Executive order of president.

Hello  can you help me out my question regarding the executive order of president.

pick one execuitve order of the president and write introduction to paper

An overview of the executive order and fully explain it. What it means , what it does, and what impact it has in the united states.

Do you agree Or disagree with the executive order and fully explain your reflections on why or why not?

If you were an advisor to the presidents , what kind of advice would you give to him about how the American people would react to this Executive order. What things should the president consider-pros and cons before signing this into law? Address how the American people will react positively or not? Why?

 

–If you were the Attorney General of the State of Texas, would you challenge this Executive Order in federal court? Why or why not? There are always citizens asking the AG to do so – if you were the AG what would you do and why?

–Conclusion to Paper

APA style,

12 point front ,1 inch margins

Work Cited (3 sources at least)

Executive order can be a source

Group At-Risk Specialization Mind Map

Week 5 – Assignment

Group At-Risk Specialization Mind Map

This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website.
You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us (Links to an external site.)Links to an external site., coggle (Links to an external site.)Links to an external site., Popplet (Links to an external site.)Links to an external site., Mural.ly (Links to an external site.)Links to an external site., or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.
Content Instructions
Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Popplet (Links to an external site.)Links to an external site. is available in the Instructor Guidance for this week.

  • Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.
  • Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources.
  • Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources.
  • Marker: Resources Page Components (1 point): Include a minimum of ten recommended resources for the specialization resources page. A combination of research-based, scholarly literature including but not limited to resources included in the course work and electronic resources from organizations related to your selected group at risk are represented.

Written Communication Instructions

  • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

What is the primary question/issue/hypothesis that the author wanted to address?

Question description
Please use the following case study to produce your Reaction Paper. The papers are to be typed using APA style. The length should be between one and two pages using Times New Roman, 12-point font and double spacing.
The first half should be a concise summary of the research described in the reading. It should answer the following questions:
1. What is the primary question/issue/hypothesis that the author wanted to address?
2. Why is the question interesting or important?
3. What data does the author use (if empirical paper)?
What are the author’s findings or conclusions?
The second half should be a critique of the paper. It may consider one or two of the following questions:
1. Are you convinced by the author’s results/arguments? Why or why not?
2. Did the results obtained justify the interpretation and conclusions?
3. How is this article connected to your life?
4. Do you think the results could be biased in some way? Explain.
5. What are the implications of the findings?
This guide can be used for your Reaction Paper. Please note that this is a guide, every point below may not be applicable to each case study.
Based upon the information provided to you in the case:

  1. Investigate and Analyze the Company’s History and Growth. A company’s past can greatly affect the present and future state of the organization. To begin your case study analysis, investigate the company’s founding, critical incidents, structure, and growth.
  2. Identify Strengths and Weaknesses Within the Company. Using the information you gathered in step one, continue your case study analysis by examining and making a list of the value creation functions of the company. For example, the company may be weak in product development, but strong in marketing.
  3. Gather Information on the External Environment. The third step in a case study analysis involves identifying opportunities and threats within the company’s external environment. Special items to note include competition within the industry, bargaining powers, and the threat of substitute products.
  4. Analyze Your Findings. Using the information in steps two and three, you will need to create an evaluation for this portion of your case study analysis. Compare the strengths and weaknesses within the company to the external threats and opportunities. Determine if the company is in a strong competitive position and decide if it can continue at its current pace successfully.
  5. Identify Corporate Level Strategy. To identify a company’s corporate level strategy for your case study analysis, you will need to identify and evaluate the company’s mission, goals, and corporate strategy. Analyze the company’s line of business and its subsidiaries and acquisitions. You will also want to debate the pros and cons of the company strategy.
  6. Identify Business Level Strategy. Thus far, your case study analysis has identified the company’s corporate level strategy. To perform a complete analysis, you will need to identify the company’s business level strategy. For this part of the case study analysis, you should identify and analyze each company’s competitive strategy, marketing strategy, costs, and general focus.
  7. Analyze Implementations. This portion of the case study analysis requires that you identify and analyze the structure and control systems that the company is using to implement its business strategies. Evaluate organizational change, levels of hierarchy, employee rewards, conflicts, and other issues that are important to the company you are analyzing.

