Contemporary psychodynamic psychotherapy, also referred to as psychoanalytic therapy, is rooted in Dr. Sigmund Freud’s proposal that unconscious thought processes, or thoughts and feelings outside of our conscious awareness, are responsible for mental health issues. This therapeutic approach is unique because its goal is to help clients achieve changes in personality and emotional development. Like most therapeutic approaches, however, psychodynamic psychotherapy is not appropriate for every client. In your role as a psychiatric mental health nurse practitioner, you must be able to properly assess clients to determine whether this therapeutic approach would improve their clinical outcomes. Walden NRNP-6640-14 Week 3 Psychodynamic.
This week, as you explore psychodynamic psychotherapy, you examine the application of current literature to clinical practice.
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Learning Resources
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)
Assignment: Applying Current Literature to Clinical Practice. Walden NRNP-6640-14 Week 3 Psychodynamic
Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.
Learning Objectives
Students will:
Evaluate the application of current literature to clinical practice
Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.
Note:In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.
The Assignment
In a 5- to 10-slide PowerPoint presentation, address the following:
Provide an overview of the article you selected.
What population is under consideration?
What was the specific intervention that was used? Is this a new intervention or one that was already used?
What were the author’s claims?
Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn1+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Recommend cognitive behavioral therapies for clients
Next Week Walden NRNP-6640-14 Week 3 Psychodynamic
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
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Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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NURS 6640 Week 2: Assessment and Diagnosis in Psychotherapy
NURS 6640 Week 2: Assessment and Diagnosis in Psychotherapy
Week 2: Assessment and Diagnosis in Psychotherapy
“A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance, and facilitate the flow of information necessary for an accurate diagnosis and appropriate treatment plan.”
—Pamela Bjorklund, clinical psychologist
Whether you are treating patients for physical ailments or clients for mental health issues, the assessment process is an inextricable part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a client’s presentation.
This week, as you explore assessment and diagnosis in psychotherapy, you examine assessment tools, including their psychometric properties and appropriate use. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers.
NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers Learning Resources
Required Readings
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 3, “Assessment and Diagnosis” (pp. 95–168)
Chapter 4, “The Initial Contact and Maintaining the Frame” (pp. 169–224)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers.
Note: It is highly recommended that you use this resource as a reference guide throughout the course. You will access this text from the Walden Library databases.
American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of children and adolescents. Washington, DC: Author. Retrieved from /orders/www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdf
American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA: Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760
Walden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasures
Note: This database may be helpful in obtaining assessment tool information for this week’s Discussion. NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers.
Required Media
Laureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 23 minutes.
Discussion: Assessment Tools
Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy. NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers.
Learning Objectives
Students will:
Analyze psychometric properties of assessment tools
Consider the assessment tool assigned to you by the Course Instructor.
Review the Library Course Guide in your Learning Resources for assistance locating information on the assigned assessment tool.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers
By Day 3
Post an explanation of the psychometric properties of the assessment tool you were assigned. Explain when it is appropriate to use this assessment tool with clients, including whether the tool can be used to evaluate the efficacy of psychopharmacologic medications. Support your approach with evidence-based literature. NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by comparing your assessment tool to theirs.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 2 Discussion
Assignment 1: Practicum – Week 2 Journal Entry
Learning Objectives
Students will:
Develop diagnoses for clients receiving psychotherapy*
Analyze legal and ethical implications of counseling clients with psychiatric disorders*
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 4.
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
Explain any legal and/or ethical implications related to counseling this client.
Support your approach with evidence-based literature. NURS 6640 – Assessment and Diagnosis in Psychotherapy Essay Assignment Papers
These review questions will provide practice critical in your preparation for the national certification exam required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.
You can access Board Vitals through the link sent to you in email or by following the link below:
/orders/www.boardvitals.com/
By Day 7
Complete the Board Vitals questions.
Week in Review
Now that you have:
Analyzed psychometric properties of assessment tools
Evaluated appropriate use of assessment tools in psychotherapy
Compared assessment tools used in psychotherapy
Developed diagnoses for clients receiving psychotherapy
Analyzed legal and ethical implications of counseling clients with psychiatric disorders
Next week, you will:
Evaluate the application of current literature to clinical practice
Assess clients presenting for psychotherapy
Develop genograms for clients presenting for psychotherapy
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
GuaranteeNURS 6640 Week 2: Assessment and Diagnosis in Psychotherapy
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NURS 6640 Week 1 Foundations of Psychotherapy essay assignment
NURS 6640 Week 1: Foundations of Psychotherapy essay assignment
“Unexpressed emotions will never die. They are buried alive and will come forth later in uglier ways.”
—Sigmund Freud
While working with a patient in the late 1800s, Sigmund Freud discovered the health benefits of talking about emotions and illnesses. When Sigmund Freud introduced his “talking cure” (fundamental psychotherapy), his efforts were met with considerable skepticism. However, as more and more psychiatrists learned that Freud’s methods brought about change in patients who suffered from a variety of mental health issues, his methods were adopted and refined. Today, psychotherapy is recognized as a viable treatment for a wide variety of mental health issues, many of which are examined throughout this course.
This week, as you explore the foundations of psychotherapy, you consider its biological basis. You also examine the influence of culture, religion, and socioeconomics on psychotherapy treatments. Finally, you begin preparing for your practicum experience by examining counseling theories and developing goals to guide your practice.
Learning Resources
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
Standard 1 “Assessment” (pages 44 & 45)
Note: Throughout the program you will be reading excerpts from the ANA’s Scope & Standards of Practice for Psychiatric-Mental Health Nursing. It is essential to your success on the ANCC board certification exam for Psychiatric/Mental Health Nurse Practitioners that you know the scope of practice of the advanced practice psychiatric/mental health nurse. You should also be able to differentiate between the generalist RN role in psychiatric/mental health nursing and the advanced practice nurse role.
Wheeler, K. (Eds.). (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 1, “The Nurse Psychotherapist and a Framework for Practice” (pp. 3–52)
Fournier, J. C., & Price, R. B. (2014). Psychotherapy and neuroimaging. Psychotherapy: New Evidence and New Approaches, 12(3), 290–298. Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4207360/
Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives. Mental Health and Social Inclusion, 18(2), 52–58. doi:10.1108/MHSI-02-2014-0006
Note: You will access this article from the Walden Library databases.
Petiprin, A. (2016). Psychiatric and mental health nursing. Nursing Theory. Retrieved from http://www.nursing-theory.org/theories-and-models/psychiatric-and-mental-health-nursing.php
Fisher, M. A. (2016). Introduction. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 3–12). Washington, DC: American Psychological Association. doi:10.1037/14860-001
Note: This template is provided by the School of Nursing and is designated to document practicum activity. You are required to use this template for all journal entry submissions.
Document: Midterm Exam Study Guide (Word document)
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
Laureate Education (Producer). (2015f). Therapies change and integrate different approaches over time [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 1 minute.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012). Clinical interview: Intake, assessment, & therapeutic alliance [Video file]. Mill Valley, CA: Psychotherapy.net.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 124 minutes.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.
Note: For this week, view the Introduction and Psychoanalytical Approaches only. You will access this media from the Walden Library databases.
Discussion: Does Psychotherapy Have a Biological Basis?
Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology? For this Discussion, consider whether psychotherapy also has a biological basis.
Learning Objectives
Students will:
Evaluate biological basis of psychotherapy treatments
Analyze influences of culture, religion, and socioeconomics on personal perspectives of psychotherapy treatments
To prepare:
Review this week’s Learning Resources.
Reflect on foundational concepts of psychotherapy.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socio-economics might influence one’s perspective of the value of psychotherapy treatments. Support your rationale with evidence-based literature.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by providing an additional scholarly resource that supports or challenges their position along with a brief explanation of the resource.
