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Module Title CPI 2020
Student Name Dylan Atkinson
Student Number b9014243
Mark Awarded 65
(Summary of literature search) Good summary of literature search but lacking in some technical detail
(Search strategy) Limited search strategy with major expected elements omitted
(Results of search) Very low number of souces found making it difficult to appraise the search approach
(Best evidence - selection of sources)Good range of sources
(Best evidence - justification of sources)The explanation of why evidence was selected was superficial and lacked defined
reasoning(Introduction - basic background) Good introdction covering a wide range of content
(Intro - Pathogens and disease outcomes) Very good discussion of the pathogens that cause this disease and the outcomes
for patients
(Intro - Risk factors and epidemiology) Adequate description of the epidemiology of infection and on related risk factors
(Intro - Use of stats) Good use of validated statistics in your introduction
(Intro - Use of figures) No use of figures but this had no impact on the quality of the introduction
(VF - Range of mechanisms) Excellent range of mechanisms included in your figure
(VF - Depth of content) Good detail for multiple mechanisms included in your figure
(VF - Clarity of figure) Good figure but instead of including a figure legend you included an essay style content section which
you were told not to include
(VF - Use of evidence) Good citations but the paragrpah style of your "figure legend" gave you an unfair advantage over your
peers
(HDM - Range of mechanisms) Excellent range of mechanisms included in your figure
(HDM - Depth of content) Good detail for multiple mechanisms included in your figure
(HDM - Clarity of figure) Good figure, a little cluttered in places which make s it slightly difficult to follow
(HDM - Use of evidence) Very good integration of citations and source material
(Treatment - standard therapy) Good description of a variety of standard therapies
(Treatment - resistance, treatment failure, new agents) No content on treatment failure or novel drug discovery included
(Prevention - standard prevention techniques) Good description of a variety of standard prevention techniques both
immunological and non-immunological
(Prevention - novel strategies) Adequate descripton for the need for new prevention techniques, either immunological, non-
immunological or both, but the content was superficial and lacked specific molecular detail
(Structure and presentation of the report) Very good standard of presentation and a well structured report
(Referencing and citation) Very good range of carefully selected sources, good integration within the text

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EDUC 815 Final Exam Grading Rubric Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not present Introduction 10 points Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript. 9 points Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript. 1 to 8 points Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand. 0 points Not present Participants 14 to 15 points Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size. 13 points Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size. 1 to 12 points Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size. 0 points Not present Setting 14 to 15 points Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated. 13 points Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features. 1 to 12 points Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features. 0 points Not present Research Design 14 to 15 points Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature. 13 points Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature. 1 to 12 points Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature. 0 points Not present Instrumentation 24 to 25 points Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients. 22 to 23 points Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .

EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx

EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx

EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx

Introduction to Epidemiology Course Project Detailed Article Critique Reading, interpreting, and judging the value of epidemiologic literature is a skill that you will exercise throughout your academic career in public health and beyond. To help prepare you for your thesis or capstone experience as well as future coursework, your project this term involves writing a detailed critique of an article. (See link in blackboard.) Construct your critique using complete paragraphs. DO NOT present your critique as an outline. Please consult the table on the next page to ensure that your review includes the required major elements for this assignment. We will use this table in our evaluation of your project. Each element is worth a specified number of points. Please understand that full credit will not be awarded for simply mentioning each element. You must justify your assessment. For example, you cannot simply state, “The authors justified the importance of their study.” You need to point out how the authors did or did not meet each criterion. Your critique should not be longer than 4-6 pages double-spaced with one-inch margins. There is no minimum page requirement. For additional assistance, please refer to the article by Young et al. (2009) that is also posted in Blackboard along with the article that you are to review. See next page for more details. ( ( ( ( ( ( Name___________________________ Element Possible Points Grade Objectives: · What is/are the research question(s) addressed by this study? · Did the authors justify the need for their study? What was it? 5 5 Study Design: · Describe the study design and methods used for the study. · Critique the overall design by addressing the following: · Did the authors correctly identify their study design (e.g., the authors stated that their study was a cohort study when it really was a cross-sectional study)? · Did the authors present clear definitions of their exposure/health outcomes? · Did the authors adequately describe their sampling (e.g., convenience, consecutive, or random; response rate; study population) and data collection methods (e.g., questionnaire, records, biomarkers, surveys, etc.)? 15 10 Analysis: · Describe the data analysis plan overall. · Critique the analysis plan by addressing the following: · Is the analysis appropriate for the study design (considering you level of statistical knowledge)? Was potential confounding addressed in the analysis stage? If so, how? · Are the tables and graphs well organized and labeled? Do the tables and graphs provide enough data for reader to draw their own conclusions (e.g. do they stand alone?)? · Are the findings within the tables/figures consistent? Is each table/figure consistent with the text and other tables/figures? · Can the findings be attributed simply to chance? 5 10 Validity and Conclusions: · Internal validity- Consider the potential for selection bias, information bias, and .