Make Recommendations. The final part of your case study analysis should include your recommendations for the company. Every recommendation you make should be based on and supported by the context of your case study analysis

Use the benefit of hindsight to understand how information technology problems occur –and how they can be prevented

ISM3630
IT Disaster Assignment – Assignment Directions
Overview
Many business problems and disasters are blamed on information technology. A recent Google search
using the keywords “computer disaster” returned a result set containing 146,000,000 entries. Whoa!
Each student will find and document a disaster or significant problem stemming from the use of
information technology, preferably an event that relates to your area of study. (Examples of IT disasters
include but are not limited to: system outages and failures, implementation failures, legal actions
stemming from information technology, security and/or privacy breaches, a deleterious exploitation of
system vulnerabilities, a large number of erroneously processed transactions and/or…)
Learning Objectives
• Use the benefit of hindsight to understand how information technology problems occur –and
how they can be prevented
• Learn to document ‘lessons learned’ in terms of ‘Observation, Impact and Recommendation’
Assignment Directions
1. Using news sources such as newspapers, magazines, television, radio and the Internet, find a
disaster or significant problem related to the use of information technology.
2. The following criteria should evaluate as ‘true’ for selecting an event to document:
a. Were the impacts significant?
b. Is the event either a) related to your area of study, b) something that affected you in
some way –or c) something that affected lots of people in some way?
c. Can information about the incident be obtained from more than one news source?
3. Read the information that’s available to understand the initial situation, the problem, the
impacts and the root cause.
4. Use the accompanying template to document the event, keeping in mind the guidance given in
the syllabus:
a. Clear, concise and comprehensive content should always be the objective in a written
assignment.
b. A low quantity of high quality verbiage is best. A high quantity of fluff is useless.
c. Spelling and punctuation matter.
5. Making use of the template and assuming clear and concise verbiage, a two to three page paper
(more or less) should generally satisfy the breadth/depth expectations of this assignment.
(Geez, a blank template pretty much takes up a page and half by itself!)
6. Classroom time permitting, a few students may be asked to provide a brief overview of the
event to the class, maybe 3-5 minutes in duration.

Organizational System And Quality Leadership

A.  Explain the general purpose of conducting a root cause analysis (RCA).

1.  Explain each of the six steps used to conduct an RCA, as defined by IHI.

2.  Apply the RCA process to the scenario to describe the causative and contributing factors that led to the sentinel event outcome.
B.  Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario outcome.

1.  Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the proposed improvement plan.
C.  Explain the general purpose of the failure mode and effects analysis (FMEA) process.

1.  Describe the steps of the FMEA process as defined by IHI.

2.  Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and detection to the process improvement plan proposed in part B.
Note: You are not expected to carry out the full FMEA.
D.  Explain how you would test the interventions from the process improvement plan from part B to improve care.
E.  Explain how a professional nurse can competently demonstrate leadership in each of the following areas:

•  promoting quality care

•  improving patient outcomes

•  influencing quality improvement activities

1.  Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates leadership qualities.
F.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G.  Demonstrate professional communication in the content and presentation of your submission.

 

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DIFFERENTIATE BETWEEN ETHNOGRAPHY AND PHENOMENOLOGY.

 
See Attachment for material/note as well as: Frost, N. (2011). Qualitative research methods in psychology: Combining core approaches. McGraw-Hill Companies
PSY-850 Lecture 4
Read chapters 3 and 4.
Objectives:

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Differentiate between ethnography and phenomenology.
Contrast data collection and analysis methods employed in ethnography and phenomenology.
Approaches to Qualitative Research: Ethnography and Phenomenology
Introduction
Ethnographic studies are considered a special case of phenomenological study when the phenomenon observed is a specific culture (Geertz, 1973). Their use ranges from the study of remote primitive cultures by participant-observers to urban marketing studies of the nature of demand for products using focus groups.
 
