Naomi Oreskes and Erik Conway make several predictions about the future from their Obama era vantage point of 2014. Critically assess some of these predictions.
What do they get right about trends from 2014-2020? What do they get wrong?
Then, assess the predictions that they make about the period 2020-2090. Do they make any questionable assumptions? Revise or add to their social, economic, and environmental predictions, backing up your own predictions with evidence.
Identify and present your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
Present at least one argument supporting the perspective of each cultural group involved with the topic.
Consider how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.
Identify and present your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
Present at least one argument supporting the perspective of each cultural group involved with the topic.
Consider how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.
Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
The Assignment (Evidence-Based Project)
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
Identify and briefly describe your chosen clinical issue of interest.
Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples
RESOURCES
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions†(pp. 33–54)
Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions†(pp. 55–92)
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
Note: You will access this article from the Walden Library databases.
Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). 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
Note: You will access this article from the Walden Library databases.
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
Note: You will access this article from the Walden Library databases.
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e
Note: You will access this article from the Walden Library databases.
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp
Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp
Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp
Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670
Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654
Required Media
Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.
RUBRIC SHE USES TO GRADE THE ASSIGNMENT
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6052_Module03_Week05_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
· Identify and briefly describe your chosen clinical issue of interest.
· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
· Provide APA citations of the four peer-reviewed articles you selected.
· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
81 (81%) – 90 (90%)
The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.
The presentation clearly and accurately describes in detail the developed PICO(T) question.
The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected.
The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.
The presentation includes specific and relevant examples that fully support the research.
The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
72 (72%) – 80 (80%)
The presentation accurately identifies and describes the chosen clinical issue of interest.
The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.
The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.
The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.
The presentation includes relevant examples that support the research presented.
The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation.
63 (63%) – 71 (71%)
The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest.
The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.
The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.
The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.
The presentation includes inaccurate or vague examples to support the research presented.
The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation.
0 (0%) – 62 (62%)
The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing.
The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing.
The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing.
The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing.
The presentation includes inaccurate and vague examples to support the research presented or is missing.
The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion are provided.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) - 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
3.5 (3.5%) - 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
0 (0%) - 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Total Points: 100
Name: NURS_6052_Module03_Week05_Assignment_Rubric
PROFESSOR RECOMMENDS THIS FORMAT FOR THE POWER POINT
CONTENT:
Excludes unnecessary information.
Add your subject matter to your title.
Be careful not to crowd the slides.
Remember the 1X6X6 rules. One topic per slide, 6 lines or fewer per slide, 6 or fewer words per line.
References pertinent and timely and properly cited (APA7 )
References (in-text citations) within the PowerPoint
No errors in grammar, capitalization, punctuation, and spelling.
DESIGN:
Font in each slide has to be 20 or larger.
Each slide needs to have a title
No use of animation
Background of the slides should be uniform throughout the presentation and the text should be lighter than the background
No unnecessary graphics
Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses)
NOTE: I AM A PSYCHIATRIC PATIENT. MY PROFESSOR SAID MY PICOT QUESTION WAS NOT GOOD. SHE RECOMMENDED THIS
THIS WAS HER RESPONSE
Your previous PICOT did not work, because of admission criteria.
Criteria for admission include homicidal and/or suicidal behavior.
Home care patients are different.
You want your 2 groups to be similar, so your second PICOT is much better, comparing 2 inpatient groups.
THIS IS MY PICOT QUESTIONP-Psychiatric Patients.
I-Psychiatric patients engaged in activity on in patient unit.
C- Psychiatric patients who are not engaged in unit-based activities on inpatient unit.
O- 75% decrease in violence towards psychiatric nurses by psychiatric patients and 50 % decrease in administration of anti-anxiety measured by Beck Assessment tool (BAI) by psychiatric patients who are engaged in unit-based activities.
.
T- Duration 6 months
Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
The Assignment (Evidence-Based Project)
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
Identify and briefly describe your chosen clinical issue of interest.
Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples
RESOURCES
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions†(pp. 33–54)
Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions†(pp. 55–92)
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
Note: You will access this article from the Walden Library databases.
Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). 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
Note: You will access this article from the Walden Library databases.
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
Note: You will access this article from the Walden Library databases.
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e
Note: You will access this article from the Walden Library databases.
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp
Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp
Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp
Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670
Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654
Required Media
Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.
RUBRIC SHE USES TO GRADE THE ASSIGNMENT
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6052_Module03_Week05_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
· Identify and briefly describe your chosen clinical issue of interest.
· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
· Provide APA citations of the four peer-reviewed articles you selected.
· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
81 (81%) – 90 (90%)
The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.
The presentation clearly and accurately describes in detail the developed PICO(T) question.
The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected.
The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.
The presentation includes specific and relevant examples that fully support the research.
The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
72 (72%) – 80 (80%)
The presentation accurately identifies and describes the chosen clinical issue of interest.
The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.
The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.
The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.
The presentation includes relevant examples that support the research presented.
The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation.
63 (63%) – 71 (71%)
The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest.
The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.
The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.
The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.
The presentation includes inaccurate or vague examples to support the research presented.
The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation.
0 (0%) – 62 (62%)
The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing.
The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing.
The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing.
The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing.
The presentation includes inaccurate and vague examples to support the research presented or is missing.
The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion are provided.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) - 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
3.5 (3.5%) - 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
0 (0%) - 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Total Points: 100
Name: NURS_6052_Module03_Week05_Assignment_Rubric
PROFESSOR RECOMMENDS THIS FORMAT FOR THE POWER POINT
CONTENT:
Excludes unnecessary information.
Add your subject matter to your title.
Be careful not to crowd the slides.
Remember the 1X6X6 rules. One topic per slide, 6 lines or fewer per slide, 6 or fewer words per line.
References pertinent and timely and properly cited (APA7 )
References (in-text citations) within the PowerPoint
No errors in grammar, capitalization, punctuation, and spelling.
DESIGN:
Font in each slide has to be 20 or larger.
Each slide needs to have a title
No use of animation
Background of the slides should be uniform throughout the presentation and the text should be lighter than the background
No unnecessary graphics
Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses)
NOTE: I AM A PSYCHIATRIC PATIENT. MY PROFESSOR SAID MY PICOT QUESTION WAS NOT GOOD. SHE RECOMMENDED THIS
THIS WAS HER RESPONSE
Your previous PICOT did not work, because of admission criteria.
Criteria for admission include homicidal and/or suicidal behavior.
Home care patients are different.
You want your 2 groups to be similar, so your second PICOT is much better, comparing 2 inpatient groups.
THIS IS MY PICOT QUESTIONP-Psychiatric Patients.
I-Psychiatric patients engaged in activity on in patient unit.
C- Psychiatric patients who are not engaged in unit-based activities on inpatient unit.
O- 75% decrease in violence towards psychiatric nurses by psychiatric patients and 50 % decrease in administration of anti-anxiety measured by Beck Assessment tool (BAI) by psychiatric patients who are engaged in unit-based activities.
.
T- Duration 6 months
Good evening. There are several factors that affect ridership of mass transit systems in America. In a March 2016 study by William J. Mallett for the Congressional Research Service, he finds that gas prices, availability of personal vehicles, as well as alternate means of transportation (Mallet, 2018, p. 5). Additionally, the availability and routes of mass transit systems also affect ridership. For example, the city in North Carolina from where I am has a mass transit system that is mostly underutilized due to the limited buses and routes serving the citizenry. All of these are factors that negatively affect the levels or ridership in mass transit.
In the article by William Vickrey, the author proposes taxing or charging drivers for the use of public highways as a means of subsidizing mass transit systems while deterring the use of privately owned vehicles. However, I do not think that means of control has proven effective. For example, a city like Miami and its surrounding municipalities has toll roads where drivers are charged for the use of the highway; nevertheless, the amount of privately owned vehicles moving on these seems to remain constant. Traffic only appears to vary based on the hour of the day, and there are mass transit systems available to the public. In this case, the factor that affects ridership may be convenience. It is preferable to use ones own vehicle and move independently than spend more time in a bus or metro.
Another factor may be safety. For example, in the city of Bogotá, Colombia, there is mass transit system called TransMilenio with dedicated lanes and articulated buses to accommodate the amount of users. However, the system has passenger safety issues due to robberies and such. Therefore, most people prefer to use their own vehicle and spend extended periods of time in traffic.
References
Mallett, W. (2018 March, 26). Trends in Public Transportation Ridership: Implications for Federal Policy. Congressional Research Service. Retrieved from https://fas.org/sgp/crs/misc/R45144.pdf
Vickrey, W. (1965). Pricing as a Tool in Coordination of Local Transportation. National Bureau of Economic Research. Retrieved from https://edge.apus.edu/access/content/group/management-common/TLMT/TLMT601/Pricing%20as%20a%20tool%20in%20coordination%20of%20local%20transportation.pdf
Good evening. There are several factors that affect ridership of mass transit systems in America. In a March 2016 study by William J. Mallett for the Congressional Research Service, he finds that gas prices, availability of personal vehicles, as well as alternate means of transportation (Mallet, 2018, p. 5). Additionally, the availability and routes of mass transit systems also affect ridership. For example, the city in North Carolina from where I am has a mass transit system that is mostly underutilized due to the limited buses and routes serving the citizenry. All of these are factors that negatively affect the levels or ridership in mass transit.
In the article by William Vickrey, the author proposes taxing or charging drivers for the use of public highways as a means of subsidizing mass transit systems while deterring the use of privately owned vehicles. However, I do not think that means of control has proven effective. For example, a city like Miami and its surrounding municipalities has toll roads where drivers are charged for the use of the highway; nevertheless, the amount of privately owned vehicles moving on these seems to remain constant. Traffic only appears to vary based on the hour of the day, and there are mass transit systems available to the public. In this case, the factor that affects ridership may be convenience. It is preferable to use ones own vehicle and move independently than spend more time in a bus or metro.
Another factor may be safety. For example, in the city of Bogotá, Colombia, there is mass transit system called TransMilenio with dedicated lanes and articulated buses to accommodate the amount of users. However, the system has passenger safety issues due to robberies and such. Therefore, most people prefer to use their own vehicle and spend extended periods of time in traffic.
References
Mallett, W. (2018 March, 26). Trends in Public Transportation Ridership: Implications for Federal Policy. Congressional Research Service. Retrieved from https://fas.org/sgp/crs/misc/R45144.pdf
Vickrey, W. (1965). Pricing as a Tool in Coordination of Local Transportation. National Bureau of Economic Research. Retrieved from https://edge.apus.edu/access/content/group/management-common/TLMT/TLMT601/Pricing%20as%20a%20tool%20in%20coordination%20of%20local%20transportation.pdf
Title: Discussion: Healthcare Information Technology Trends
Instructions:
Throughout history, technological advancements have appeared for one purpose before finding applications elsewhere that lead to spikes in its usage and development. The internet, for example, was originally developed to share research before becoming a staple of work and entertainment. But technology—new and repurposed—will undoubtedly continue to be a driver of healthcare information. Informaticists often stay tuned to trends to monitor what the next new technology will be or how the next new idea for applying existing technology can benefit outcomes.
In this Discussion, you will reflect on your healthcare organization’s use of technology and offer a technology trend you observe in your environment.
To Prepare:
Reflect on the Resources related to digital information tools and technologies.
Consider your healthcare organization’s use of healthcare technologies to manage and distribute information.
Post a brief description of general healthcare technology trends, particularly related to data/information you have observed in use in your healthcare organization or nursing practice.
Describe any potential challenges or risks that may be inherent in the technologies associated with these trends you described. Then, describe at least one potential benefit and one potential risk associated with data safety, legislation, and patient care for the technologies you described.
Next, explain which healthcare technology trends you believe are most promising for impacting healthcare technology in nursing practice and explain why. Describe whether this promise will contribute to improvements in patient care outcomes, efficiencies, or data management. Be specific and provide example.
References
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 267–287)
Chapter 15, “Informatics Tools to Promote Patient Safety and Quality Outcomes” (pp. 293–317)
Chapter 16, “Patient Engagement and Connected Health” (pp. 323–338)
Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 341–355)
Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 359–388)
Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017). Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study. Critical Care Medicine, 45(8), e806–e813. doi:10.1097/CCM.0000000000002449
HealthIT.gov. (2018c). What is an electronic health record (EHR)? Retrieved from https://www.healthit.gov/faq/what-electronic-health-record-ehr
Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018). Leveraging interactive patient care technology to Improve pain management engagement. Pain Management Nursing, 19(3), 212–221. doi:10.1016/j.pmn.2017.11.002.
Skiba, D. (2017). Evaluation tools to appraise social media and mobile applications. Informatics, 4(3), 32–40. doi:10.3390/informatics4030032.
Title: Discussion: Healthcare Information Technology Trends
Instructions:
Throughout history, technological advancements have appeared for one purpose before finding applications elsewhere that lead to spikes in its usage and development. The internet, for example, was originally developed to share research before becoming a staple of work and entertainment. But technology—new and repurposed—will undoubtedly continue to be a driver of healthcare information. Informaticists often stay tuned to trends to monitor what the next new technology will be or how the next new idea for applying existing technology can benefit outcomes.
In this Discussion, you will reflect on your healthcare organization’s use of technology and offer a technology trend you observe in your environment.
To Prepare:
Reflect on the Resources related to digital information tools and technologies.
Consider your healthcare organization’s use of healthcare technologies to manage and distribute information.
Post a brief description of general healthcare technology trends, particularly related to data/information you have observed in use in your healthcare organization or nursing practice.
Describe any potential challenges or risks that may be inherent in the technologies associated with these trends you described. Then, describe at least one potential benefit and one potential risk associated with data safety, legislation, and patient care for the technologies you described.
Next, explain which healthcare technology trends you believe are most promising for impacting healthcare technology in nursing practice and explain why. Describe whether this promise will contribute to improvements in patient care outcomes, efficiencies, or data management. Be specific and provide example.
References
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 267–287)
Chapter 15, “Informatics Tools to Promote Patient Safety and Quality Outcomes” (pp. 293–317)
Chapter 16, “Patient Engagement and Connected Health” (pp. 323–338)
Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 341–355)
Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 359–388)
Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017). Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study. Critical Care Medicine, 45(8), e806–e813. doi:10.1097/CCM.0000000000002449
HealthIT.gov. (2018c). What is an electronic health record (EHR)? Retrieved from https://www.healthit.gov/faq/what-electronic-health-record-ehr
Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018). Leveraging interactive patient care technology to Improve pain management engagement. Pain Management Nursing, 19(3), 212–221. doi:10.1016/j.pmn.2017.11.002.
Skiba, D. (2017). Evaluation tools to appraise social media and mobile applications. Informatics, 4(3), 32–40. doi:10.3390/informatics4030032.
Write an essay on whether the CCRC model will do well in your home country and why.