Introduction to Epidemiology Course Project Detailed Article Cri.docx

Introduction to Epidemiology Course Project Detailed Article Cri.docx

Introduction to Epidemiology Course Project Detailed Article Cri.docx

CJ 550 Module Three Activity Guidelines and Rubric Overview: Understanding how data is collected is an important aspect of ensuring a research project’s or experiment’s overall validity. Research ethics is an integral part of any valid research finding. This research will potentially have a major impact on your decision as a leader within the criminal justice organization where you are employed. Therefore, it is vital to ensure proper findings by ethical data collection to minimize liability in your decisions. Prompt: Read the following real-world case study: The Kansas City Preventive Patrol Experiment. Then, read the following information on predictive policing: Evaluation of the Shreveport Predictive Policing Experiment. Think about the research and data collection methods used in both studies. Compare and contrast both methods. Identify ways in which the findings of the research experiments could be vulnerable to liability. Suggest alternative methods to minimize liability in the research findings. If no vulnerabilities can be identified, explain how the methods used in the research experiment preserved ethical and accurate findings. Specifically, the following critical elements must be addressed:  Compares and contrasts the data collection methods of two case studies  Identifies the vulnerabilities of the research findings and/or explains if methods used preserved ethical and accurate findings  Suggests alternative methods to limit liabilities Guidelines for Submission: Your paper must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value Data Meets “Proficient” criteria and provides an exceptionally detailed comparison and contrast for the data collection of the two case studies Compares and contrasts the data collection methods of two case studies Compares and contrasts the data collection methods of two case studies but comparison lacks details Does not compare or contrast the data collection methods of two case studies 30 Vulnerabilities Meets “Proficient” criteria and provides exceptional detail in identifying the vulnerabilities of the research findings and/or explaining if methods used preserved ethical and accurate findings Identifies the vulnerabilities of the research findings and/or explains if methods used preserved ethical and accurate findings Identifies the vulnerabilities of the research findings and/or explains if methods used preserved ethical and accurate findings but explanation lacks details Does not identify the vulnerabilities nor explain if methods used preserved ethical and accurate findings of the research findings 30 Methods Meets “Proficient” criteria and provides exceptional details for suggesting alte ...

CJ 550 Module Thre

CJ 550 Module Thre

CJ 550 Module Thre

A systematic review (SR) is a rigorous and organized method to synthesize the evidence from multiple studies on a particular research question or topic. The purpose of a systematic review is to identify, appraise, and summarize all available evidence relevant to a specific research question in a transparent and replicable manner. It aims to provide a comprehensive overview of academic literature concerning a particular research question of topic. This presentation explores the steps nee