Ethnography
The ethnographic approach studies the social interactions of a group to learn the mechanisms by which individuals develop understanding of their everyday life-world. This is the identification of the ways and means used to create dynamic social equilibrium in their group (Garfinkel, 1967). These ways and means enable group members to have fairly accurate expectations of others’ behavior and a basis for comprehending expected and unexpected behavior. The product of an ethnographic study is an explicit description of these ways and means.
 
With this knowledge, researchers can begin to understand how the group’s members make sense of the world in which they exist. If successful, it may be possible to determine what events (e.g., the immigration of foreigners or the gain of a new local industry) and conditions (e.g., prolonged drought or growth in incomes over a couple of decades) to which the group may adapt well and to what they may have difficulty adapting. Two key variables here are the expectation (from fully expected to unexpected) and the comprehensibility (from fully comprehensible to incomprehensible).
 
Thus, the idea of making sense of everyday life is decomposed into two properties (expectation and comprehensibility) that give a richer description of what ethnographers seek. This is an example of increasing the richness of a description, another goal of ethnographic studies (Geertz, 1973). Another example is a study of fire prevention strategies for the National Science Foundation, where Armstrong and Vaughn (1974) replaced housing stock (number of residential units) in New York City with average persons per unit and total population. The data from two sources instead of one were used, enriching the study by this same method of decomposition.
 
Increasing descriptive variables, where logical, is only one way of enriching a study. There is no simple or formulaic way to achieve richness, but Geertz (1973) provides excellent and detailed guidelines. Review of data, reconsideration of findings, discussions of meaning, or use of the Delphi procedure (Dalkey, 1969) can all be used. Delphis are not just for ethical review, but for study of any complex issue.
 
Denzin and Lincoln (2005) recommend certain actions of the ethnographer:
 

  1. Combine symbolic meanings with patterns of interaction.

 

  1. Observe the world from the point of view of the subject, while maintaining the distinction between everyday and scientific perceptions of reality.

 

  1. Link the group’s symbols and their meanings with their social relationships.

 

  1. Record all behavior.
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  1. Focus on phases of process, change, and stability.

 

  1. Interpret behaviors through the lens of symbolic interactionism.

 

  1. Use concepts that would avoid imprecise, ambiguous, or highly arguable explanations.

 
Regarding item 6 above, Herbert Blumer (1969) set out the three basic premises of the symbolic interaction perspective:
 

  • People base their actions on the meanings they give to the objects of those actions.

 

  • The meanings a person gives to objects originate in that person’s social interactions.

 

  • These meanings are interpreted and modified by the person through their actions on those objects.

 
Richardson (2000) gives criteria for evaluating an ethnographic study, which could be applied to any qualitative study:
 

  1. Substantive contribution to understanding of social life

 

  1. Aesthetic merit

 

  1. Reflexivity

 

  1. Emotional and intellectual impact

 

  1. Credible expression of a reality

 
Roots in Phenomenology
A review issue in the Journal of Consciousness Studies presents papers on the difficulties of understanding consciousness and the communication of direct experience (O’Hara & Scutt, 1995; Varela, 1996). It is that interpersonal communication which the ethnographer seeks to understand and summarize in ethnographic studies.

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A new development in the phenomenology of psychology is the embodied cognition (EC) movement, which posits that the mind is inextricable from the entire body (Borghi & Cimatti, 2010;  Glenberg, Havas, Becker, & Rinck, 2005; Varela, Thompson, & Rosch, 1991). This is a much broader association than the classic mind-body problem because it encompasses the entire body, not just the brain. The insights from the EC movement cue the researcher to pay attention to the entire set of participant actions, not just the words uttered: volume, intonation, accent, body language, affect, frequency of repetitive motions, and socio-physical setting.
 
