controlled trials are considered to have high evidence because of to their decreased predisposition for bias, which is also recognized to randomization (Noyes et al., 2019). Patients included in the QI project maybe of those of the primary investigator/ project lead. In this case- clinical nursing staff is responsible for caring out the ABCDEF bundle interventions, with the supervisor’s oversight. The t-test with a clinical significance of p <0.05 will be used to avoid potential bias. References Agency for Healthcare Research and Quality. [AHRQ]. (2017). Evidence behind Pain, Agitation, and Delirium: Assessments and Sedation Management: Slide Presentation: Overview. https://www.ahrq.gov/hai/tools/mvp/modules/technical/pain-mgmt-slides.html Agency for Healthcare Research and Quality. [AHRQ]. 2019. Approaches to Quality Improvement 2019. https://www.ahrq.gov/professional/prevention-chronic-care/improve/system/phhandbook/mod4. Carraway, J. S. (2021). Nursing implementation of a validated agitation and sedation scale: An evaluation of its outcomes on ventilator days and ICU length of stay. Applied nursing research, 57, 0897-1897. Chen, T. J., Chung, Y. W., Chang, H. R., Chen, P. Y., Wu, C. R., Hsieh, S. H., & Chiu, H. Y. (2021). Diagnostic accuracy of the CAM-ICU and ICDSC in detecting intensive care unit delirium: A bivariate meta-analysis. International Journal of Nursing Studies, 113, 103782. https://doi.org/10.1016/j.ijnurstu.2020.103782 Collinsworth, A. W., Brown, R., Cole, L., Jungeblut, C., Kouznetsova, M., Qiu, T., Richter, K. M., Smith, S., & Masica, A. L. (2021). Implementation and routinization of the ABCDE Bundle: A mixed methods evaluation. dimensions of critical care nursing : DCCN, 40(6), 333–344. https://doi-org.lopes.idm.oclc.org/10.1097/DCC.0000000000000495 Devlin, J. W. Skrobik, Y., Gélinas, C., Needham, D.M., Slooter, A. J. C., Pandharipande, P. P., Watson, P. L., Weinhouse, G.L., Nunnally, M.E., Rochwerg, B., Balas, M. C., van den Boogaard, M., Bosma, K. J., Brummel, N.E., Chanques, G., Denehy, L., Drouot, X., Fraser, G.L., Harris, J. E,. Joffe, A. M, Kho, M. E., Kress, J.P., Lanphere, J.A., McKinley, S. Neufeld, K.J., Pisani, M.A., Payen, J., Pun, B. T.,Puntillo, K.A., Riker, R.R., Robinson, B.R. H., Shehabi, Y., Szumita, P.M., Winkelman, C., Centofanti, J.E., Price, C., Nikayin, S., Misak, C. J., Flood, P. D., Kiedrowski, K., Alhazzani, W. (2018) Clinical practice guidelines for the prevention and management of pain, agitation/sedation, delirium, immobility, and sleep Disruption in adult patients in the ICU. Critical Care Medicine: (46) 9, e825-e873.doi: 10.1097/CCM.0000000000003299 Grant, R. W., Uratsu, C. S., Estacio, K. R., Altschuler, A., Kim, E., Fireman, B., Adams, A. S., Schmittdiel, J. A., & Heisler, M. (2016). Pre-Visit prioritization for complex patients with diabetes: Randomized trial design and implementation within an integrated health care system. Contemporary Clinical Trials, 47, 196–201. https://doi-org.lopes.idm.oclc.org/10.1016/j.cct.2016.01.012 Mukerji, G., Halperin, I., Segal, P., Sutton, L., Wong, R., Caplan, L., Whitham, D., & Gilmour, J. A. (2019). Beginning a diabetes quality improvement project. Canadian Journal of Diabetes, 43(4), 234–240. https://doi-org.lopes.idm.oclc.org/10.1016/j.jcjd.2019.02.003 Noyes, J., Booth, A., Moore, G., Flemming, K., Tunçalp, Ö., & Shakibazadeh, E. (2019). Synthesising quantitative and qualitative evidence to inform guidelines on complex interventions: clarifying the purposes, designs and outlining some methods. BMJ global health, 4(Suppl 1), e000893. https://doi.org/10.1136/bmjgh-2018-000893 Pereira-Morales, S., Arroyo-Novoa, C. M., Wysocki, A., & Sanzero Eller, L. (2018). Acute pain assessment in sedated patients in the post-anesthesia care unit. The Clinical journal of pain, 34(8), 700–706. https://doi.org/10.1097/AJP.0000000000000593 Weerasekara, I., Baye, J., Burke, M., Crowfoot, G., Mason, G., Peak, R., Simpson, D., Walker, F.R., Nilsson, M., Pollack, M., & English, C. (2021). What do stroke survivors’ value about participating in research and what are the most important research problems related to stroke or transient ischemic attack (TIA)? A survey. BMC Medical Research Methodology, 21(1), 1–10. https://doi-org.lopes.idm.oclc.org/10.1186/s12874-021-01390-y © 2020. Grand Canyon University. All Rights Reserved.