Developing a Systematic Review Protocol

Developing a Systematic Review Protocol

Developing a Systematic Review Protocol

Your final project for this course will be a patient record analysis. You will apply the knowledge of anatomy, physiology, and pharmacology that you have developed during this course in a thorough review of existing patient information. Specifically, you will review a patient’s history and a discharge chart from a recent physician visit, explaining the reasons behind diagnosis or (diagnoses) based on documented symptoms. You will also cite any inconsistencies or concerns and discuss potential and current treatments, all in preparation for your future coding practices. It may seem unnecessary to learn so much about pathophysiology and pharmacology for a career in health information management, but such knowledge is essential in ensuring the accuracy of patient records, coding, and billing. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final product will be submitted in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes: · Analyze the pathophysiology of commonly diagnosed health conditions for anticipating the pharmacological needs of patients · Differentiate between common health conditions that present similar symptoms using evidence - based resources for ensuring accurate patient health records · Analyze standard pharmacological groupings and their specific drugs for their uses in treating patient symptoms and diseases · Integrate foundational concepts of anatomy, physiology, and medical terminology into the analysis of symptoms, diagnosis, and treatment options for informing accurate coding practices Prompt Your patient analysis should answer the following prompt Using the provided Final Project Patient File (attached), critically analyze the patient’s medical and family history and dissect the discharge chart from the patient’s recent visit. There are several inaccuracies and inconsistencies in this patient file; the pages of the file that contain issues are marked in the upper right - hand corner with red bookmarks. You must identify a total of three true issues with the patient file, explain what makes each identified issue a true issue, and discuss how you would approach addressing each issue in a real professional setting. Specifically, the following critical elements must be addressed: I. Patient History Analysis a) Summarize the patient history , explaining key patient demographics and family history that could be risk factors for common diseases. b) Identify the past diagnosis (or diagnoses, if more than one exists in the file) and explain how the diagnosis was made. Specifically, what tests were done? c) Discuss the symptoms the patient showed according to the file. Why and how did these symptoms lead the doctors to order certain tests? d) What alternate diagnosis (or diagnose.

Your final project for this course will be a patient record analysis.docx

Your final project for this course will be a patient record analysis.docx

Your final project for this course will be a patient record analysis.docx

Your final project for this course will be a patient record analysis. You will apply the knowledge of anatomy, physiology, and pharmacology that you have developed during this course in a thorough review of existing patient information. Specifically, you will review a patient’s history and a discharge chart from a recent physician visit, explaining the reasons behind diagnosis or (diagnoses) based on documented symptoms. You will also cite any inconsistencies or concerns and discuss potential and current treatments, all in preparation for your future coding practices. It may seem unnecessary to learn so much about pathophysiology and pharmacology for a career in health information management, but such knowledge is essential in ensuring the accuracy of patient records, coding, and billing. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final product will be submitted in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes: · Analyze the pathophysiology of commonly diagnosed health conditions for anticipating the pharmacological needs of patients · Differentiate between common health conditions that present similar symptoms using evidence - based resources for ensuring accurate patient health records · Analyze standard pharmacological groupings and their specific drugs for their uses in treating patient symptoms and diseases · Integrate foundational concepts of anatomy, physiology, and medical terminology into the analysis of symptoms, diagnosis, and treatment options for informing accurate coding practices Prompt Your patient analysis should answer the following prompt Using the provided Final Project Patient File (attached), critically analyze the patient’s medical and family history and dissect the discharge chart from the patient’s recent visit. There are several inaccuracies and inconsistencies in this patient file; the pages of the file that contain issues are marked in the upper right - hand corner with red bookmarks. You must identify a total of three true issues with the patient file, explain what makes each identified issue a true issue, and discuss how you would approach addressing each issue in a real professional setting. Specifically, the following critical elements must be addressed: I. Patient History Analysis a) Summarize the patient history , explaining key patient demographics and family history that could be risk factors for common diseases. b) Identify the past diagnosis (or diagnoses, if more than one exists in the file) and explain how the diagnosis was made. Specifically, what tests were done? c) Discuss the symptoms the patient showed according to the file. Why and how did these symptoms lead the doctors to order certain tests? d) What alternate diagnosis (or diagnose.

Your final project for this course will be a patient record analysis.docx

Your final project for this course will be a patient record analysis.docx

Your final project for this course will be a patient record analysis.docx

How to Write Research Proposal

How to Write Research Proposal

How to Write Research Proposal

Dr. Faisal Al Haddad

Evidenced-Based Practice- Evaluating a Quantitative Research Study Description: The baccalaureate graduate nurse will demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. Course Competencies: 1) Examine the relationships among theory, practice, and research. 2) Interpret research findings using the elements of the research process. 3) Differentiate between ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate reliable evidence from multiple ways of knowing, to inform practice and make clinical judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery of care to culturally and ethnically diverse populations. 6) Collaborate with health team members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes in complex health care environments. QSEN Competency: 3) Evidence-Based Practice BSN Essential III Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Evaluates research design of study using all of the components of the evaluation checklists in Houser 2018, p. 345 Evaluates research design of study using all of the components of the evaluation checklists in Houser 2018, p. 345 Evaluates research design of study using (75%) components of the evaluation checklists in Houser (2018). Evaluates research design of study using some (50% or less) components of the evaluation checklists in Houser (2018). Does not address section Evaluates methods/procedu re, and results of the study using all of the components of the evaluation checklist in Houser 2018, p.377 Evaluates methods/procedu re, and results of the study using all of the components of the evaluation checklist in Houser 2018, p.377 Evaluates methods/procedu res and results of the study using (75%) components of the evaluation checklists in Houser (2018). Evaluates methods/procedu res and results of the study using some (50% or less) components of the evaluation checklists in Houser (2018). Does not address section Discusses the importance of research, how the study contributes to EBP and applicability of the specific study to clinical practice Discusses the importance of research, how the study contributes to EBP and applicability of the specific study to clinical practice Discusses the importance of research and how the study may contribute to EBP in general but not how the specific study contributes to current clinical practice. Provides simple definitions of research and evidence but does not delve into the relationship among research, evidence-based practice and Does not address section impr ...

Evidenced-Based Practice- Evaluating a Quantitative Research S.docx

Evidenced-Based Practice- Evaluating a Quantitative Research S.docx

Evidenced-Based Practice- Evaluating a Quantitative Research S.docx

Evidenced-Based Practice- Evaluating a Quantitative Research Study Description: The baccalaureate graduate nurse will demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. Course Competencies: 1) Examine the relationships among theory, practice, and research. 2) Interpret research findings using the elements of the research process. 3) Differentiate between ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate reliable evidence from multiple ways of knowing, to inform practice and make clinical judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery of care to culturally and ethnically diverse populations. 6) Collaborate with health team members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes in complex health care environments. QSEN Competency: 3) Evidence-Based Practice BSN Essential III Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Evaluates research design of study using all of the components of the evaluation checklists in Houser 2018, p. 345 Evaluates research design of study using all of the components of the evaluation checklists in Houser 2018, p. 345 Evaluates research design of study using (75%) components of the evaluation checklists in Houser (2018). Evaluates research design of study using some (50% or less) components of the evaluation checklists in Houser (2018). Does not address section Evaluates methods/procedu re, and results of the study using all of the components of the evaluation checklist in Houser 2018, p.377 Evaluates methods/procedu re, and results of the study using all of the components of the evaluation checklist in Houser 2018, p.377 Evaluates methods/procedu res and results of the study using (75%) components of the evaluation checklists in Houser (2018). Evaluates methods/procedu res and results of the study using some (50% or less) components of the evaluation checklists in Houser (2018). Does not address section Discusses the importance of research, how the study contributes to EBP and applicability of the specific study to clinical practice Discusses the importance of research, how the study contributes to EBP and applicability of the specific study to clinical practice Discusses the importance of research and how the study may contribute to EBP in general but not how the specific study contributes to current clinical practice. Provides simple definitions of research and evidence but does not delve into the relationship among research, evidence-based practice and Does not address section impr.

Evidenced-Based Practice- Evaluating a Quantitative Research S.docx

Evidenced-Based Practice- Evaluating a Quantitative Research S.docx

Evidenced-Based Practice- Evaluating a Quantitative Research S.docx

BUS 225 Project Four TemplatePress Release (Replace the bracketed text with your responses. Remove this note before submitting to your instructor.) [INSERT ATTENTION GRABBING HEADLINE IN ALL CAPS.] [Insert strong lead sentence.] [Address the key points appropriate for external audiences.] [Summarize the diversification decision.] [Explain why the decision was made.] [Explain where in the marketplace the new products are launching.] [Identify who benefits from this product in both the company and the community.] [Insert closing paragraph incorporating the who, what, when, where, and why.] [your name] Sales Department Manager Rubric Detail Select Grid View or List View to change the rubric's layout. Content Name: NURS_6501_Module5_Case Study_Assignment_Rubric Grid ViewList View Excellent Good Fair Poor Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain both the neurological and musculoskeletal pathophysiologic processes of why the patient presents these symptoms. Points: Points Range: 28 (28%) - 30 (30%) The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation. Feedback: Points: Points Range: 25 (25%) - 27 (27%) The response describes the patient symptoms. The response includes accurate, explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation. Feedback: Points: Points Range: 23 (23%) - 24 (24%) The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by explanations that are vague or based on inappropriate evidence/research. Feedback: Points: Points Range: 0 (0%) - 22 (22%) The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms, or the explanations are ...