Data Collection and Coding
The same methods for data collection used by other qualitative approaches are used in ethnographic research. Table 1 presents these methods. Technology now makes surreptitious recording of sound and video inexpensive and rapid. This may be highly unethical, though it can reduce intrusiveness greatly. In any case, the investigator must avoid misleading participants. This makes researcher reflexivity (Young, n.d.) essential to published reports as well as to the design and analysis of studies. For more detailed discussion of technique and considerations, see Beebe and Cummings (1995), Kwan-Gett (1995), and LeCompte and Goetz (1982).
 
Table 1
 
Types of Data Collection

Research type Data collection
Participant and non-participant observation Watching or being part of a social context
Semi-structured interviews Open and closed questions that cover identified topics
Unstructured interviews Open questions that enable a free development of conversation
Collected material Anything from artifacts to letters, books or reports

 
Note. Adapted from “Ethnographic data collection.” By D. Straker, 2012. Retrieved from http://changingminds.org/explanations/research/measurement/ethnographic_data_collection.htm
 
The ordinary language philosophy of John Searle (1975) is important to understanding others’ speech, particularly when more is meant than is said. Expectation and comprehensibility are factors in the communication of unspoken meanings. Spoken at a dinner table during a meal, “Where is the butter?” implies a desire to have the butter as well as to locate it. Sarcasm and irony are examples of meaning beyond the words spoken, as is much humor. Illocution (suggesting, warning, promising, or requesting) is an important dynamic in any language. One cannot understand the function of a statement if not aware of and knowledgeable about illocution in that language.
 
Coding is the process of reducing textual information to variables and values, making the search for patterns and relationships easier (Atkinson & Hammersley, 2007; Gobo, 2008). Variables should be mutually exclusive, each representing something different than all the others. The values of each variable should be exhaustive; each possible level of a variable should be identified, even if a level does not appear in the sample texts. The coding process is often done iteratively; the more one learns, the better one may recognize coherent categories, variables, and values. When there are over a hundred respondents, a factor analysis of the codings may develop categories that are not accessible by unaided review, but are immediately recognizable once identified.
 
When coding, omissions can be as revealing as occurrences. One must consider whether the researcher is likely to clearly interpret a speaker’s intentions, or more likely to guess at unspoken intentions. The speaker or the investigator may also have a personal interest in the value of a particular variable. It is helpful to pay attention to these properties as the coding process unfolds. Here, reflexivity of the investigator becomes doubly important because it can influence interpretations of shades of meaning, among other things (Young, n.d.). Coding may improve if participants are included in the process.
 

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Coding spoken and written language can be assisted by content analysis (Krippendorff & Bock, 2008; Stemler, 2001). Software for content analysis is cited in Hill (2008) and Romppel (2012). Of the software items mentioned in both sources, ATLAS.ti is one of the most widely used. Anyone intending to become an expert in ethnographic research must become competent at content analysis.
 
Basit (2003) considers manual versus electronic coding, while Johnson and Christenson (2007) discuss coding using rich samples of text collected during a real study. The general consensus is that if one has the time and money, electronic content analysis is a powerful and useful assistant in coding ethnographic data. However, it is never a replacement for iterative review of data and manual coding of findings by researchers.
 
Conclusion
Some knowledge of the related fields of ordinary language philosophy, content analysis, ethics and reflexivity, and symbolic interactionism are helpful to ethnographers. For a very large study with hundreds of respondents, the mathematical technique of factor analysis may identify patterns and relationships that cannot be detected by the unaided human mind.
 
References
Armstrong, P., & Vaughn, R. (1974). Fire research needs: Evaluation of intervention strategies. Santa Monica, CA: RAND Corporation.
 
Atkinson, P., & Hammersley, M. (2007). Ethnography: Principles in practice (3rd edition).London, England: Tavistock Publications.
 
Basit, T.N. (2003). Manual or electronic? The role of coding in qualitative data analysis. Educational Research, 45(2), 143-154.
 