NURS 6640 – Psychotherapy with Individuals – Syllabus
Student Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
Syllabus, including the Course Schedule, located below as a linked PDF
Term Calendar
Student Support
Photo Credit: Steve Hix/Fuse/Getty Images
Credit Hours
5 quarter hours in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style and by student familiarity with the delivery method and course content. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Course Description
Psychotherapy involves giving more than “good advice.” In order for the psychiatric mental health nurse practitioner (PMHNP) to be effective, deliberate approaches to therapy must be consistent with evidence-based practices. Learners in this course examine a variety of therapeutic techniques that can be used during psychotherapy sessions with individuals across the lifespan. Emphasis is placed on evidence-based applications of various therapeutic approaches for a wide range of psychiatric issues. Practicum experiences focus on psychotherapeutic approaches with individuals. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Note: This course requires a minimum 144 practicum hours
Course Prerequisites
NURS 6630 Psychopharmacological Approaches for Treatment of Psychopathology
Apply psychotherapeutic counseling techniques and tools
Assess clients presenting for psychotherapy
Develop psychiatric diagnoses for clients across the lifespan
Evaluate the use of psychopharmacological agents with clients across the lifespan
Evaluate ethical and legal implications of counseling clients presenting for psychotherapy
Analyze strategies to become a social change agent for psychiatric mental health
Click on the following link to view the Outcomes/Alignment map for NURS 6640:
Document: NURS 6640 SON Alignment of Learner Outcomes (PDF)
Course Materials
Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Course Text
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer Publishing Company.
Note: The course text will be used in additional courses in the program; therefore keep it for addition reference.
Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Course Readings List
The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:
You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. NURS 6640 – Psychotherapy with Individuals – Syllabus
Course Assignments
Online Discussion and Clinical Supervision
The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.
Requirements: You are expected to participate at least two separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. Most weeks have at least one Discussion question. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. NURS 6640 – Psychotherapy with Individuals – Syllabus
All Discussion postings need to be made in each week’s Discussion area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the Discussion area for specific instructions.
Discussions will be graded according to the Discussion Rubric found in the Course Information area.
Assignments and Projects
An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the Assignments or Projectsla areas, including how and where to submit the Assignment or Project and the due date. Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties. NURS 6640 – Psychotherapy with Individuals – Syllabus
Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website.
Please refer to the APA Guide or visit the Walden University Online Writing Center at
http://writingcenter.waldenu.edu/
Walden University expects you to act with integrity and honesty in your academic courses. Refer to the Guidelines and Policies and Academic Integrity areas for more details.
Check the Course Information area for any rubrics relating to the Assignments and Projects.
All assignments must be completed to pass the course.
Practicum Activities
The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam. NURS 6640 – Psychotherapy with Individuals – Syllabus
The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.
At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines. NURS 6640 – Psychotherapy with Individuals – Syllabus
All assignments must be completed to pass the course.
Time Logs: Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in weeks 4, 7 and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.
Grading Criteria and Total Components of a Grade
Course grades will be based on participation (postings) and completion of assignments listed below.
Note: All assignments must be completed to pass the course.
Grading Scale
Letter grades will be assigned as follows:
90%–100% = A
80%–89% = B
70%–79% = C
70% or below = F
Please see below for the policy on Incomplete (I) grades.
Important Note: This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the Weighted Total (%)column of the table that follows.
Assignment
Total Points
Percentage
Discussions
Participation in Discussions*
5 @ 100 points each
500
20%
Assignments
Weeks 3, 4, 6, 7
4 @ 100 points each
400
26%
Exams
Week 6 Midterm Exam (75 points)
Week 11 Final Exam (75 points)
150
44%
Board Vitals
10 @ 20 points each
200
10%
Clinical Supervision
Participation in Clinical Supervisions*
Submitted in Weeks 8 and 10
S/U
Practicum Time Logs
Submitted in Weeks 4, 7, 10
S/U
Practicum Journal Entries
Submitted in Weeks 4, 7, 10
S/U
Practicum Assignments
Submitted in Weeks 3, 7, 10
S/U
Total
1,250
100%
*Note: Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Formative Evaluative Criteria for Discussion Board Assignments for posting details.
Note: All assignments must be completed in order to receive a grade for the course. NURS 6640 – Psychotherapy with Individuals – Syllabus
Feedback Schedule
The Instructor will log into the course at least 3–4 times during the week to monitor the weekly Discussion area. Feedback will be provided via the Discussion area and/or the Announcements page. Requests for more specific feedback may be made in the Discussion area or in the Contact the Instructor thread.
The Instructor will respond to at least one main post each week but will usually not respond to all posts.
Timely Review and Return of Student Work. As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.
Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the Contact the Instructor area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the Guidelines and Policiesarea.
Preferred Methods for Delivering Assignments
Submitting Course Postings to the Weekly Discussion Areas
Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.
Submitting Assignments and Projects
Assignments and Projects are submitted according to the instructions in the Assignments or Projects areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s Assignment or Project area. NURS 6640 – Psychotherapy with Individuals – Syllabus.
E-mailing Your Instructor
When e-mailing the Instructor, please use the following heading for your e-mail subject line: last name + your first initial + course number (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail.
Policies on Late Assignments
Discussion and Assignment Postings
No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Assignments
Assignments are due by Day 7 of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after Day 4of the week following that in which it is assigned will receive zero points.
Keeping Your Coursework
You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework.
Instructor Feedback Schedule
The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.
You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Students With Disabilities
Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at disability@waldenu.edu or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or http://www.waldenu.edu/contact for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Classroom Participation
In accordance with US Department of Education guidance regarding class participation, Walden University requires that all students submit their required Week 1 assignments within each course(s) during the first 7 calendar days of class. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.
Assignments submitted prior to the official start date will not count toward your participation.
Financial Aid cannot be released without class participation as defined above.
Students who have already taken, and successfully completed, at least one or more class(es) with Walden will be dropped ONLY from any class(es) in which they are not participating if they do not complete their assignments by the end of the 7th day. NURS 6640 – Psychotherapy with Individuals – Syllabus.
Students who are taking their first class with Walden, and do not complete their assignments by the end of the 7thday, will be administratively withdrawn from the university.
If you have any questions about your assignments, or you are unable to complete your assignments, please contact your faculty member.
Checklist
The weekly course checklist below outlines the assignments due for the course.
All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS 6640 – Psychotherapy with Individuals – Syllabus.
To View the Calendar
To view the Course Calendar:
Course Calendar
To View a Printable Course Schedule
For full assignment details and directions, refer to each week of the course.
Click on the NURS 6640 Course Schedule (PDF) link to access the Course Schedule.
Required Readings
Required Media
Optional Readings
Discussion
Therapy for Clients with Personality Disorders
Board Vitals
Board Vitals
Exam
Final Exam
Course Evaluation
Bibliography
The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS 6640 – Psychotherapy with Individuals – Syllabus.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
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Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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To ensure patient care’s safety, high quality, and cost-effectiveness, nurses base their practice on sound and tested evidence. Students will better understand evidence-based practice (EBP) and how it interacts with and is aligned with research and quality improvement in this course. Students will learn how to search for evidence using databases and apply their knowledge of research methodologies to critically appraise literature. Additionally, they will look for ways to improve their synthesis and integration skills to determine whether a change in practice is necessary based on evidence. Students will examine the complexities of leading and mentoring change within an organization to improve nursing practice by analyzing implementation, evaluation, and dissemination strategies. Prerequisites
MSN Nurse Practitioner Specializations
NURS 6002N or NURS 6003N
MSN Other Specializations
NURS 6002 or NURS 6003
Are you a Walden University student enrolled in the aforementioned course? Do you want to find the best NURS 6052 Essentials Of Evidence-Based Practice Assignment Help service provider? You’ve come to the right place that will never give you anything less than an A++ in your grades!
The NURS 6052 Essentials of Evidence-Based Practice course was created to help nurses base their practice on an acceptable evidence-based and cost-effective approach to patient care. Participants will have the opportunity to learn more about the relationship and development of the course’s three pillars, which are theory, research, and practice. The NURS 6052 Essentials Of Evidence-Based Practice course will conclude with students learning research literature to differentiate various research designs.
Every student wishes to be the class leader. However, if the student does not improve certain aspects of their assignments and homework, this will remain a pipe dream. Writing a high-quality paper and submitting it on time can have a significant impact on your grades.
What evidence do you have that the assignment was properly written? There are numerous indicators that the assignment is of high quality. Here are a few examples:
When the assignment is written from scratch, generic solutions rarely earn the student the highest grade.
When all of the lecturer’s instructions are followed.
A paper with few or no grammatical or spelling errors.
A paper that contains no plagiarism.
When the assignment is completed by the deadline.