BUS 225 Project Four TemplatePress Release(Replace the bracket

BUS 225 Project Four TemplatePress Release(Replace the bracket

BUS 225 Project Four TemplatePress Release(Replace the bracket

Health Status of African Americans.docx

Health Status of African Americans.docx

Health Status of African Americans.docx

There are two broad approaches to financing health care: a market-based approach and a government-financed approach. For each approach, answer the following questions: Who is provided access? How much coverage is provided? How are the services paid for? How does reimbursement apply? Are there limitations on care? What guides care decisions for patients? What is the quality of services? Are there competitive options? How much are prevention and wellness emphasized? How are health care costs managed and controlled? How are medical advances generated? How is health care reform established? In addition, offer any further advantages and/or disadvantages you have gleaned from your research. The information above can be presented in one of the following formats as long as there are full sentences and examples: Short-answer format Outline Table Next, in a short narrative (one for each approach), explain what component you feel requires the most reform in order to finance a health care system that covers all, or most, people. Justify your rationale. APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Health Care Financing 1 Unsatisfactory 0.00% 2 Less Than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00% 80.0 % Content 25.0 % Health Care Financing: Market-Based Includes little knowledge about each component. Subject knowledge is not evident. Analysis of the criteria is not outlined or outlined poorly. Does not distinguish between advantages and disadvantages. Includes little knowledge about some components with few supporting details and examples. Little subject knowledge is evident. Ignores or superficially evaluates the criteria. Draws unwarranted or fallacious conclusions. Recognizes advantages and disadvantages without providing rationale. Includes knowledge about each component with supporting details and examples. Some subject knowledge is evident. Surface-level evaluation of the content is offered. Describes basic advantages and disadvantages. Includes essential knowledge about each component with supporting details and examples. Subject knowledge appears to be good. Analysis is direct, competent, and appropriate for the criteria. Covers each component in depth with extensive details and examples. Subject knowledge is excellent. Thoughtfully analyzes and evaluates major points of the criteria. Draws warranted, judicious, nonfallacious conclusions. Identifies the salient arguments (reasons and claims) and advantages and disadvantages, providing explicit examples and details. 25.0 % Health Care Financing: Government-Financed Includes little knowledge about each component. Subject knowledge is not evident. Analysis of the criteri.

There are two broad approaches to financing health care a market-ba.docx

There are two broad approaches to financing health care a market-ba.docx

There are two broad approaches to financing health care a market-ba.docx

Sebastian Gonzalez Project .doc

Sebastian Gonzalez Project .doc

Sebastian Gonzalez Project .doc

SEBASTIANGONZALEZ624512

Ana Marusic - MedicReS World Congress 2011

Ana Marusic - MedicReS World Congress 2011

Ana Marusic - MedicReS World Congress 2011

Top of Form reviewing the Literature and Theory 1 Unsatisfactory 0.00% 2 Less than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00% 70.0 %Content 20.0 %Literature Review and Supporting Argument References are not categorized in an appropriately logical manner. Little or no information is given regarding the value of the references in validating the problem, purpose, and proposed solution of the project. Presentation does an incomplete job of categorizing project references. Review does a superficial or incomplete job of describing the value of references in validating the problem, purpose, and proposed solution of the project. Presentation categorizes information from project references appropriately and incorporates the supporting evidence into an argument that validates the problem, purpose, and proposed solution of the project. Presentation clearly categorizes and incorporates applicable information from project references and applies the basic research well towards validating the problem, purpose, and proposed solution of the project. Collection of references covers most aspects of the project in adequate depth. Presentation utilizes the categorized information from the references in a clear and comprehensive manner to clearly validate and support the problem, purpose, and proposed solution of the project; Collection of references is comprehensive and supports all aspects of the project. 20.0 %Critical Analysis of Supporting Data Argument is more of a literature review than a supporting, critical analysis of the reference contributions to the project. Argument does not utilize reference information adequately to provide support for why the problem, purpose, and proposed solution of the project are valid. Argument is somewhat vague or incomplete. Argument uses relevant findings from supporting references to present a basic position as to why the problem, purpose, and proposed solution of the project are valid. Minimal acceptable details are provided and are mostly applicable to the subject. Argument uses reference material in an appropriate manner to convince the reader that the problem, purpose, and possible solution are clearly valid. Subject knowledge appears to be good. Argument is convincing and clearly articulated with adequate supporting references to validate the problem, purpose, and solution of the project. Argument demonstrates thorough subject knowledge and understanding. 20.0 %Incorporation of a Valid Theory to Support the Project A valid theory to be incorporated in support of the project is not identified or explained, or a theory is improperly stated. Subject knowledge is not demonstrated or is poorly demonstrated. Identification and explanation of a valid theory to incorporate in support of the project is somewhat vague or incomplete. A valid theory is identified and a basic explanation is provided of how the theory is incorporated in support of the project. Minimal acceptable details are pr ...