Beebe, L.M., & Cummings, C.P. (1995). Natural speech act data versus written questionnaire data: How data collection method affects speech act performance. In Glass, S.M., & Neu, J. (Eds.), Speech acts across cultures. Berlin, Germany: Walter de Gruyter & Co.
 
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
 
Borghi, A. M, & Cimatti, F. (2010). Embodied cognition and beyond: Acting and sensing the body. Neuropsychologia, 48(3), 763-773.
 
Dalkey, N. C. (1969). The Delphi method: An experimental study of group opinion. Santa Monica, CA: RAND.
 
Denzin, N.K., & Lincoln, Y.S. (2005). The Sage handbook of qualitative research. Newbury Park, CA: Sage Publications.
 
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
 
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In The interpretation of cultures: Selected essays (pp. 3-30). New York, NY: Basic Books, Inc.
 
Glenberg, A. M., Havas, D., Becker, R., & Rinck, M. (2005). Grounding language in bodily states: The case for emotion. In R. Zwaan and D. Pecher (Eds.), The grounding of cognition: The role of perception and action in memory, language, and thinking. Cambridge, England: Cambridge University Press.
 
Gobo, G. (2008). Doing ethnography. Newbury Park, CA: Sage Publications.
 
Hill, K.G. (2008). Software for content analysis: Links to external sites. Retrieved from http://courses.washington.edu/socw580/contentsoftware.shtml
 
Johnson, R.B., & Christensen, L. (2007). Educational research: Qualitative, quantitative and mixed approaches (3rd ed.). Newbury Park, CA: Sage Publications.
 
Krippendorff, K., & Bock, M.A. (Eds.). (2008). The content analysis reader. Thousand Oaks, CA: Sage Publications.
 
Kwan-Gett, T. (1995, November). Collecting ethnographic data: The ethnographic interview. Lecture presented at Harborview Medical Center, Seattle WA. Retrieved from http://ethnomed.org/about/contribute/collecting-ethnographic-data-the-ethnographic-interview
 
LeCompte, M.D., & Goetz, J.P. (1982). Ethnographic data collection in evaluation research. Education Evaluation and Policy Analysis, 4(3),387-400.
 
O’Hara K., & Scutt T. (1995). There is no hard problem of consciousness. Journal of Consciousness Studies, 3(3), 290-302.
 
Richardson, L. (2000). Evaluating ethnography. Qualitative Inquiry, 6(2), 253-255.
 
Romppel, M. (2012). Resources related to content analysis and text analysis: Qualitative analysis. Retrieved from http://www.content-analysis.de/software/qualitative-analysis
 
Searle, J. R. (1975). A taxonomy of illocutionary acts. In K. Günderson (Ed.), Language, mind, and knowledge (pp. 344-369). Minneapolis, MN: University of Minnesota Press.
 
Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17).

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Straker, D. (2012). Ethnographic data collection. Retrieved from http://changingminds.org/explanations/research/measurement/ethnographic_data_collection.htm
 
Varela, F.J. (1996). Neurophenomenology: a methodological remedy to the hard problem. Journal of Consciousness Studies, 3(3), 330-350.
 
Varela, F.J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
 
Young, R. (n.d.). What is meant by reflexivity in the context of ethnographic research? Does reflexivity have limits? Undergraduate Journals, Department of Sociology. Colchester, England: University of Essex.

Why it is important for registered nurses to influence the regulatory process?

Describe how the educational level achieved by a nurse or the entry point into professional nursing practice affects the quality and competence of a nurse’s participation in policy making.Why it is important for registered nurses to influence the regulatory process? Does the nurses education have influence on their ability to make an impact?

Nationalism and Political Identities in Asia, Africa, and Latin America

Step 1: Read the sections of the textbook on World War I, “The Age of Anxiety,” and “Nationalism and Political Identities in Asia, Africa, and Latin America,” (Second Edition of Traditions & Encounters/ Bentley, Ziegler & Streets-Salter)These readings provide important background information which you will need in order to complete this assignment.

Step 2: Read each of the documents listed below. All of these documents are available on Moodle.