If the ideas are properly organized and flow logically throughout the assignment.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: NURS 6052 Week 3 Assignment Evidence-Based Project Part 1 Identifying Research Methodologies Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed. To Prepare:
Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.
Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
The full citation of each peer-reviewed article in APA format.
A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
By Day 7 of Week 3 Submit your Evidence-Based Project.
Submission and Grading Information To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.
learning Objectives Students will:
Differentiate between quantitative, qualitative, and mixed-method research methodologies
Analyze the relationship between peer-reviewed articles and clinical issues
Analyze research ethics related to clinical issues and peer-reviewed research
Analyze the aims of research studies presented in peer-reviewed articles
Analyze research methodologies described in peer-reviewed articles
Analyze strengths, reliability, and validity of research methodologies in peer-reviewed research
Learning Resources Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Part 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: <br *The full citation of each peer-reviewed article in APA format. <br *A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. <br *A brief description of the aims of the research of each peer-reviewed article. <br *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.</br
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81 (81%) – 90 (90%)
The response accurately and clearly provides a full citation of each article in APA format.
The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research.
The responses accurately and clearly describe the aims of the research.
The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples.
The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.
The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources.
72 (72%) – 80 (80%)
The response accurately provides a citation of each peer-reviewed article in APA format.
The responses accurately explain the selection of these peer-reviewed articles and/or how they relate to a clinical issue of interest, including an accurate explanation of ethics.
The responses accurately describe the aims of the research of each peer-reviewed article.
The responses accurately describe the research methodology used and type of methodology used with some examples.
The responses accurately describe the strengths of each of the research methodologies used, including an explanation of the reliability and validity of how the methodology was applied in each of the peer-reviewed articles selected.
The responses provide an accurate synthesis of at least one outside resource related to the selection of the peer-reviewed articles. The response integrates at least one outside resource and two or three course-specific resources.
63 (63%) – 71 (71%)
The response inaccurately or vaguely provides a citation of each peer-reviewed article in APA format.
The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics.
The responses inaccurately or vaguely describe the aims of the research of each article.
The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples.
The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected.
The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided.
0 (0%) – 62 (62%)
The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing.
The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing.
The responses inaccurately and vaguely describe the aims of the research, or they are missing.
The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing.
The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing.
The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, 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 are stated but are 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 less than 60% of the time.
No purpose statement, introduction, or conclusion is provided.
Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.
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%)
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.
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NURS 6650 Psychotherapy With Groups and Families Week 9 Assignment
NURS 6650 Psychotherapy With Groups and Families Week 9 Assignment
Psychotherapy with Groups and Families – NURS – 6650 Walden university
Syllabus
Student Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
This Syllabus, including the Course Schedule that is linked on this page as a PDF
Course Calendar
Student Support
Credit Hours
5 quarter hours in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Course Description
This course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.
Note: This course requires a minimum of 144 practicum hours.
Course Prerequisites
NURS 6640: Psychotherapy With Individuals
Course Outcomes
By the end of this course, students will:
Evaluate evidence-based psychotherapeutic counseling theories for groups and families
Apply psychotherapeutic counseling techniques and methods for groups and families
Assess clients presenting for group and family psychotherapy
Develop psychiatric diagnoses for clients across the lifespan
Analyze ethical and legal implications of counseling clients presenting for group and family psychotherapy
Click on the following link to view the Outcomes/Alignment map for NURS 6640:
Document: NURS 6650 SON Alignment of Learner Outcomes (PDF)
Course Materials
Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Course Texts
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
Note: The course text will be used in additional courses in the program; therefore, you should keep it for addition reference.
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Note: The course text was used in NURS 6640.
Note: If the print editions of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If electronic versions are listed, no print versions are available.
Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Course Readings List
The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:
NURS 6650 Course Readings List
Media
Assigned course media elements are found within the weekly Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.
Dedicated Support for Course Media
You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Course Assignments
Online Discussion and Clinical Supervision
The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.
Requirements: You are expected to participate at least two separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
All Discussion postings need to be made in each week’s Discussion area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the Discussion area for specific instructions.
Discussions will be graded according to the Discussion Rubric found in the Course Information area.
Assignments and Projects
An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the Assignments or Projects areas, including how and where to submit the Assignment or Project and the due date. Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties.
Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website.
Please refer to the APA Guide or visit the Walden University Online Writing Center at
Writing Center
Walden University expects you to act with integrity and honesty in your academic courses. Refer to the Guidelines and Policies and Academic Integrity areas for more details.
Check the Course Information area for any rubrics relating to the Assignments and Projects.
All assignments must be completed to pass the course.
Practicum Activities
The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam.
The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines.
Time Logs: Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in Weeks 4, 7, and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.
Grading Criteria and Total Components of a Grade
Course grades will be based on participation (postings) and completion of assignments as listed below. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Note: All assignments must be completed to pass the course.
Grading Scale
Letter grades will be assigned as follows:
90%–100% = A
80%–89% = B
70%–79% = C
70% or below = F
Please see below for the policy on Incomplete (I) grades.
Important Note: This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the Weighted Total (%) column of the table that follows.
Assignment
Total Points
Percentage
Discussions
Participation in Discussions **
4 @ 100 points each
400
20%
Clinical Supervision
Participation in Clinical Supervisions **
2 @ 100 points each
200
10%
Assignments
Weeks 2, 4, 6, 7 and 9
5 @ 100 points each
500
26%
Exams
Week 6 Midterm Exam (75 points)
Week 11 Final Exam (75 points)
150
44%
Practicum Journal Entries
Submitted in Weeks 4, 7, 10
S/U
Practicum Assignments
Submitted in Weeks 4, 7, 10
S/U
Total
1,250
100%
* Note: Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Formative Evaluative Criteria for Discussion Board Assignments for posting details.
** Note: All assignments must be completed in order to receive a grade for the course. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Feedback Schedule
The Instructor will log into the course at least 3–4 times during the week to monitor the weekly Discussion area. Feedback will be provided via the Discussion area and/or the Announcements page. Requests for more specific feedback may be made in the Discussion area or in the Contact the Instructor thread.
The Instructor will respond to at least one main post each week but will usually not respond to all posts.
Timely Review and Return of Student Work:
Feedback on all assignments will be provided no later than 7 business days following the due date of the assignment. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the Contact the Instructor area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the Guidelines and Policies area.
Preferred Methods for Delivering Assignments
Submitting Course Postings to the Weekly Discussion Areas
Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Submitting Assignments and Projects
Assignments and Projects are submitted according to the instructions in the Assignments or Projects areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s Assignment or Project area.
E-mailing Your Instructor
When e-mailing the Instructor, please use the following heading for your e-mail subject line: last name + your first initial + course number (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail.
Policies on Late Assignments
Discussion and Assignment Postings
No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Assignments
Assignments are due by Day 7 of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after Day 4 of the week following that in which it is assigned will receive zero points.
Keeping Your Coursework
You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Instructor Feedback Schedule
The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.
You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.
Students With Disabilities
Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at disability@waldenu.edu or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or /orders/www.waldenu.edu/contact for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Classroom Participation
In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.
Assignments submitted prior to the official start date will not count toward your participation.
Financial Aid cannot be released without class participation as defined above.
Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.
Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.
If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
Checklist
The weekly course checklist below outlines the assignments due for the course.
For full assignment details and directions, refer to each week of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Psychotherapy with Groups and Families – NURS – 6650 Walden university.
To view the Course Calendar:
Course Calendar
To View a Printable Course Schedule
For full assignment details and directions, refer to each week of the course.
Click on the NURS 6650 Course Schedule (PDF) link to access the Course Schedule.
The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography.
To access the Bibliography:
Document: NURS 6650 Bibliography (PDF). Psychotherapy with Groups and Families – NURS – 6650 Walden university.
NURS 6650: Psychotherapy With Groups and Families | Week 9
Consider the following scenario:
The psychiatric mental health nurse practitioner is working for a community health clinic that offers state mandated “intensive outpatient rehabilitation” services for individuals who face incarceration for driving while under the influence. Mr. Smith, a 24-year-old male patient, shows up for his initial intake appointment and says, “Look, this sounds like it’s going to be an AA meeting. Can’t I just go there? I only had a couple of drinks. I don’t know why the judge was such a jerk.”