Top of Formreviewing the Literature and Theory 1Unsatisfac.docx

Top of Formreviewing the Literature and Theory 1Unsatisfac.docx

Top of Formreviewing the Literature and Theory 1Unsatisfac.docx

Required Readings American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. · Standard 2 “Diagnosis” (pages 46-47) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. · Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91. How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center. Select one of the following articles on psychodynamic therapy to evaluate in your Assignment: Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503 Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332 LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982 Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507 Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375 Note: You will access all of these articles from the Walden Library databases. Required Media Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author. Provided courtesy of the Laureate International Network of Universities. Note: The approximate length of this media piece is 2 minutes. Rubric Detail Select Grid View or List View to change the rubric's layout. Content Name: NURS_6640_Week3_Assignment1_Rubric · Grid View · List View Excellent Good Fair Poor Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking. Points Range: 27 (27%) - 30 (30%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. Points Ra ...

Required ReadingsAmerican Nurses Association. (2014). Psychiat.docx

Required ReadingsAmerican Nurses Association. (2014). Psychiat.docx

Required ReadingsAmerican Nurses Association. (2014). Psychiat.docx

Presentation On Sections

Presentation On Sections

Presentation On Sections

Presentation On Sections

Presentation On Sections

Presentation On Sections

1 HOW TO LAY OUT A RESEARCH PROPOSAL Title Page: Title Name of student and student number Name of Supervisor Course University Date of submission Table of Contents List of appendices Acknowledgements Abstract (100 - 150 words) The abstract must communicate the essential parts of the research proposal and should follow the same order as the proposal. It must convince the reader that the study is interesting and important Chapter 1: Literature review (2100 words) This section should include an Introduction and short justification for the proposed research study. The literature review must show evidence of wide reading and analysis, synthesis and evaluation of research findings Chapter 2: Methodology (3300 words) Design Design refers to how your research study will be conducted and the reasons for your choice of study methodology. You must label the methodology that you will employ e.g. quantitative – correlational or qualitative – phenomenological. This methodology must be justified from the research literature. Enough detail must be presented so that the reader can determine the adequacy of the methods. However, it is important to remember that your proposal is not a theory paper on research methods. Your proposed study must be central to the discussion with the research literature offering support to your proposed choice. Population / Sample You will need to provide details of your choice of sampling technique and sample size, as well as details about the participants (i.e. age, gender, religion, medical conditions, employed, etc). Inclusion and exclusion criteria must be stated along with the rationale for these decisions. Methods of data collection Any materials used in the study should be described in sufficient detail. This must also indicate how the data will be collected and where possible offer samples of the data tools as an appendix (i.e. questionnaires, interview schedules, and participant consent letters). Information on how, where and when the data is to be collected must be given. Robustness of data collection methods 2 You will need to identify the issues regarding the reliability and validity of any measurement tools to be employed. Similarly, for those undertaking a qualitative study identify the robustness of the study (consistency, truthfulness and transferability). Data analysis Discuss the methods of analysis. If quantitative data is to be collected and analysed you must indicate the specific statistical tests to be utilised and the statistical package that will be used (i.e. SPSS Version 11). If qualitative, you must provide clear guidelines as to how the data will be analysed, identifying the model of analysis that you will utilise (This section must also address the issue of data management, data protection, etc. Pilot study Explain the purpose of a pilot study and give details of your proposed .

1 HOW TO LAY OUT A RESEARCH PROPOSAL Title Page .docx

1 HOW TO LAY OUT A RESEARCH PROPOSAL Title Page .docx

1 HOW TO LAY OUT A RESEARCH PROPOSAL Title Page .docx

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BBS211 – Pathogens and Parasites Student Name and ID: Date: AT2 (30%) Case-Studies Essay & Presentation (1500 ± 10% words) Criteria Good (70-100%) Satisfactory (69-50%) Unsatisfactory (<50%) Content and Structure (60%) - Accurate application of terminology, concepts and principles from BBS211 - Proper introduction of the issue chosen focusing on a microbial pathogen important to Biosecurity - Comprehensive evaluation and comparison of major points of contrast critical to the chosen issue - Explicit description of the purpose of the essay: misconceptions, recommendations, solutions - Appropriate structure to present a logical feed - Application of some terminology, concepts and principles from BBS211 - Partial introduction of the issue chosen focusing on a microbial pathogen important to Biosecurity - Broad evaluation and comparison of major points of contrast critical to the chosen issue - Mention of the purpose of the essay: misconceptions, recommendations, solutions - Appropriate structure to present a logical feed - Poor application of terminology, concepts and principles from BBS211 - Poor introduction of the issue chosen focusing on a microbial pathogen important to Biosecurity - Brief evaluation and comparison of major points of contrast critical to the chosen issue - No mention or unclear description of the purpose of the essay: misconceptions, recommendations, solutions - Incorrect structure to present a logical feed Writing (5%) - Writing is crisp, clear and succinct - No spelling and grammar mistakes - Writing is clear in general and concise with few repetitions of words and ideas - Few spelling and grammar mistakes - Misspelled words, incorrect grammar throughout the report - Improper punctuation makes reading difficult Resources (5%) - Use of relevant resources to strongly support arguments - Read widely beyond the unit selected reading materials - Use of some good resources to support arguments - Read beyond the unit selected reading materials - Use of poor resources to support arguments, or no use of appropriate resources - Did not read beyond the unit selected reading materials References (10%) - Accurately use of referencing conventions - In-text citations - Thorough reference list - Mostly accurately use of referencing conventions - Some In-text citations - References are listed - Lacks accurately use of referencing conventions - Lacks in-text citations - Some references listed Presentation (20%) - Own words used throughout the presentation - Clear, easy to hear and understand - Appropriate expression for oral presentation - Eye contact consistent - Refrain from use of notes - All References presented in the last slide - Own words used throughout some of the presentation - Mostly clear and audible to understand - Expression for oral prese.

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Presentation On Sections

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1. Module Title CPI 2020 Student Name Dylan Atkinson Student Number b9014243 Mark Awarded 65 (Summary of literature search) Good summary of literature search but lacking in some technical detail (Search strategy) Limited search strategy with major expected elements omitted (Results of search) Very low number of souces found making it difficult to appraise the search approach (Best evidence - selection of sources)Good range of sources (Best evidence - justification of sources)The explanation of why evidence was selected was superficial and lacked defined reasoning(Introduction - basic background) Good introdction covering a wide range of content (Intro - Pathogens and disease outcomes) Very good discussion of the pathogens that cause this disease and the outcomes for patients (Intro - Risk factors and epidemiology) Adequate description of the epidemiology of infection and on related risk factors (Intro - Use of stats) Good use of validated statistics in your introduction (Intro - Use of figures) No use of figures but this had no impact on the quality of the introduction (VF - Range of mechanisms) Excellent range of mechanisms included in your figure (VF - Depth of content) Good detail for multiple mechanisms included in your figure (VF - Clarity of figure) Good figure but instead of including a figure legend you included an essay style content section which you were told not to include (VF - Use of evidence) Good citations but the paragrpah style of your "figure legend" gave you an unfair advantage over your peers (HDM - Range of mechanisms) Excellent range of mechanisms included in your figure (HDM - Depth of content) Good detail for multiple mechanisms included in your figure (HDM - Clarity of figure) Good figure, a little cluttered in places which make s it slightly difficult to follow (HDM - Use of evidence) Very good integration of citations and source material (Treatment - standard therapy) Good description of a variety of standard therapies (Treatment - resistance, treatment failure, new agents) No content on treatment failure or novel drug discovery included (Prevention - standard prevention techniques) Good description of a variety of standard prevention techniques both immunological and non-immunological (Prevention - novel strategies) Adequate descripton for the need for new prevention techniques, either immunological, non- immunological or both, but the content was superficial and lacked specific molecular detail (Structure and presentation of the report) Very good standard of presentation and a well structured report (Referencing and citation) Very good range of carefully selected sources, good integration within the text