Select one current, qualitative or mixed methods scholarly nursing article related to your PICOT question and determine its strengths, limitations, and potential application. PICOT question: In elderl

Select one current, qualitative or mixed methods scholarly nursing article related to your PICOT question and determine its strengths, limitations, and potential application.

PICOT question: In elderly patients with diabetes what is the effect of complementary and alternative therapy in comparison to lifestyle management and pharmacological treatment on blood sugar levels to be completed over three months.

Complete the Johns Hopkins Nursing Evidence Based Practice Appendix E Evidence Appraisal Tool (file attached). Once you’ve completed the tool, use your own words to summarize your appraisal of the article. Include the following:

  • Description of the purpose
  • Explanation of research design
  • Discussion of sample
  • Description of data collection methods
  • Summary of findings
  • Strengths of the study (minimum of 1)
  • Limitations of the study (minimum of 1)
  • Recommendations regarding potential application for future practice that are insightful and appropriate.

Select one current, qualitative or mixed methods scholarly nursing article related to your PICOT question and determine its strengths, limitations, and potential application. PICOT question: In elderl
Johns Hopkins Nursing Evidence-Based Practice Appendix E Research Evidence Appraisal Tool Evidence level and quality rating: Article title: Number: Author(s): Publication date: Journal: Setting: Sample (composition and size): Does this evidence address my EBP question? Yes No-Do not proceed with appraisal of this evidence Is this study: QuaNtitative (collection, analysis, and reporting of numerical data)Measurable data (how many; how much; or how often) used to formulate facts, uncover patterns in research, and generalize results from a larger sample population; provides observed effects of a program, problem, or condition, measured precisely, rather than through researcher interpretation of data. Common methods are surveys, face-to-face structured interviews, observations, and reviews of records or documents. Statistical tests are used in data analysis. Go to Section I: QuaNtitative QuaLitative (collection, analysis, and reporting of narrative data) Rich narrative documents are used for uncovering themes; describes a problem or condition from the point of view of those experiencing it. Common methods are focus groups, individual interviews (unstructured or semi structured), and participation/observations. Sample sizes are small and are determined when data saturation is achieved. Data saturation is reached when the researcher identifies that no new themes emerge and redundancy is occurring. Synthesis is used in data analysis. Often a starting point for studies when little research exists; may use results to design empirical studies. The researcher describes, analyzes, and interprets reports, descriptions, and observations from participants. Go to Section II: QuaLitative Mixed methods (results reported both numerically and narratively) Both quaNtitative and quaLitative methods are used in the study design. Using both approaches, in combination, provides a better understanding of research problems than using either approach alone. Sample sizes vary based on methods used. Data collection involves collecting and analyzing both quaNtitative and quaLitative data in a single study or series of studies. Interpretation is continual and can influence stages in the research process. Go to Section III: Mixed Methods Section I: QuaNtitative Level of Evidence (Study Design) Is this a report of a single research study? A Yes NoGo to B 1. Was there manipulation of an independent variable? Yes No 2. Was there a control group? Yes No 3. Were study participants randomly assigned to the intervention and control groups? Yes No If Yes to questions 1, 2, and 3, this is a randomized controlled trial (RCT) or experimental study. LEVEL I If Yes to questions 1 and 2 and No to question 3 or Yes to question 1 and No to questions 2 and 3, this is quasi-experimental.(Some degree of investigator control, some manipulation of an independent variable, lacks random assignment to groups, and may have a control group). LEVEL II If No to questions 1, 2, and 3, this is nonexperimental.(No manipulation of independent variable; can be descriptive, comparative, or correlational; often uses secondary data). LEVEL III Study Findings That Help Answer the EBP Question Skip to the Appraisal of QuaNtitative Research Studies section Section I: QuaNtitative (continued) Is this a summary of multiple sources of research evidence? YesContinue NoUse Appendix F 1. Does it employ a comprehensive search strategy and rigorous appraisal method? If this study includes research, nonresearch, and experiential evidence, it is an integrative review (see Appendix F). YesContinue NoUse Appendix F 2. For systematic reviews and systematic reviews with meta-analysis(see descriptions below): B Are all studies included RCTs? LEVEL I Are the studies a combination of RCTs and quasi-experimental, or quasi-experimental only? LEVEL II Are the studies a combination of RCTs, quasi-experimental, and nonexperimental, or non- experimental only? LEVEL III A systematic review employs a search strategy and a rigorous appraisal method, but does not generate an effect size. A meta-analysis, or systematic review with meta-analysis, combines and analyzes results from studies to generate a new statistic: the effect size. Study Findings That Help Answer the EBP Question Skip to the Appraisal of Systematic Review (With or Without a Meta-Analysis) section Appraisal of QuaNtitative Research Studies Does the researcher identify what is known and not known about the problem and how the study will address any gaps in knowledge? Yes No Was the purpose of the study clearly presented? Yes No Was the literature review current (most sources within the past five years or a seminal study)? Yes No Was sample size sufficient based on study design and rationale? Yes No If there is a control group: Were the characteristics and/or demographics similar in both the control and intervention groups? Yes No N/A If multiple settings were used, were the settings similar? Yes No N/A Were all groups equally treated except for the intervention group(s)? Yes No N/A Are data collection methods described clearly? Yes No Were the instruments reliable (Cronbach’s [alpha] > 0.70)? Yes No N/A Was instrument validity discussed? Yes No N/A If surveys or questionnaires were used, was the response rate > 25%? Yes No N/A Were the results presented clearly? Yes No If tables were presented, was the narrative consistent with the table content? Yes No N/A Were study limitations identified and addressed? Yes No Were conclusions based on results? Yes No Complete the Quality Rating for QuaNtitative Studies section Appraisal of Systematic Review (With or Without Meta-Analysis) Were the variables of interest clearly identified? Yes No Was the search comprehensive and reproducible? Key search terms stated Yes No Multiple databases searched and identified Yes No Inclusion and exclusion criteria stated Yes No Was there a flow diagram that included the number of studies eliminated at each level of review? Yes No Were details of included studies presented (design, sample, methods, results, outcomes, strengths, and limitations)? Yes No Were methods for appraising the strength of evidence (level and quality) described? Yes No Were conclusions based on results? Yes No Results were interpreted Yes No Conclusions flowed logically from the interpretation and systematic review question Yes No Did the systematic review include a section addressing limitations and how they were addressed? Yes No Complete the Quality Rating for QuaNtitative Studies section (below) Quality Rating for QuaNtitative Studies Circle the appropriate quality rating below: A High quality: Consistent, generalizable results; sufficient sample size for the study design; adequate control; definitive conclusions; consistent recommendations based on comprehensive literature review that includes thorough reference to scientific evidence. B Good quality: Reasonably consistent results; sufficient sample size for the study design; some control, and fairly definitive conclusions; reasonably consistent recommendations based on fairly comprehensive literature review that includes some reference to scientific evidence. C Low quality or major flaws: Little evidence with inconsistent results; insufficient sample size for the study design; conclusions cannot be drawn. Section II: QuaLitative Level of Evidence (Study Design) A Is this a report of a single research study? Yes this isLevel III Nogo to II B Study Findings That Help Answer the EBP Question Complete the Appraisal of Single QuaLitative Research Study section (below) Appraisal of a Single QuaLitative Research Study Was there a clearly identifiable and articulated: Purpose? Yes No Research question? Yes No Justification for method(s) used? Yes No Phenomenon that is the focus of the research? Yes No Were study sample participants representative? Yes No Did they have knowledge of or experience with the research area? Yes No Were participant characteristics described? Yes No Was sampling adequate, as evidenced by achieving saturation of data? Yes No Data analysis: Was a verification process used in every step by checking and confirming with participants the trustworthiness of analysis and interpretation? Yes No Was there a description of how data were analyzed (i.e., method), by computer or manually? Yes No Do findings support the narrative data (quotes)? Yes No Do findings flow from research question to data collected to analysis undertaken? Yes No Are conclusions clearly explained? Yes No Skip to the Quality Rating for QuaLitative Studies section For summaries of multiple quaLitative research studies (meta-synthesis), was a comprehensive search strategy and rigorous appraisal method used? B YesLevel III Nogo to Appendix F Study Findings That Help Answer the EBP Question Complete the Appraisal of Meta-Synthesis Studies section (below) Appraisal of Meta-Synthesis Studies Were the search strategy and criteria for selecting primary studies clearly defined? Yes No Were findings appropriate and convincing? Yes No Was a description of methods used to: Compare findings from each study? Yes No Interpret data? Yes No Did synthesis reflect: Yes No New insights? Yes No Discovery of essential features of phenomena? Yes No A fuller understanding of the phenomena? Yes No Was sufficient data presented to support the interpretations? Yes No Complete the Quality Rating for QuaLititative Studies section (below) Quality Rating for QuaLitative Studies Circle the appropriate quality rating below: No commonly agreed-on principles exist for judging the quality of quaLitative studies. It is a subjective process based on the extent to which study data contributes to synthesis and how much information is known about the researchers’ efforts to meet the appraisal criteria. For meta-synthesis, there is preliminary agreement that quality assessments should be made before synthesis to screen out poor-quality studies1. A/B High/Good quality is used for single studies and meta-syntheses2. The report discusses efforts to enhance or evaluate the quality of the data and the overall inquiry in sufficient detail; and it describes the specific techniques used to enhance the quality of the inquiry. Evidence of some or all of the following is found in the report: Transparency: Describes how information was documented to justify decisions, how data were reviewed by others, and how themes and categories were formulated. Diligence: Reads and rereads data to check interpretations; seeks opportunity to find multiple sources to corroborate evidence. Verification: The process of checking, confirming, and ensuring methodologic coherence. Self-reflection and self-scrutiny: Being continuously aware of how a researcher’s experiences, background, or prejudices might shape and bias analysis and interpretations. Participant-driven inquiry: Participants shape the scope and breadth of questions; analysis and interpretation give voice to those who participated. Insightful interpretation: Data and knowledge are linked in meaningful ways to relevant literature. C Lower-quality studies contribute little to the overall review of findings and have few, if any, of the features listed for High/Good quality. 1 https://www.york.ac.uk/crd/SysRev/!SSL!/WebHelp/6_4_ASSESSMENT_OF_QUALITATIVE_RESEARCH.htm 2 Adapted from Polit & Beck (2017). Section III: Mixed Methods Level of Evidence (Study Design) You will need to appraise both the quaNtitative and quaLitative parts of the study independently, before appraising the study in its entirety. Evaluate the quaNitative part of the study using Section I. Level Quality Insert here the level of evidence and overall quality for this part: Evaluate the quaLitative part of the study using Section II. Level Quality Insert here the level of evidence and overall quality for this part: To determine the level of evidence, circle the appropriate study design: Explanatory sequential designs collect quaNtitative data first, followed by the quaLitative data; and their purpose is to explain quaNtitative results using quaLitative findings. The level is determined based on the level of the quaNtitative part. Exploratory sequential designs collect quaLitative data first, followed by the quaNtitative data; and their purpose is to explain quaLitative findings using the quaNtitative results. The level is determined based on the level of the quaLitative part, and it is always Level III. Convergent parallel designs collect the quaLitative and quaNtitative data concurrently for the purpose of providing a more complete understanding of a phenomenon by merging both datasets. These designs are Level III. Multiphasic designs collect quaLitative and quaNtitative data over more than one phase, with each phase informing the next phase. These designs are Level III. Study Findings That Help Answer the EBP Question Complete the Appraisal of Mixed Methods Studies section (below) Appraisal of Mixed Methods Studies3 Was the mixed-methods research design relevant to address the quaNtitative and quaLitative research questions (or objectives)? Yes No N/A Was the research design relevant to address the quaNtitative and quaLitative aspects of the mixed-methods question (or objective)? Yes No N/A For convergent parallel designs, was the integration of quaNtitative and quaLitative data (or results) relevant to address the research question or objective? Yes No N/A For convergent parallel designs, were the limitations associated with the integration (for example, the divergence of quaLitative and quaNtitative data or results) sufficiently addressed? Yes No N/A Complete the Quality Rating for Mixed-Method Studies section (below) 3 National Collaborating Centre for Methods and Tools. (2015). Appraising Qualitative, Quantitative, and Mixed Methods Studies included in Mixed Studies Reviews: The MMAT. Hamilton, ON: McMaster University. (Updated 20 July, 2015) Retrieved from http://www.nccmt.ca/ resources/search/232 Quality Rating for Mixed-Methods Studies Circle the appropriate quality rating below A High quality: Contains high-quality quaNtitative and quaLitative study components; highly relevant study design; relevant integration of data or results; and careful consideration of the limitations of the chosen approach. B Good quality: Contains good-quality quaNtitative and quaLitative study components; relevant study design; moderately relevant integration of data or results; and some discussion of limitations of integration. C Low quality or major flaws: Contains low quality quaNtitative and quaLitative study components; study design not relevant to research questions or objectives; poorly integrated data or results; and no consideration of limits of integration. 4

During the global recession of 2008 and 2009, there were many accusations of unethical behavior by Wall Street executives, financial managers, and other corporate officers. At that time, an article ap

During the global recession of 2008 and 2009, there were many accusations of unethical behavior by Wall Street executives, financial managers, and other corporate officers. At that time, an article appeared that suggested that part of the reason for such unethical business behavior may have stemmed from the fact that cheating had become more prevalent among business students, according to a February 10, 2009, article in the Chronicle of Higher Education. The article reported that 56% of business students admitted to cheating at some time during their academic career as compared to 47% of nonbusiness students.Cheating has been a concern of the dean of the College of Business (COB) at Bo Diddley Tech (BDT) for several years. Some faculty members believe that cheating is more widespread at BDT than at other universities, whereas other faculty members think that cheating is not a major problem in the College of Business. To begin to address these issues, the dean of COB commissioned a study to assess the current ethical behavior of business students at BDT. As a former college athlete herself, the dean believed that the spirit of fair play students developed as part of participating in athletics would make them less likely to cheat.As part of this study, an anonymous exit survey was administered to a sample of 1,440 students from this year’s graduating class, half of whom were business students and half of whom were not. The survey asked various questions, including the student’s college (business or nonbusiness) and if the student was an athlete or a nonathlete.  Responses of the various questions were fed into a computer algorithm (advance data analytics) that made a quantitative determination as to whether the student should be considered a “cheater” or not. The results are in the attached Excel spreadsheet, “Overview – Benchmark – Ethical Behavior of Business Students at Bo Diddley Tech.”  Utilize the data set in the Excel spreadsheet and select a randomized 100-unit sample from the original 1,440 exit surveys.You will use the DCOVAS framework. Reference readings in The Statistician In You: Simple Everyday Life-Hacks (TSIY).Use attached EXcel Sheet and fill in the numbers

Please understand this is just the outline for the paper, not the actual paper. Submit a one page outline with your proposed term paper title, thesis statement, and an outline of the subtopics you w

Please understand this is just the outline for the paper,  not the actual paper.

Submit a one page outline with your proposed term paper title, thesis statement, and an outline of the subtopics you will cover in your paper. The term paper details are listed below. ALL TOPICS MUST BE APPROVED. A FAILURE TO HAVE THE TOPIC APPROVED WILL RESULT IN A ZERO GRADE FOR THE TERM PAPER OUTLINE AND THE TERM PAPER. You can send a message with the topic for approval.This project provides you with the opportunity to increase and demonstrate your understanding of cyberlaw theory and practice. You will need to choose a law(s) that you are interested in researching. The paper must be 4-6 pages in length detailing the below questions. Before completing the below steps, please make sure that the topic is approved.

(My Cyber law will be on —-

Harassment and Stalking-

— ) 1. Thesis: What law are you researching (You are to choose a specific law. Please do not choose a topic)? What position do you want to take in regard to your chosen law? You will need to decide if you agree or disagree with the current way the law is written. You can choose to like certain aspects of the law and not others.2. Background: What is the existing point you want to challenge or support, and how did the law get to be that way (This is where you would need to find cases, background information, etc.)?3. Inadequacies: What are the deficiencies in the present way of doing things, or what are the weaknesses in the argument you are attacking?4. Adequacies: Discuss the positive aspects of the law?5. Proposed Changes: How will we have a better situation, mode of understanding or clarity with what you are advocating? In short, how can the law be improved (or not diminished)? (This is where you have the chance to change the law with your own ideas of how it should be written).6). Conclusion: Why should and how can your proposal be adopted?A detailed implementation plan is NOT expected, but you should provide enough specifics for practical follow-up. In making recommendations, you are expected to draw on theories, concepts and reading.When writing the term paper you must have a minimum of 3-5 outside sources cited and referenced in the paper.When writing the term paper you must have a minimum of 3-5 outside sources cited and referenced in the paper following APA guidelines.

Please understand this is just the outline for the paper.

CHALLENGES OF RELIABLE INFORMATION FOR INTERNATIONAL DECISION MAKING ***PLEASE READ THE ATTACHMENT FILE*** Word limit: 1500 Nepal is one of the larger emerging and developing market economies EDME,

CHALLENGES OF RELIABLE INFORMATION FOR INTERNATIONAL DECISION MAKING

***PLEASE READ THE ATTACHMENT FILE***

Word limit: 1500

Nepal is one of the larger emerging and developing market economies EDME, which provide some of the biggest growth opportunities for international businesses. However, decision making in such markets is fraught with risk and much of this risk stems from poor quality of information upon which decisions are made. Enhancing the quality of such market information is therefore of paramount importance to the business manager.

Obtaining and collecting market information in EDMEs like Nepal poses significant challenges for companies. This assignment requires you to select three of these generic challenges and discuss them in relation to Nepal. For each you must briefly describe the challenge; consider the risk it poses to effective decision making; and suggest ways that the risk might be reduced or overcome.

Purpose

The assignment will:

·         Get you thinking about a contemporary and growing concern for managerial decision making relating to EDMEs – specifically Nepal.

·         Develop your understanding of decision-making risks and the barriers to reliable market information.

·         Require you to critically evaluate the implications of these barriers and determine ways to overcome them.

·         Help develop skills in desk research (library and Internet search), collating, presenting and interpreting information, as well as the ESSENTIAL SKILL of accurate referencing.

·         Develop your skill in writing concisely and to the point.

Assignment tasks

EDMEs such as Nepal present the international business manager with many potential barriers to obtaining reliable and accurate market information. These include:

·         Availability and reliability of secondary information

·         Availability and reliability of primary research suppliers

·         Selecting appropriate data collection methodologies

·         Research costs variations

AND a host of related marco and environment differences relating to:

·         Political and legislative issues

·         Basic infrastructure

·         Cultuaral differences

·         Social and market structure differences

·         Communications and technology diffuculties

·         Accessibility

In this assignment you are must first choose three potential challenges relating to gathering market information and conducting market research in the Nepal. For each you should describe the challenge; consider the risk it poses to effective decision making; and suggest ways that the manager might overcome the challenge and reduce this risk.

CHALLENGES OF RELIABLE INFORMATION FOR INTERNATIONAL DECISION MAKING ***PLEASE READ THE ATTACHMENT FILE*** Word limit: 1500 Nepal is one of the larger emerging and developing market economies EDME,
CHALLENGES OF RELIABLE INFORMATION FOR INTERNATIONAL DECISION MAKING Word limit: 1500 Nepal is one of the larger emerging and developing market economies EDME, which provide some of the biggest growth opportunities for international businesses. However, decision making in such markets is fraught with risk and much of this risk stems from poor quality of information upon which decisions are made. Enhancing the quality of such market information is therefore of paramount importance to the business manager. Obtaining and collecting market information in EDMEs like Nepal poses significant challenges for companies. This assignment requires you to select three of these generic challenges and discuss them in relation to Nepal. For each you must briefly describe the challenge; consider the risk it poses to effective decision making; and suggest ways that the risk might be reduced or overcome. Purpose The assignment will: Get you thinking about a contemporary and growing concern for managerial decision making relating to EDMEs – specifically Nepal. Develop your understanding of decision-making risks and the barriers to reliable market information. Require you to critically evaluate the implications of these barriers and determine ways to overcome them. Help develop skills in desk research (library and Internet search), collating, presenting and interpreting information, as well as the ESSENTIAL SKILL of accurate referencing. Develop your skill in writing concisely and to the point. Assignment tasks EDMEs such as Nepal present the international business manager with many potential barriers to obtaining reliable and accurate market information. These include: Availability and reliability of secondary information Availability and reliability of primary research suppliers Selecting appropriate data collection methodologies Research costs variations AND a host of related marco and environment differences relating to: Political and legislative issues Basic infrastructure Cultuaral differences Social and market structure differences Communications and technology diffuculties Accessibility In this assignment you are must first choose three potential challenges relating to gathering market information and conducting market research in the Nepal. For each you should describe the challenge; consider the risk it poses to effective decision making; and suggest ways that the manager might overcome the challenge and reduce this risk. How to structure your writing Cover page – Please include a cover page containing the title; student name(s) and ID number (s); date & total word count (excluding title, reference list, any appendices). Introduction – Write about 150 words on the increasing significance of EDMEs / the emerging market specified and the challenges of obtaining reliable emerging market information, as well as introduce your paper. Pitfalls – Write about 400 words on each of three pitfalls or difficulties associated with obtaining reliable information in the emerging market specified. Be sure to spend around half of these words considering how the pitfall might be overcome. Conclusion – Write about 150 words summing up the importance of overcoming the pitfalls of emerging market information and reducing associated decision-making risks. References – Finally insert your references list using a recognized referencing format such as APA or Harvard – (For example, the ‘Harvard quick guide’ provides a useful summary http://www.swinburne.edu.au/lib/researchhelp/harvard_quick_guide.pdf). For this assignment it is anticipated that you will use a minimum of six to ten different references that include relevant journal articles. Word limit – There is a considerable amount to cover, so it is important that you clearly introduce the focus of your assignment and then write clearly and concisely within the specified word limit. At the end of each section please state the number of words you have used and at the start please also indicate the total number of words, which should not exceed 1500 words. NB the reference list does not count toward the word limit. Please write in a professional manner with a clear structure and appropriate headings, properly spell checked, and proof read. (NB. Any demographic / country specific information should appear as appendices so as not to use up your limited word count). Rubric Introduction – relate the significance of countries like the emerging market specified and the importance of reliable market information, outline the report structure 10 Critical analysis and discussion – three barriers to reliable emerging market information – description of each; consideration of the risk posed for effective decision making and how the risk might be minimised. 60 Conclusion – appropriate overview of the topic, summing up the importance of understanding and overcoming the barriers to reliable emerging market information 10 Report structure / presentation – Following the instructions set out in ‘How to structure your writing’; clarity of expression; accuracy of grammar and spelling (please use your spell-checker, set to UK English) 10 Referencing – use of relevant resources; accurate use of author/date referencing conventions. 10 Total 100