Clients with addictive disorders may present for therapy for various reasons. Some, like Mr. Smith, attend because it is court mandated. Some attend because family or friends have pushed them to do so, while others may attend because life has become unmanageable. Regardless of clients’ reasons for presenting for therapy, to reach these clients and effectively treat them, you must be able to break down barriers, establish relationships, and help them see the benefits of this therapeutic approach.
This week, you explore psychotherapeutic approaches to group therapy for addiction. You also develop diagnoses for clients receiving psychotherapy for addiction and consider legal and ethical implications of counseling these clients.
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Assignment 1: Psychotherapeutic Approaches to Group Therapy for Addiction
When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction.
Learning Objectives
Students will:
Evaluate psychotherapeutic approaches to group therapy for addiction
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.
View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.
The Assignment – NURS 6650 Week 9: Group Therapy for Addiction Assignment
In a 2- to 3-page paper, address the following:
Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.
Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision.
Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.
Support your position with evidence-based literature.
By Day 7
Submit your Assignment.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
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Do you handle any type of coursework?
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Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS 6650 Psychotherapy With Groups and Families Week 9 Assignment
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS 6650 Psychotherapy With Groups and Families Week 9 Assignment
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS 6650 Psychotherapy With Groups and Families Week 9 Assignment
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
GuaranteeNURS 6650 Psychotherapy With Groups and Families Week 9 Assignment
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NURS6053 Interprofessional Organizational and Systems Leadership
Leadership Theories in Practice
A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.
However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.
Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.
To Prepare:
Review the Resources and examine the leadership theories and behaviors introduced.
Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
By Day 3 of Week 4
Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.
By Day 6 of Week 4
Respond to at least two of your colleagues on two different days by explaining how the leadership skills they described may impact your organization or your personal leadership, or by identifying challenges you see in applying the skills described.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS6053 Week 4 Discussion Latest
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
Discussion: Organizational Policies and Practices to Support Healthcare Issues
Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
To Prepare:
Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.
By Day 3 of Week 3
Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
How competing needs may impact the development of a policy
Competing needs, such as the needs of patients, workforce, and resources may impact the development of a policy because the competing needs should align with the agenda that policy is advocating for. For example, a policy addressing adequate nurse staffing is required to meet the patient and workforce needs while minimizing financial cost. According to Lopez et al (2015), .the effective utilization and deployment of the workforce are of great importance to ensure efficient delivery of healthcare services in terms of quantity, quality, and cost.
Failure effectively deploys and utilizing the workforce to do so might lead to a shortage or oversupply of clinical staff. For example, an oversupply of clinical staff might result in economic inefficiencies along with misallocated resources under the guise of adequate staffing. The shortage of staff is connected with numerous negative impacts, including lower quality and quantity of care because there are few resources to offer the essential services; work overload of the available nurses leading to burnout, eventually compromising patient safety; and longer waiting times as a result of inadequate staff leading to preventable patient deaths (Lopez et al, 2015).
Specific competing needs that may impact workload
A good fit between nursing staff and patients’ needs are specific competing needs that may impact workload as a national healthcare issue Organizations are exploring schemes of ensuring a good balance amid nursing staff expertise and size and patient needs so as to ensure quality and safe care along with outstanding services to patients while ensuring operating costs are sustainable (van den Oetelaar et al, 2016).
van den Oetelaar et al (2016) claim that nursing capacity should be optimally matched to the needs of patients which is achievable through a sensible and fair distribution of nurses in units, leading to a workload that is equally distributed and manageable for the nursing staff. This necessitates a good balance between nursing staff and patients’ needs. One scheme of ensuring an appropriate balance is the managing workload for nursing staff. This assists balance the needed resources with the available resources, which in turn averts additional costs for overstaffing a unit and averts a decline in employee engagement or patient experiences by understaffing a unit. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
The impacts and how policy might address these competing needs
Workload has an impact on both patient and staff needs as well as an organization’s resources. High causes burnout which leads to errors and poor patient outcomes. High workload also has an impact on nurse job dissatisfaction and burnout, and the intention of nurses to leave. High nursing staff turnover resulting in increased costs for using temporary employees or training new nurses (van den Oetelaar et al, 2016).
A policy might address these competing needs by ensuring an optimal nurse to patient ratio which can improve nurse staffing in organizations and improved care outcomes for patients. The policy can outline a particular nurse to patient ratio depending on the type of unit within a healthcare facility. For instance, the ratio for a surgical and medical unit can be 5: 1, meaning one nurse will be assigned to five patients at most, while in the intensive unit ratio can be 2:1. As suggested by Livanos (2015), having a staffing policy in a facility can improve the working conditions for the nursing staff as well as the superiority and safety of care. In turn, costs of adhering to the ratios can be offset by, less need for training new nurses or temporary nurses and reduced turnover of the nursing staff. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
References
Livanos, N. (2018). A Broadening Coalition: Patient Safety Enters the Nurse-To-Patient Ration Debate. Journal of Nursing Regulation, 9(1), 68-70.
Lopes, M., Almeida, A., & Almada-Lobo, B. (2015). Handling healthcare workforce planning with care: where do we stand? Human Resources for Health13:38.
van den Oetelaar, van Stel, H., Van Rhenen W, et al. (2016). Balancing nurses’ workload in hospital wards: study protocol of developing a method to manage workload. BMJ Open, 6 (11), e012148. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
Rubric Detail- Select Grid View or List View to change the rubric’s layout.
NURS_6053_Module02_Week03_Discussion_Rubric
Excellent
Good
Fair
Poor
Main Posting
Points: Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback:
Points: Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback:
Points: Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. Feedback:
Points: Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. Feedback:
Main Post: Timeliness
Points: Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Does not post by day 3. Feedback:
First Response
Points: Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback:
Points: Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback:
Second Response
Points: Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback:
Points: Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback:
Participation
Points: Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback:
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Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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Week 5 Source of Data and Data Collection Discussion
Week 5 Source of Data and Data Collection Discussion
Discussion 2: Documents and Website Content as Data Sources for a Qualitative Study
Websites and social media sites can provide important sources of data that will help expand your understanding of the stakeholders who are connected to the phenomena you are exploring.
Walden has devoted an entire website to making visible its actions and activities about social change. At the social change website, you will find videos, annual reports, text, and images. As you explore this data source, consider what text, images, and reports you would like to include as part of your data analysis exercise.
To prepare for this Discussion:
Choose one of the three social change literature review articles found in this week’s Learning Resources and review the article in detail.
Explore the Walden Social Change website and locate an additional document, video, or webpage that will inform your understanding of the meaning of positive social change. Reflect on any additional sources you find.
Next, write field notes based on the information you gathered from the Walden social change website and any other documents or websites that might inform your changing impressions about the meaning of positive social change.
Finally, review the media programs related to coding and consider how you will use this information to support this Discussion. Note: In your Excel Video Coding template there is a tab for your website data. Use this tab to place your content and codes for the website.
By Day 4
Prepare a brief explanation of your understanding of the meaning of positive social change thus far. Refer to the additional sources you have reviewed this week, and comment on how they are shaping your experience. Use the data you gathered from your analytic memo to support your explanation.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
Week 5 Source of Data and Data Collection Discussion
Description
If doing a quantitative study:
Identify the data sources or instrumentation for each of the variables in your study. Justify the use of each data source or instrument in your study. Support your justification with citations from peer-reviewed sources. Discuss the reliability and validity of each data source or instrument. Also discuss how the instrument is scored and the level (categorical, ordinal, interval, ratio) the data obtained for your variable of interest.
I attached a draft of my prospectus. For data collection
Dissertation Draft Prospectus
Black Professionals Coping with Stress while Practicing Mindfulness
Cassandra D. Summers
Grand Canyon University
May 13, 2020
Chair: Leslie Sherlin
Mindfulness, Meditation, and Coping Strategies for Stress
The dissertation topic for this study dwells on the use of mindfulness in addressing the issue of (reducing) stress in black professionals. The rising incidences of psychological disorders, depressive tendencies, anxiety, as well as mental health problems, is emblematic of the inability of people across the spectrum of age, class, professions, and even personal relationships, to deal with the complexities of life, and living, especially in today’s world. This is especially true for specific special groups and minority (vulnerable) groups such as black professionals, and native tribes. These groups often have to deal with the daily stress that every other citizen has to handle at home and work, as well as the unique challenges that apply to them. Black professionals, who are the main focus of this paper, tend to have stress at their places of work that are unique to them because they are living in a community that is different from them culturally, and in terms of race as noted in several studies discussed below.