· Sigmund Freud, Selections from Civilization and its Discontents

· V. I. Lenin, Selections from State and Revolution

· Benito Mussolini, Selections from The Doctrine of Fascism

· Mohandas Gandhi, Selections from Indian Home Rule

· Hassan Al-Bana, “The Tyranny of Materialism over the Lands of Islam”

Write one paragraph for each of the above documents, summarizing the major idea or ideas of the author. Make sure to explain how and why each document questions or rejects aspects of “modernization” and/or “Western Civilization.”

Step 3: Write a 2-3 page imagined conversation between yourself and one of the authors above in which you discuss the good and bad aspects of life in present-day America. Here are some questions to get you started: How would you explain life in the modern world to this person? What do you think the response would be? What things do you think you might agree about? What things do you think you would disagree about?

Clinical inquiry is a demand in all aspects of nursing.

Respond to Erica and Cody. Respond to at least two of your colleagues on two different days and provide further suggestions on how their database search might be improved.

Erica F

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Main Discussion Post

While there may be no bad questions, there is a way to format questions that can give you the best answer. Davies (2011) stated that questions are essential in cultivating a culture of evidence-based practice (EBP). Formatting a question to reduce the time and effort it takes to locate useful information is a skill that takes practice and requires reflection (Davies, 2011). This discussion will describe the PICO(T) question format and how to search databases using the terms within the question effectively.

The spirit of inquiry is what drives EBP. Stillwell, Fineout-Overholt, Melnyk, and Williamson (2010) reported asking clear, formatted questions leads to improved patient outcomes. An example of this is I noticed a lot of clients seen in the clinic said their mental health declining after a car accident. These accidents ranged in severity, but none had any long-lasting physical limitations. From this curious observation, I reflect on my question and then develop a PICO(T) formatted inquiry. Are adults who have been in minor car accidents more prone to developing a mental illness?  Is undiagnosed posttraumatic stress disorder (PTSD) leading to increased diagnoses of depression and anxiety? Is PTSD overlooked in patients without significant injuries? Would treating the underlying PTSD make a difference in patient outcomes? Would a quicker diagnosis of PTSD improve patient outcomes and lead to less compounded mental illnesses such as PTSD with depression and anxiety? Would referring patients to a psychiatric provider following a possibly traumatic event for early intervention improve outcomes? Are patients willing to see a psychiatric provider before their mental health is causing prominent life disturbances?

P: Do adults with PTSD who

I: have received early intervention

C: compared to those who put off treatment until comorbid depression and anxiety surface

O: have more positive outcomes?

T: (I didn’t add a time-frame limitation to generate more results)

The spirit of inquiry is intertwined with the process of using informatics to gain wisdom. When one question is answered, many more are ignited because of the new information. It becomes a circular process and requires evaluation to draw relevant conclusions and continue the state of curiosity seeking knowledge. For example, how can I bring awareness of this issue to providers who would most likely be in contact with a patient who has just suffered a traumatic event? How can I bring awareness to the public about the importance of early intervention and the benefits of following through on psychiatric referrals? The Institute of Medicine would like 90% of all healthcare decisions to be made using EBP (Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2009). Empowering nurses to seek knowledge and critically analyze research to inform decisions is vital for this goal to be reached.

I chose to search the Cumulative Index to Nursing & Allied Health Literature (CINAHL) Plus with Full Text and Joanna Briggs Institute (JBI) databases to explore my inquiry. I brainstormed a list of possible search words and came up with adults, posttraumatic stress disorder, PTSD, early intervention, early treatment, comorbid depression and anxiety, and depression and anxiety. I began my search on CINAHL with PTSD using the Boolean operators AND early intervention AND depression AND/OR anxiety. This gave me 25 results. Then I put in the limitations of full text, peer-reviewed articles, and publications within the last five years. This narrowed the search to 13 results. Walden University Library (n.d.) recommended using systematic reviews and evidence summaries to find the most beneficial research regarding changing practice based on evidence. CINAHL didn’t have the option of evidence summaries, so I chose systematic reviews. This narrowed my search to three. All three were very relevant and applicable to my inquiry. Then I changed my search terms to PTSD OR posttraumatic stress disorder OR post-traumatic stress disorder OR post traumatic stress disorder, AND early intervention OR early detection OR early diagnosis, AND depression OR depressive symptoms OR depressive disorder OR major depressive disorder OR anxiety. This gave me five results, which surprised me because I thought I would get more with that many Boolean operators. If I leave those search terms and take out the parameter of systematic reviews, I can peruse 66 publications.

The second database I wanted to search was JBI. I have never used this database before, or even heard of it, so I was excited to check it out. Using the same search that retrieved 66 articles from CINAHL, I was able to get only six results on JBI. When I narrowed the parameters to publications within the last five years and only searched the keyword PTSD, I got 43 results. No articles on JBI were exactly what I was looking for, but they did have some useful information regarding EBP and PTSD. I like that this database specializes in providing EBP research. If I were to continue my search, I would be sure to utilize a few other nursing databases, such as MEDLINE, PubMed, ScienceDirect, and Cochrane, to get more relevant results for my PICO question.

Formatting nursing questions in a way that will help facilitate efficient search results is a skill that requires practice. One strategy that I use often is looking at the subject lines in the search results I am browsing. I can get ideas of other wording and related concepts that might be useful to add to my keywords and broaden or focus my search results. While I like to use the Boolean operators AND and OR, I don’t usually use the operator NOT unless I am consistently running into a topic in my search results that I don’t want to explore. Using an asterisk at the end of a word, so the search picks up all variations of that word, is another strategy I use often. The example I used in this discussion was nurs*, which would search for nurse, nursing, nurses, etc. Separating the major concepts from the clinical inquiry, searching several databases, and using multiple search techniques is crucial to find the best publications to inform healthcare changes in practice.

Erica

References

Davies, K.S. (2011). Formulating the evidence based practice question: A review of the

frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75-80. doi: 10.18438/B8WS5N

Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidence-

based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58-61. doi: 10.1097/01.NAJ.0000368959 .11129.79

Walden University Library. (n.d.). Evidence-based practice research: Joanna Briggs Institute

search help. Retrieved from https://academicguides.waldenu.edu/library/healthevidence/ jbisearchhelp

Cody Li 

Discussion – Week 4

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Clinical inquiry is a demand in all aspects of nursing. The basis of these inquiries is the driving factor that sets forth the constant improvement and betterment of our profession. At the basis utilizing evidence-based practice (EBP) and proper research helps to perform that. Performing these searches can be challenging and hard to navigate through the research process. The push for EBP in the world of healthcare is now more prevalent then ever. The Institute of Medicine would like 90% of all healthcare decisions to be made using EBP (Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2009). With the introduction of the internet it is readily and easily accessible. (Laureate Education Producer, 2018). Using One way to perform these searching is using the PICOT method.

 

PICOT format (i.e., P: population of interest; I: intervention or issue of interest; C: comparison of interest; O: outcome expected; and T: time for the intervention to achieve the outcome) is the best approach to developing a research question (Melnyk & Fineout-Overholt, 2018). Using this technique when combined with proper searching of clinical information online is key factor to understanding and finding quality research. One must question research to ensure it authentication and it purposeful and make it improve our clinical practice. Questions are essential in cultivating a culture of evidence-based practice (EBP) (Davies, 2011). Formatting a question to reduce the time and effort it takes to locate useful information is a skill that takes practice and requires reflection (Davies, 2011). As mentioned above we will explore the PICOT method utilization.

 

In the world of surgery there are many opportunities to use this method. At one of the jobs I work at is surgical services. One of the procedures we perform at least 3 days a week are total joint replacements (TJR). One inquiry we could focus on is the development of post-operative infections versus those that have not from a TJR. So, our question purposed, what is percentage of those who have developed versus those that did not develop post-operative infection by the third postoperative appointment at week 6? Now the third appointment was chosen as this is the process that our orthopedic surgeons follow.

 

P- Patients undergoing TJR

I-Post-operative infection acquired

C- Those that did not develop an infection

O- Length of recover

T- By the third appointment

 

When searching my first database was ProQuest Nursing & Allied Health Database, initially it yielded 6125 results using post-operative infection rate and TJR. I changed up my limits to full text and peer-reviewed. This was a decent search site, but I probably would not use it again. I then used the CINAHL Plus with Full Text using the same pattern as above. This generated 7 results using full text reviews. When changing to peer-reviewed it showed 10 results. I have used this site many times in the past for research and papers. It is a great resource.

 

If the world of searching for research, it can be difficult to navigate. Learning how to review research effectively and purposefully can change the results you get and give you adequate quality resource and research that can be applied to improve the practice. Once you learn how to separate the content it can shape the outcome of the results and the EBP we use to utilize to move and enhance the industry. As mentioned above EBP is the focus of the world of healthcare and knowing the best and most effective ways to utilize this will make the process of finding the information easier.

 

References

 

Davies, K. S. (2011). Formulating the evidence-based practice question: A review of the

 

frameworks for LIS professionals. Evidence Based Library and Information Practice,

 

6(2), 75–80. https://doi.org/10.18438/B8WS5N. Retrieved from

 

https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 

Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD:

 

Author.

 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare:

 

A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

 

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-

 

based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing,

 

109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58. Retrieved from

 

https://journals.lww.com/ajnonline/fulltext/2009/11000/Evidence_Based_Practice__Step

BUS 599 Week 4 Discussion Latest

BUS 599 Week 4 Discussion Latest

Week 4 Discussion- Marketing Strategy

  1. Identify and briefly describe the biggest competitor for your business. Think about their approach to marketing.
  2. Outline the value your product brings to your customers and how they will benefit (what problem is your product solving).
  3. What would be your marketing strategy to reach your customers?

 

 

 

 

Latest A+ Graded at link below

 

 

 

 

 

Week 4 Discussion- Marketing Strategy

  1. Identify and briefly describe the biggest competitor for your business. Think about their approach to marketing.
  2. Outline the value your product brings to your customers and how they will benefit (what problem is your product solving).
  3. What would be your marketing strategy to reach your customers?

 

Week 4 Discussion- Marketing Strategy

  1. Identify and briefly describe the biggest competitor for your business. Think about their approach to marketing.
  2. Outline the value your product brings to your customers and how they will benefit (what problem is your product solving).
  3. What would be your marketing strategy to reach your customers?

 

 

Week 4 Discussion- Marketing Strategy

  1. Identify and briefly describe the biggest competitor for your business. Think about their approach to marketing.
  2. Outline the value your product brings to your customers and how they will benefit (what problem is your product solving).
  3. What would be your marketing strategy to reach your customers?

 

Week 4 Discussion- Marketing Strategy

  1. Identify and briefly describe the biggest competitor for your business. Think about their approach to marketing.
  2. Outline the value your product brings to your customers and how they will benefit (what problem is your product solving).
  3. What would be your marketing strategy to reach your customers?

 

Week 4 Discussion- Marketing Strategy

  1. Identify and briefly describe the biggest competitor for your business. Think about their approach to marketing.
  2. Outline the value your product brings to your customers and how they will benefit (what problem is your product solving).
  3. What would be your marketing strategy to reach your customers?

 

BUS 599 Week 4 Discussion Latest Week 4 Discussion- Marketing Strategy Identify and briefly describe the biggest competitor for your business. Think about t

 

BUS 599 Week 4 Discussion Latest Week 4 Discussion- Marketing Strategy Identify and briefly describe the biggest competitor for your business. Think about t

 

BUS 599 Week 4 Discussion Latest Week 4 Discussion- Marketing Strategy Identify and briefly describe the biggest competitor for your business. Think about t

 

 

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