As Spruill & Shallcross (2018) noted, they (black people) have to consider factors such as racism and discrimination, and behave in a manner that would be held to higher standards than the white people, whether as a matter of perception or truth (Spruill & Shallcross, 2018). The need to find appropriate, and effective means of mitigating, treating, and preventing these disorders is based on the notion that “mental health disorders diminish the quality of life of people who suffer from them, and they also increase vulnerability for the development of severe disabling diseases.” (Herrero et al. 2019, p.43). Most contemporary medical interventions that deal with psychological, and mental health issues rely on a combination of drugs, and therapeutic interventions through active engagement between a therapist and the clients. They include mindfulness-based home practices, which are discussed in the subsequent paragraph.
The use of Mindfulness-Based Cognitive Therapy (MBCT), and Mindfulness-Based Stress Reduction (MBSR) techniques have increasingly been considered effective interventions in helping individuals deal with stress, anxiety, psychological and mental health issues (Burke et al. 2016, p.102). Because of the relatively recent integration of mindfulness-based approaches, research related to their efficacy of use, and importance of regular practice is limited. These limits apply more to black professionals than other groups, such as white professionals. Due to the limited nature of this research within the black professional community, it is necessary to conduct additional research to mitigate this limitation and verify the relationship between mindfulness and stress reduction.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair Evaluation Score
(0-3)
Reviewer Score
(0-3)
Introduction
This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed.
The recommended length for this section is two to three paragraphs.
1. Dissertation topic is introduced along with why the study is needed.
3
2. Provides a summary of results from the prior empirical research on the topic.
3
3. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last three years), the learner identifies the stated need, called a gap.
3
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal.
Reviewer Comments:
Background of the Problem
Further comparative effectiveness research with the inclusion of controls for non-specific effects is needed to define a range of additional, effective interventions to increase resilience to stress in black professionals. The increment in the number of individuals enduring stress-related side effects and clutters has gone up significantly within the past decade. The issue gets to be exceedingly noteworthy within black professionals’ case, with workplaces across the country witnessing the increasing cases of mental illness in society, especially among black people, and professionals. Hardeman et al. (2016) also note uneasiness, and mental well-being clutters in black professionals. According to Hardeman et al. (2016), the instances of mental illness in the black community are on the rise, affecting black individuals in their daily lives, in school, and later on in their professions (Hardeman et al., 2016).
Research into the use of MBST and MBCT shows that most practitioners complete only about 60% of the allotted time of home practice. It also shows that “there is value in supporting and encouraging participants’ home practice in MBCT and MBSR.” (Parsons et al. 2017, p.37). The adoption of the CORE program, an Internet-based intervention, which includes mindfulness training, also revealed that preventive and coping strategies using ICTs could be “advantageous, compared to face to face interventions,” especially among university students. (Herrero 2019, p.49). Additionally, mindfulness as a means of “wellness and self-care” (Burke et al. 2016, p.95), and its association with “improved stress symptoms and sleep quality” (Greeson et al. 2018, p.8) have been established. This paper seeks to explore the importance of promoting MBCT, and MBSR as part of the therapeutic intervention for black professionals as a means of helping them cope with stress, and also promote the use of mindfulness as a lifelong strategy to deal with mental and psychological issues. This is done primarily by establishing the effect mindfulness has onstress reduction, which is the premise of the gap that this paper seeks to fill.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Background of the Problem
This section uses the literature to provide the reader with a definition and statement of the research gap and problem the study will address. This section further presents a brief historical perspective of when the problem started and how it has evolved over time.
The recommended length for this section is two-three paragraphs.
1. Includes a brief discussion demonstrating how literature has established the gap and a clear statement informing the reader of the gap.
3
2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study (citing seminal and/or current research).
2
3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the empirical research literature published within the past 3-5 years.
3
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This Background of the Problem section uses information from the Literature Review in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Note, this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2 (Literature Review) in the Proposal.
Reviewer Comments:
Theoretical Foundations/Conceptual Framework and Review of the Literature/Themes
The Transactional Model of Stress and Coping (TMSC) is an invaluable framework because it helps one understand how stress works and how an individual combats such stress. The framework postulates that the experience of stress is based on appraisal, one’s response to it, and eventual adaptation. This is thus important to the study and the phenomenon of how mindfulness can reduce stress because it enables one to understand or contextualize the concept of stress. Stress is abstract, and unless it is somehow constrained through a theory that shows or proposes how it works, it would not be possible to form viable variables that can help in its study, and it would not be easy to measure. With the Transactional Model of Stress and Coping, this hurdle is significantly reduced since the concept of mindfulness can be applied within the framework’s constraints, and its impact analyzed based on how stress is appraised, how black professionals respond to it, and how they manage to cope with or without practicing mindfulness.
Literature Themes
Stress Among the Population
Stress in the modern world is a common occurrence to the extent that the WHO has deemed it an epidemic of the 21st century (Smith & Perez, 2018). The authors note that this is because of several individuals’ daily routine which is often taxing and can wreak havoc, both physically and mentally (Smith & Perez, 2018). This daily routine can either be in the employed sector, unemployed sector, or other areas that individuals are forced to make ends meet. Scholars agree that stress increases regardless of an individual’s societal status, but is more harshly felt among the poor and vulnerable groups (Galante et al., 2017).
Stress in Black American professionals
Black professionals are of interest because they are often understudied, and underrepresented in research (Hardeman et al., 2016). This is despite the fact that they are a vulnerable group that has been weighed down by several issues, and injustices, both socially and politically. It is thus interesting to see how these individuals cope with stress, and how mindfulness would be used (Sisco, 2020).
Research on Mindfulness and Its Efficacy
Mindfulness has been used in several studies, but several factors often limit the research. First, since it is a new approach, it has been studied relatively few times than other methods of tackling stress. Where such research has been done, it often excluded minority groups, and vulnerable individuals such as black people, and black professionals (Parsons et al. 2017, p.37). However, based on the few studies that have been done already, mindfulness is agreed to be a useful tool for combating stress (Bamber & Schneider, 2015).
This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative).
Review of the Literature/Themes
This section provides a broad, balanced overview of the existing literature related to the proposed
research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the research problem supporting it with at least two citations from the empirical literature from the
past 3-5 years.
The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted list for Literature Themes section.
1. Theoretical Foundationssection identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the Background to the Problem section relates to the theory(s) or model(s) presented in this section. (One paragraph)
3
2. Review of the Literature Themes section: This section is a bulleted list of the major themes or topics related to the research topic. Each theme or topic should have a one-two sentence summary.
3
3. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc.
3
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: The two parts of this section use information about the Literature Review and Theoretical Foundations/Conceptual Framework from the 10 Strategic Points.
This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are also used to help create the Advancing Scientific Knowledge/Review of the Literature section in Chapter 2 (Literature Review).
Reviewer Comments:
Problem Statement
Little is known about how blacks who are working as professionals can cope with the stresses of work-life balance, and how they can use mindfulness while attending to integration problems in the workforce, and educational environment, despite the various counselling, and orientation services being provided (Sisco, 2020). Therefore, this paper’s problem statement is based on the premise that black professionals, who are the general population for this study, face numerous issues that can affect their mental health when they join the workforce. Little is done to help prevent these issues resulting in stress and anxiety (Hardeman et al., 2016). Through a quantitative analysis, the research seeks to identify and measure the stress faced by black professionals and assess the efficacy of MBCT and MBSR as part of the coping strategies provided for this group. Therefore, the levels of stress and the use or lack of use of mindfulness, as well as its efficacy are the variables. The unit of analysis is the efficacy of mindfulness. The measurement would be in terms of the correlation between stress reduction, and use of mindfulness. This relationship is significant because it would help establish how black professionals can reliably reduce stress using mindfulness, resulting in a better life for them at the workplace.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Problem Statement
This section includes the problem statement, the population affected, and how the study will contribute to solving the problem.
The recommended length for this section is one paragraph.
1. States the specific problem proposed for research with a clear declarative statement.
3
2. Describes the population of interest affected by the problem. The general population refers to all individuals that could be affected by the study problem.
2
3. Describes the unit of analysis.
For qualitative studies this describes how the phenomenon will be studied. This can be individuals, group, or organization under study.
For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement).
2
4. Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem.
2
5. The problem statement is developed based on the need or gap defined in the Background to the Study section.
3
6. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1 and other Chapters where appropriate in the Proposal.
Reviewer Comments:
Purpose of the Study
This is a quantitative study that seeks to understand the relationship between the variables of stress reduction, and mindfulness among black professionals in the United States through conducting interviews of professionals and analysing the results. It thus examines mindfulness within black professionals’ context to find out whether it is a viable option. To do this, it examines the use of mindfulness as a variable and its effect on stress, as the other variable, in an effort to establish a correlation.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
PURPOSE OF THE STUDY
This section reflects what the study is about, connecting the problem statement, methodology & research design, target population, variables/phenomena, and geographic location.
The recommended length for this section is one paragraph.
7. Begins with one sentence that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.
3
8. Quantitative Studies: Defines the variables and relationship of variables.
9. Qualitative Studies: Describes the nature of the phenomena to be explored.
2
10. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study section in Chapter 1 and other Chapters where appropriate in the Proposal.
Reviewer Comments:
Research Questions and Hypotheses
The psychological problems and mental issues faced by many professionals and young adults, especially those belonging to ethnic and racial minorities, lead to professional underachievement, depression, and many other things that can affect how they work daily. The existence of, and the level of stress, and the effectiveness of mindfulness are the two aspects that this paper would focus on. The following research questions guide this study:
R1: To what extend does mindfulness help black professionals deal with stress?
H10: There is no statistically significant difference between individuals who use mindfulness to cope with stress and those who do not.
H1a: There is a strong correlation between the use of mindfulness and stress reduction.
R2: What is the impact of mindfulness on black professionals?
H10:Mindfulness has no impact.
H1a:There is a strong positive correlation between mindfulness and black professionals.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
Research Question(s) and/or Hypotheses
· The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study.
· Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study.
· Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative.
The recommended length for this section is a list of research questions and associated hypotheses (quantitative)
11. Qualitative Studies: States the research question(s) the study will answer and describes the phenomenon to be studied.
12. Quantitative Studies: States the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design and statistical analysis.
2
13. Alignment: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement.
3
14. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on the information about Research Questions) & Hypothesis/variables or Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal.
Reviewer Comments:
Advancing Scientific Knowledge and Significance of the Study
Studies into the positive impact of MBCT and MBSR as coping strategies for stress are relatively new research areas. Most extant literature deals with the way it helps participants to deal with stress and psychological issues. This particular study aims to address gaps related to the effectiveness of MBCT and MBSR as preventive strategies for black professionals.
To address this gap in the literature, the study uses a quantitative analysis method, based upon analysis of available data and personal interviews with participants, approximately 12-15 interviews. This will be done to identify the problems in adhering to formal practice and the importance of continuing with the program as part of one’s daily regimen. The formal and informal practice of MBCT and MBSR raise questions of the active components of the treatment but fail to provide direct evidence of the importance of home practice (Parsons et al. 2017, p.37) while Greeson et al. highlight the positive outcomes of MBSR and MBCT therapy for “myriad stress-related disorders” (p.8) and Galante et al. (2017) highlight the use of mindfulness as a preventive strategy for students.
New research into the use of MBCT and MBSR as a coping strategy for professionals and young adults dealing with mental issues and psychological disorders will prove useful, as it promotes a relatively cheap means of therapy.
The use of the Transactional Model of Stress and Coping model to understand and explain the effectiveness of MBCT and MBSR is also essential as it explains the importance of understanding stress and its effect on an individual. While there are research gaps in the use of mindfulness-based strategies overall, which this paper would attempt to address, it is even more useful because it helps narrow down the research. By focusing on the black professional groups, the paper would offer invaluable insight into mindfulness across various diverse groups and hopefully encourage more scientists to examine its use in the black professional groups and beyond.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
ADVANCING SCIENTIFIC KNOWLEDGE and SIGNIFICANCE OF THE STUDY
This section reiterates the gap or need in the literature and states how the study will address the gap or need and how the research will contribute to the literature, practical implications to the community of interest, and alignment with the program of study.
The recommended length for this section is one to two paragraphs, providing a brief synopsis of each criteria listed below which will be expanded in the proposal.
1. Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. (citations required)
3
2. Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to /advance the body of literature. (citations required)
3
3. Describes the potential practical applications from the research. (citations required)
3
4. Identifies and connects the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. (citations required)
3
5. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section builds on information about the Literature review and Theoretical Foundations sections in the 10 Strategic Points. This section becomes the foundation for the Theoretical Foundations section in Chapter 2
Reviewer Comments:
Rationale for Methodology
The research relies on a quantitative analysis of data gleaned from interviews with participants as well as other studies of extant literature related to mindfulness as a coping strategy for stress. This approach relies on numerical data to establish patterns and relationships between variables (Squires & Dorsen, 2018). Quantitative research is an appropriate methodology since it can help generate data that can then be manipulated mathematically to establish relationships between variables. The research is directed towards understanding the relationship between practicing mindfulness, and stress reduction, which makes the experimental quantitative methodology appropriate. The relationship allude to shall be deduced based on numerical data collected on the variables through correlation analysis, making the quantitative approach the proper one.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Rationale for Methodology
The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative or qualitative) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology.
The recommended length for this section is one paragraph.
1. Identifies the specific research methodology for the study.
3
2. Justifies the methodology to be used for the study by discussing why it is an appropriate approach for answering the research question(s) and addressing the problem statement.
3. Quantitative Studies: Justify in terms of problem statement and the variables for which data will be collected.
4. Qualitative Studies: Justify in terms of problem statement and phenomenon.
3
5. Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note:Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.
3
6. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on the Methodology and Design in the 10 Strategic Points.This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology.
Reviewer Comments:
Nature of the Research Design for the Study
The study design is based on a combination of data collection and analysis and a purposeful sample. The former is chiefly based on a study of existing literature and data accessed from institutions and individuals and interviews with identified black professionals (sample population) who use mindfulness as a way of stress reduction. These interviews will not necessarily be face to face. They can take the form of answers through questionnaires supplied, or even telephonic or Skype interviews with those willing to participate. An essential part of the data collection will be examining existing literature, and studies carried out in the field of mindfulness. Available scores will be analysed and used to understand further the need to regularly follow mindfulness practices to promote resilience and advance coping strategies.
Criterion Score
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Nature of the Research Design for the Study
This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample.
The recommended length for this section is two to three paragraphs and must address each criterion.
1. Identifies and describes the selected design for the study.
2
2. Justifies why the selected design addresses the problem statement and research questions.
3. Quantitative Studies: Justifies the selected design based on the appropriateness of the design to address the research questions and data for each variable.
4. Qualitative Studies: Justifies the selected design based on appropriateness of design to address research questions and study the phenomenon.
2
5. Briefly describes the target population and sample for the study.
3
6. Identifies the sources and instruments that will be used to collect data needed to answer the research questions.
3
7. Briefly describes data collection procedures to collect data on the sample.
3
8. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
2
NOTE: This section also elaborates on the Design portion of the Methodology and Design section in the 10 Strategic Points. This section provides the foundation for Nature of the Research Design for the Study in Chapter 1.
Reviewer Comments:
Research Materials
The research design is chiefly based upon analysis of existing data taken from extant literature, accessed from databases, and institutions. To make an appropriate evaluation, and analysis of the prior literature, it is crucial to analyze the various sections of the study. Even as the study’s significance and the problem aspect are the reason for the research papers being used, it is essential to look at the methods section with a critical eye, as it provides information about data collection methods, management, and analysis. (Merriam, Grenier 2019, p.21). The limitation section of the study and the validation instruments, if any, have been used, need to be understood clearly to ensure that ethical considerations related to data collection have been managed. As this particular research study depends upon interviews with participants, a field test could be carried out using a questionnaire and appropriate analysis done to ensure that the final questionnaire is error-free.
Criterion Score
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
RESEARCH MATERIALS, INSTRUMENTATION, OR SOURCES OF DATA
This section identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, surveys, validated instruments, questionnaires, interview protocols, databases, media, etc.).
The recommended length for this section is one to two paragraphs. Note: this section can be set up as a bulleted list.
Quantitative- Instruments/Research Materials:
Provides a bulleted list of the instrumentation and/or materials for data collection.
Describes the survey instruments or equipment/materials used (experimental research), and specifies the type and level of data collected with each instrument.
Includes citations from original publications by instrument developers (and subsequent users as appropriate) or related studies.
3
Qualitative – Sources of Data:
Describes the structure of each data collection instrument and data sources (tests, questionnaires, interview protocols, observations databases, media, etc.).
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on the Data Collection from the 10 Strategic Points
This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section provides the foundation for Research Materials,Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.
Reviewer Comments:
Data Collection
Most of the data used for the research is accessed from existing literature where “applicability, or transferability of the research findings, is the criterion for evaluating external validity.” (Hammarberg et al. 2016, p.500).
This helps in redirecting efforts, based on essential and incriminating evidence found. For the participant interviews, after the field test, a group of individuals will be identified, permission sought for accessing their records, and conducting interviews, after which the data will be collated and analyzed.
This data will be examined individually. The use of most recent data and studies, between one to three years old, will be carried out to provide the most recent studies, and data needed to create the framework for further analysis.
For questionnaires, they would first be constructed based on the information about the research, target respondents, and disseminating avenues.
It would then be worded, pretested and distributed.
To obtain informed consent, the sample population would be contacted in a advance and requested, in writing, for their permission to participate in the study.
To protect the rights of the participants, the gathered data would be stored on an encrypted hard drive and only published with their written consent. In addition, no names would be used in order to enhance anonymity.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
DATA COLLECTION AND MANAGEMENT
This section details the data collection process and procedures so that another researcher could conduct or replicate the study. It includes authorizations and detailed steps.
The recommended length for this section is a bullet or numbered list of data collection steps that should not exceed one page.
Quantitative Studies: Lists steps for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, and recorded. Includes a linear sequence of actions or step-by-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study.
Data from different sources may have to be collected in parallel (e.g., paper-and-pen surveys for teachers, corresponding students, and their parents AND retrieval of archival data from the school district). A flow chart is ok—”linear” may not apply to all situations
Qualitative Studies: Provides detailed description of data collection process, including all sources of data and methods used, such as interviews, member checking, observations, surveys, field tests, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question, and/or source of data.
2
Describes the procedures for obtaining participant informed consent and for protecting the rights and well-being of the study sample participants.
3
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on the Sample and Location and Data Collection in the 10 Strategic Points. This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal.
Reviewer Comments:
Data Analysis Procedures
The use of hypothetico-deductive model helps in quantitative research. It comprises methodical, yet adaptable rules for gathering, and analyzing data and pieces of information to develop hypotheses grounded in the data themselves (McKenzie, 2018). Based on this, the data collection was done through thematic analysis of emerging themes to access the patterns in unifying themes in the databases. The initial coding, which led to the main themes related to regular practice and the importance of integrating mindfulness in one’s daily routine, led to focussed coding that helped to synthesize and explain big chunks of data.
Data on stress reduction shall be gathered within the context of the Transactional Model of Stress and Coping discussed earlier. The appraisals that the participants give would thus be the scales upon which the data would be based and interpreted. Similarly, the efficacy of mindfulness would be evaluated based on how the stress is seen to reduce when mindfulness is used. The variations in appraisals would be evaluated. Similarly, data from other studies would be evaluated using correlation analysis to identify the relationships between the data. Some of the assumptions of this model are that it assumes linearity, and an absence of outliers, among other things.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
DATA ANALYSIS PROCEDURES
This section provides detailed steps for the analytic procedures to be used to conduct data analysis.
The recommended length for this section is one to two paragraphs, can also be presented in bulleted format.
Describes in detail the relevant data collected for each stated research question and/or each variable within each hypothesis (if applicable).
Quantitative Studies: “In detail” means scales (and subscales) of specified instruments AND type of data for each variable of interest. IMPORTANT: For (quasi) experimental studies, provide detailed description of all treatment materials per treatment condition, as part of the description of the independent variable corresponding to the experimental manipulation.
What: Describes, in detail, statistical and non-statistical analysis to be used and procedures used to conduct the data analysis.
Quantitative Studies: (1) describe data file preparation (descriptive statistics used to check completeness and accuracy; for files from different sources, possibly aggregating data to obtain a common unit of analysis in all files, necessarily merging files (using the key variable defining the unit of analysis); (2) computation of statistics for the sample profile; (3) computation of (subscales and) scales; (4) reliability analysis for all scales and subscales; (5) computation of descriptive statistics for all variables of interest in the study (except those already presented in the sample profile); (6) state and justify all statistical procedures (“tests”) needed to generate the information to answer all research questions; and (7) state assumptions checks for all those statistical procedures (including the tests and / or charts to be computed).
Qualitative Studies: This section begins by identifying and discussing the specific analysis approach or strategy, followed by a discussion of coding procedures to be used. Note: coding procedures may be different for Thematic Analysis, Narrative Analysis, Phenomenological Analysis, or Grounded Theory Analysis.
3
Why: Provides the justification for each of the (statistical and non-statistical) data analysis procedures used in the study.
3
Show Steps that Support Evidence
Quantitative Analysis – states the level of statistical significance for each test as appropriate, and describes tests of assumptions for each statistical test.
Qualitative Analysis – evidence of qualitative analysis approach, such as coding and theming process, must be completely described and included the analysis /interpretation process. Clear evidence from how codes moved to themes must be presented.
3
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
3
NOTE: This section elaborates on the Data Analysis from the 10 Strategic Points.This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.
Reviewer Comments:
Ethical Considerations
The guiding principle of a significant research project should be to find solutions for prevalent issues while ensuring that the highest ethical considerations are integrated throughout the research process. Several research projects face ethical issues such as privacy rights violation, and use of underhand tactics to obtain results. In this situation, it is vital to maintain the highest confidentiality levels, protect the data collected, and ensure that the examinee has given informed consent. For this particular research study, through informed consent and confidentiality of subjects, and objective interpretation, the ethical issues related to the project will be managed positively. To obtain informed consent, the sample population would be contacted in a advance and requested, in writing, for their permission to participate in the study. To protect the rights and identity of the participants, the gathered data would be stored on an encrypted hard drive and only published with their written consent. In addition, no names would be used in order to enhance anonymity
Finally, to ensure that the dissertation is deemed ethical, the necessary approvals from relevant regulatory bodies and ethical bodies would be obtained where applicable. This would be done through written requests to the relevant boards and face to face meetings with others which are near. This helps demonstrate that the research has been done in compliance with specifications laid down regulations. The approvals would be obtained for the instruments to be used in the research, the site, and the IRB.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Ethical Considerations
This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed.
The recommended length for this section is one paragraph.
1. Describes site authorization process, subject recruiting, and informed consent processes.
2. Describes how the identities of the participants in the study and data will be protected.
3. Discusses potential ethical concerns that might occur during the data collection process.
4. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement section.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
NOTE: This section does not include information from any of the 10 Strategic Points.
This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal.
Reviewer Comments:
References
Bamber, M., & Schneider, J. (2015, December). Mindfulness-Based Meditation to Decrease Stress and Anxiety in College Students: A Narrative Synthesis of the Research. Educational Research Review, 1(32), 1-29. doi:10.1016/j.edurev.2015.12.004
Burke, M. G., Dye, L., & Hughey, A. W. (2016). Teaching mindfulness for the self-care and
well-being of student affairs professionals. College Student Affairs Journal, 34(3), 93-107.
Galante, J., Dufour, G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., … & Jones, P. B.
(2018). A mindfulness-based intervention to increase resilience to university students (the Mindful Student Study): a pragmatic randomized controlled trial. The Lancet Public Health, 3(2), e72-e81.
Greeson, J. M., Zarrin, H., Smoski, M. J., Brantley, J. G., Lynch, T. R., Webber, D. M., … &
Wolever, R. Q. (2018). Mindfulness meditation targets transdiagnostic symptoms implicated in stress-related disorders: Understanding relationships between changes in mindfulness, sleep quality, and physical symptoms: evidence-Based Complementary and Alternative Medicine, 2018.
Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative research methods: when to
use them and how to judge them. Human Reproduction, 31(3), 498-501.
Hardeman, R., Perry, S., Phelan, S. M., Przedworski, J. M., Burgess, D. J., & Ryn, M. (2016). Racial identity and mental well-being: The experience of African American Medical Students. J Racial Ethn Health Disparities, 3(2), 250–258. doi:/orders/dx.doi.org/10.1007%2Fs40615-015-0136-5
Herrero, R., Mira, A., Cormo, G., Etchemendy, E., Baños, R., García-Palacios, A., … & Görlich,
(2019). An Internet-based intervention for improving university students’ resilience and coping strategies: Study protocol for a randomized controlled trial. Internet interventions, 16, 43-51.
Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for
Parsons, C. E., Crane, C., Parsons, L. J., Fjorback, L. O., & Kuyken, W. (2017). Home practice
in Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction: A systematic review and meta-analysis of participants’ mindfulness practice and its association with outcomes. Behaviour Research and Therapy, 95, 29-41.
Sibinga, C. T. (Ed.). (2018). Ensuring research integrity and the ethical management of data.
IGI Global.
Sisco, S. (2020, August 20). Race-Conscious Career Development: Exploring Self-Preservation and Coping Strategies of Black Professionals in Corporate America. Advances in Developing Human Resources.doi:/orders/doi.org/10.1177%2F1523422320948885
Smith, J., & Perez, M. (2018). The importance of stress management in todays. Rev. Client. Sena Aires, 7(1), 1-4.
Spruill, T. M., & Shallcross, A. J. (2018). The Protective Role of Mindfulness in the Relationship Between Perceived Discrimination and Depression. Mindfulness (N Y), 9(4), 1100–1109. doi:/orders/dx.doi.org/10.1007%2Fs12671-017-0845-4
Squires, A., & Dorsen, C. (2018, October 01). Qualitative Research in Nursing and Health Professions Regulation. Journal of Nursing Regulation, 9(3), 15-26. doi:/orders/doi.org/10.1016/S2155-8256(18)30150-9
Turner, F. D., & Smith, J. K. (2015). A comparative study on the stress levels of black, white,
Asian and Latino undergraduate students. Journal of Research Initiatives, 1(3), 6.
Appendix A The 10 Strategic Points
The 10 strategy points emerge from researching literature on a topic that is based on, or aligned with, the defined need in the literature as well as the learner’s personal passion, future career purpose, and degree area. The 10 Strategic Points document includes the following 10 key or strategic points that define the research focus and approach:
Topic—Provides a broad research topic area/title.
The efficacy of mindfulness as a strategy in stress reduction.
Literature review—Lists primary points for four sections in the Literature Review:
(a) Background of the problem/gap and the need for the study based on citations from the literature;
There is evidence to indicate rising levels of stress in the world and in black professionals (Smith & Perez, 2018).
According to Hardeman et al. (2016), the instances of mental illness in the black community are on the rise, affecting black individuals in their daily lives, in school, and later on in their professions (Hardeman et al., 2016).
(b) Theoretical foundations (models and theories to be foundation for study);
The Transactional Model of Stress and Coping is an invaluable framework because it helps one understand how stress works and how an individual combats such stress.
(c) Review of literature topics with key theme for each one;
Stress Among the Population
Stress in the modern world is a common occurrence to the extent that the WHO has been deemed an epidemic of the 21st century (Smith & Perez, 2018).
Stress in Black American professionals
Black professionals are of interest because they are often understudied, and underrepresented in research (Hardeman et al., 2016).
Research on Mindfulness and Its Efficacy
Mindfulness has been used in several studies, but several factors often limit the research.
(d) Summary.
Literature shows that stress is indeed a significant impediment in people’s lives, especially black professionals. There are, however, limited studies on how this stress can be combated and especially so in black professionals. This has to be remedied by conducting mores studies in how mindfulness can help reduce stress.
Problem statement—Describes the problem to address through the study based on defined needs or gaps from the literature.
This paper’s problem statement is based on the premise that black professionals, who are general population for this study, face numerous issues that can affect their mental health when they join the workforce
Sample and location—Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers).
This is a quantitative study that seeks to understand the relationship between the variables of stress reduction, and mindfulness among black professionals in the United States through conducting interviews of professionals (approximately) and content analysis (number of articles yet to be determined) then analyzing the results.
Research questions—Provides research questions to collect data to address the problem statement.
R1: To what extend does mindfulness help black professionals deal with stress?
Hypothesis/variables or Phenomena—Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative).
H10: There is no statistically significant difference between individuals who use mindfulness to cope with stress and those who do not.
H1a: There is a strong correlation between the use of mindfulness and stress reduction.
Methodology and design—Describes the selected methodology and specific research design to address problem statement and research questions.
The experimental quantitative methodology is used and interviews and content analysis constitute the design of the projects.
Purpose statement—Provides a one-sentence statement of purpose including the problem statement, methodology, design, population sample, and location.
This is a quantitative study that seeks to understand the relationship between the variables of stress reduction, and mindfulness among black professionals in the United States through conducting interviews of professionals and analysing the results. It thus examines mindfulness within black professionals’ context to find out whether it is a viable option. To do this, it examines the use of mindfulness as a variable and its effect on stress, as the other variable, in an effort to establish a correlation.
Data collection—Describes primary instruments and sources of data to answer research questions.
Data collection would be done through content analysis and interviews of the sample population.
Data analysis—Describes the specific data analysis approaches to be used to address research questions.
Data would be analysed through the use of statistical software such as SPSS and excel where applicable. It would be cleaned and sorted before this analysis.
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Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Week 5 Source of Data and Data Collection Discussion
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Week 5 Source of Data and Data Collection Discussion
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Week 5 Source of Data and Data Collection Discussion
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
GuaranteeWeek 5 Source of Data and Data Collection Discussion
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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Appendix B
Table 1
Quantitative Studies
Research Questions:
State the research Questions
Hypotheses:
State the hypotheses to match each Research question
List of Variables/Groups to Collect Data For:
Independent and Dependent Variable(s)
Instrument(s)
To collect data for each variable
Analysis Plan
Data analysis approach to (1) describe data and (2) test the hypothesis
1. R1: To what extend does mindfulness help black professionals deal with stress?
H10: There is no statistically significant difference between individuals who use mindfulness to cope with stress and those who do not.
H1a: There is a strong correlation between the use of mindfulness and stress reduction.
Level of stress
Use of mindfulness
Interviews
Content analysis
Use of statistical approaches and software.
2. R2: What is the impact of mindfulness on black professionals?
Mindfulness has no impact.
H10:Mindfulness has no impact.
H1a:There is a strong positive correlation between mindfulness and black professionals
Walden University Week 6 Implementing Positive Social Change Paper
Positive social change initiatives can take many forms: small or large, local or global, and low- or high-cost. Certain organizations can meet certain challenges better than others. By using analytical tools such as a SWOT analysis, organizations can better discover how to put their resources to best use. HR professionals can help facilitate the process of interpreting analyses and implementing positive social change initiatives within organizations.
In this Assignment, you will respond to a set of questions on describing what positive social change is, how it can impact society, the role of a SWOT analysis, how a SWOT analysis can be used to create positive social change, and how HR professionals can assist organizations in implementing positive social change initiatives. Submit your responses to the following prompts.
In your own words, define positive social change, and describe how a business can incorporate positive social change into its mission to impact society. (75–150 words, or 1–2 paragraphs)
Describe the role of HR in supporting (and/or leading) positive social change within an organization, as well as the impact of those efforts on an organization’s workforce, organizational culture, and surrounding community. In your response, include at least three examples of positive social change that you have read about or experienced within an organization. (225–300 words, or 3–4 paragraphs)
Explain the role of a SWOT analysis for an organization. Then explain how an organization could use a SWOT analysis to create positive social change, both internally and externally. (150–225 words, or 2–3 paragraphs)
If you were an HR consultant to an organization, what steps might you recommend an organization take to implement a positive social change initiative? Be specific and use relevant examples to support your response. (150–225 words, or 2–3 paragraphs)
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Week 6 Implementing Positive Social Change
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper
