Conditions of the Cardiovascular System Essay Assignment Papers

Conditions of the Cardiovascular System Essay Assignment Papers

Jeff Cole was hospitalized at age 60 for cardiomyopathy with congestive heart failure. As a result of a timely evaluation and diagnosis, Cole had a more positive health outcome than the majority of other patients with his condition. By working closely with Cole to develop a personalized treatment plan, his health care provider was also able to improve his long-term prognosis (St. Anthony’s Medical Center, 2014).

After the initial recovery, patients like Cole often struggle to adhere to treatment plans. However, by collaborating with patients and developing regimes that consider their lifestyle needs, you can help improve health outcomes for patients with cardiovascular conditions.
ORDER A CUSTOM-WRITTEN PAPER NOW
This week, as you explore the etiology and clinical presentations of cardiovascular conditions in acute care settings, you will examine strategies for assessing, diagnosing, and treating patients with cardiovascular conditions.

Learning Objectives

By the end of this week, students will:
  • Evaluate patients with cardiovascular conditions
  • Develop differential diagnoses for patients with cardiovascular conditions
  • Develop treatment plans for patients with cardiovascular conditions

Photo Credit: thelinke/E+/Getty Images

Learning Resources

Required Readings

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F.A. Davis Company.
 

  • Section 6, “Cardiovascular Procedures”
    • Chapter 89, “Doppler Technique”
    • Chapter 90, “Electrocardiogram (ECG) Interpretation”
    • Chapter 91, “Electrocardiogram (ECG) Lead Placement”
    • Chapter 92, “Holter Monitor Application: Continuous 24-Hour Ambulatory Cardiac Monitoring”
    • Chapter 93, “Stress Testing”
    • Chapter 96, “Blood Culture Specimen Collection”
    • Chapter 97, “Capillary Blood Collection: Heel/Finger Stick”
    • Chapter 99, Defibrillation: Unna’s Boot Application”
    • Chapter 100, “Venipuncture”

Papadakis, M. A., McPhee, S. J., & Rabow, M. W. (2018). Current medical diagnosis & treatment (57th ed.). New York, NY: McGraw Hill.
 

  • Chapter 10, “Heart Disease” (pp. 328-446)
  • Chapter 11, “Systemic Hypertension” (pp. 447-478)
  • Chapter 12, “Blood Vessel & Lymphatic Disorders” (pp. 479-506)
  • Chapter 28, “Lipid Disorders” (pp. 1269-1277)

Weber, E. C., Vilensky, J. A., & Fog, A. M. (2013). Practical radiology: A symptom-based approach. Philadelphia, PA: F.A. Davis Company.
 

  • Chapter 6, “Chest” (pp. 125–149)

American Heart Association. (2013). Hypertrophic cardiomyopathy. Retrieved from http://www.heart.org/HEARTORG/Conditions/More/Cardiomyopathy/Hypertrophic-Cardiomyopathy_UCM_444317_Article.jsp

Duvvuir, P., & Moghekar, A. (2014). Bedside applications of ultrasound. Retrieved from http://www.clevelandclinicmeded.com/medicalpubs/diseasemanagement/pulmonary/bedside-applications-of-ultrasound/

SkillStat Learning Inc. (2014). The 6 second ECG. Retrieved from http://www.skillstat.com/tools/ecg-simulator#/-home. Conditions of the Cardiovascular System Essay Assignment Papers

University of Virginia. (2013g). Interpretation of the ICU chest radiograph. Retrieved from http://www.med-ed.virginia.edu/courses/rad/chest/index.html

University of Virginia. (2013j). Introduction to conventional cardiac radiography. Retrieved from http://www.med-ed.virginia.edu/courses/rad/cardiacplain/

Required Media

i-Human Patient Cases. (2014). Retrieved from https://ih2.i-human.com/users/sign_in

Optional Resources

Dubin, D. (2000). Personal quick reference sheets. In Rapid interpretation of EKG’s (pp. 333–346). Tampa, FL: Cover Publishing Co. Retrieved from http://tmedweb.tulane.edu/portal/files/open-access/clinical-diagnosis/ekg_reference_sheets.pdf

Godara, H., Hirbe, A., Nassif, M., Otepka, H., & Rosenstock, A. (2014). The Washington manual of medical therapeutics (34th ed.). Baltimore, MD: Lippincott Williams & Wilkins.

Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F.A. Davis.

Yale University. (1999a). Atlas of echocardiography: Coronal section through chest.

Yale University. (1999b). Atlas of echocardiography: Left parasternal long axis view.

Yale University. (1999c). Atlas of echocardiography: Normal function.

Yale University. (1999d). Atlas of echocardiography: Radiography of the heart.

Cardiovascular conditions are among the leading causes of hospitalization, and they are of particular importance because they often require immediate medical responses. This makes it essential that you not only be able to identify quickly signs and symptoms of these conditions but also be fluent in current evidence-based treatment guidelines. For this Assignment, as you examine this week’s i-Human patient case study, consider how you might evaluate and treat patients who present with cardiovascular conditions. Conditions of the Cardiovascular System Essay Assignment Papers
To prepare:

  • Review this week’s Learning Resources. Consider how to assess, diagnose, and treat conditions of the cardiovascular system.
  • Review this week’s i-Human case study. Based on the patient information provided, think about the health history you would need to collect from each patient
  • Consider what physical exams and diagnostic tests would be appropriate to help you gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
  • Identify three to five possible conditions to consider in a differential diagnosis for the patient.
  • Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
  • Reflect on a treatment plan for the patient that includes health promotion and patient education strategies.

To complete:
As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Patients Case Player Student Manual in the Week 1 Learning Resources.

By Day 7

This Assignment is due.

Submission and Grading Information

Week 4 Assignment Rubric

Practicum Reminder: Week 4 Time Log

Time Logs

You are required to keep a log of the time you spend related to your practicum experience and enter every patient you see each day. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term.
Conditions of the Cardiovascular System Essay Assignment Papers

/by

What do we know about psychological disorders and their treatment?

,
Psychology homework help
The DSM identifies many specific psychological disorders. While research has found that in general, no one type of therapy is substantially better than others, different treatments may be more appropriate for specific disorders. In this project, you are asked to choose a psychological disorder that is of interest to you. You will describe the disorder in detail, indicate what is known about its causes and progression, and identify a treatment or treatments that would be most appropriate.
As you complete this project, think about the following:

  • What do we know about psychological disorders and their treatment?
  • Which disorder am I interested in writing about?

At the end of this activity, you will:

  • Have a clear idea of what you will write about for the course project
  • Develop a treatment plan for the chosen disorder

At the end of Module 5 you will be required to submit a course project on psychological disorders and their treatment. You will be asked to choose one of the following:

  1. Obsessive-Compulsive Disorder (OCD)
  2. Post-Traumatic Stress Disorder (PTSD)
  3. Major Depressive Disorder
  4. Bipolar Disorder
  5. Schizophrenia

You should start thinking about which disorder you would like to cover. After choosing a disorder, read the associated module in the textbook and choose an appropriate therapy or therapies for that disorder from the following choices:

  1. Psychoanalysis
  2. Humanistic Therapy
  3. Behavioral Therapy (you may choose combined Cognitive-Behavioral Therapy)
  4. Cognitive Therapy (you may choose combined Cognitive-Behavioral Therapy)
  5. Drug Therapies
/by

Theoretical Approaches and Counseling Techniques

 Psychology homework help
 
Unit 4 Discussion 1 & 2? $30.00 Due (Friday) 7/27/2018.
Unit 4 Discussion 1
Theoretical Approaches and Counseling Techniques
Compare the counseling techniques you observed in the person-centered counseling videos (with the child, Wood), to the counseling techniques you observed in the video that corresponded to the additional chapter you selected in Counseling Children.
Identify the key similarities and differences between the two theoretical approaches in the following areas, using course readings to support your conclusions:
· Typical therapeutic goals for helping children and adolescents.
· Counseling methods and process used by the counselors used in the video sessions.
· Specific techniques used by the counselors, and the client’s response.
· Adaptability of the theory for use with children from diverse cultures and backgrounds.
o APA Style and Format.
[u04d2] Unit 4 Discussion 2
Unit 4 Discussion 2
How Theories Determine Interventions
Discussion Scenario
For this discussion, first imagine the following scenario.
A father of a 4-year-old boy brings his son to counseling. His son has recently begun biting other children at preschool. As would be expected, this behavior is extremely upsetting to the teachers, the children who have been bitten, and their parents. The director of the preschool has told the father that the problem must be addressed by a professional if the child is to remain in preschool.
The father of the boy wants to get the best help he can, so he arranges an initial session with five counselors who advertise themselves as working from five different theoretical perspectives. He asks them all the same two questions: “Why is my child biting? And how will you make him stop?” He receives the following answers:
Psychodynamic Counselor
· Why: “Your child may have an oral fixation that he has tied to his aggressive impulses.”
· What to do: “When your child’s unconscious motives have been freely expressed and resolved, his behavior and peer interactions will become more age-appropriate.”
Behavioral Counselor
· Why: “It doesn’t matter why; what matters is precisely selecting the behavior you want to change.”
· What to do: “Through observation, we will determine the contingencies that are reinforcing this biting behavior and eliminate them, while simultaneously establishing rewards for desired behaviors.”
Adlerian Counselor
· Why: “It will be important to know what need your son is seeking to satisfy with this behavior—power? Attention? Self-Protection?”
· What to do: “When we find more constructive ways for your son to satisfy his need and encourage his use of these alternate ways, the biting behavior will discontinue.”
Person-Centered Counselor
· Why: “I wonder if your child feels truly seen and understood, and feels prized for who he is.”
· What to do: “When we create a space where your son feels unconditionally accepted, he will work through this on his own and I expect the biting will stop.”
Solution Focused Counselor
· Why: “I don’t know why, but answer this: Are there days when he doesn’t bite?”
· What to do: “Let’s figure out what’s happening on the days he doesn’t bite, and do more of that.”
This whimsical scenario is overly simplified to the point of being humorous. Nevertheless, it underlines the point that the same problem would be understood and addressed differently by counselors working from different orientations. It also makes the point that the answer to what to do is based on the counselor’s answer to why the problem is occurring.
Discussion Instructions
Now it is your turn. Select a common problem behavior that a child or teen might display (such as school refusal, bed-wetting, lying to teachers, sneaking out at night, obsessive fingernail biting, or always losing homework).
· Briefly describe the problem.
· Then, offer responses, from three different counselors who represent three different theoretical perspectives, to the why and the what to do questions.
· Use your textbook to ensure that you design responses that are consistent with the theories on which they are based.
· Offer a rationale, citing your support, for how you see each of your responses as exemplifying each of your chosen theories.
Audiovisual Media
Watch these videos to observe person-centered counseling in action:
· Person-Centered Counseling: Wood Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 6, “Person-Centered Counseling,” and choose Video Activity 1 to get started. Transcript.
· Person-Centered Counseling: Wood Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 6, “Person-Centered Counseling,” and choose Video Activity 2 to get started. Transcript.
In addition, watch the video that corresponds to the additional chapter you chose to read:
· Gestalt Therapy: Jennifer Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 7, “Gestalt Therapy,” and choose Video Activity 1 to get started. Transcript.
· Behavioral Counseling: Laney Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 8, “Behavioral Counseling,” and choose Video Activity 1 to get started. Transcript.
· Reality Therapy: Tim Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 9, “Reality Therapy,” and choose Video Activity 1 to get started. Transcript.
· Reality Therapy: Tim Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 9, “Reality Therapy,” and choose Video Activity 2 to get started. Transcript.
· Brief Counseling: Sarah Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 10, “Brief Counseling,” and choose Video Activity 1 to get started. Transcript.
· Brief Counseling: Sarah Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 10, “Brief Counseling,” and choose Video Activity 2 to get started. Transcript.
· Individual Psychology: Sarah Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 11, “Individual Psychology,” and choose Video Activity 2 to get started. Transcript.
Individual Psychology: Sarah Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 11, “Individual Psychology,” and choose Video Activity 2 to get started. Transcript
/by

Nursing Leaders as Ethical-Legal Change Agents in Health Care

Nursing Leaders as Ethical-Legal Change Agents in Health Care
ORDER A CUSTOM-WRITTEN ESSAY
In the course, you will research ethical decision-making and legal issues that influence your role as a nursing leader. Please take this opportunity to introduce yourself and explain how you see your role as a nursing leader making ethical-legal and moral decisions. Include what actions you plan to take to solve moral distress caused by ethical dilemmas and the values that support your actions.

/by

Differences between therapy group and self-help groups

  • Psychology homework help

Starting a Group

Group therapy represents a large portion of treatment opportunities for clients battling substance use disorders. Groups are an important part of treatment, allowing clients to feel as though they are not alone in facing a problem and that other people have faced similar problems and overcome them successfully.
This particular assignment consists of two parts. For this assignment, assume that you have been working as an individual counselor at a substance abuse treatment center for some time now. Your supervisor has asked you to create a therapy group for a handful of the substance abuse clients that you and the other counselors work with. In order to identify the appropriate clients that can be placed in your group, your supervisor has asked you to prepare a report outlining the important points of the group you are forming:
Part I
Prepare a 1–2-page report detailing the following items in your group design:

  • Goal(s) of group
  • Group norms (such as attendance requirements, privacy, confidentiality, relationships with group members, etc.)
  • Differences between therapy group and self-help groups
  • Procedure for dealing with disruptive and/or resistant clients
  • Form(s) of power to be used
  • Consequences for relapse
  • Procedure for dealing with a member leaving the group

Part II
For the next part of this assignment, read this passage and address the questions that follow:
As the group leader, it is important to take time to look at some of the issues you may need to be aware of in yourself throughout each of the four stages of group development. For example, the second stage of group development includes an opportunity for clients to challenge or critique you. The way you handle criticism is an issue you need to identify and be wary of how you respond. Keeping this in mind, your supervisor has asked you to do the following:

  • Reflect on your potential issues for each of the four stages of group development.
  • Present at least two self-care strategies that you will be able to choose from in order to address these issues as they arise in your career.

Write a 3–4-page paper that includes both parts of the assignment in Word format. Include a title page in APA format. Use scholarly resources, including your textbook to support your ideas. Apply APA standards to citation of sources.
Assignment 2 Grading Criteria
Maximum Points
Described all of the required aspects of group design such as its goals, norms, differences, etc.
Identified potential issues for each of the four stages of group development showing understanding and analysis of the group dynamics as well as self-reflection.
Identified appropriate self-care strategies to address potential issues that might arise.
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
Total

/by

Maladaptive Perfectionism as a Mediator and Moderator Between Adult Attachment and Depressive Mood

Psychology homework help
 preparation for this assignment, read the “Maladaptive Perfectionism as a Mediator and Moderator Between Adult Attachment and Depressive Mood” article located in the Topic 3 readings.
Write a 750-word paper about your selected article. Be sure to include the following in your paper:
A discussion about the key variables in the selected article
Identify the validity and reliability reported statistics for the article
The particular threats to internal validity that were found in the study
The strengths and limitations of the multivariate models used in the selected article
A reference and in-text citations for the selected article as well as one additional reference
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
This assignment meets the following CACREP Standard: 2.F.8.i. Analysis and use of data in counseling.
 
Please Note: Assignment will not be submitted to the faculty member until the “Submit” button under “Final Submission” is clic
/by

DESCRIBE THE IOM REPORT FRAMEWORK FOR HEALTHCARE QUALITY. HOW CAN IT BE APPLIED TO NURSING?

AFTER REVIEWING THE INSTITUTE OF MEDICINE (IOM) WEBSITE (WWW.IOM.EDU), DESCRIBE THE IOM REPORT FRAMEWORK FOR HEALTHCARE QUALITY. HOW CAN IT BE APPLIED TO NURSING?

 NO COMMENTS
After reviewing the Institute of Medicine (IOM) website (www.iom.edu), describe the IOM report framework for healthcare quality. How can it be applied to nursing? How can it be applied to your actual work setting? The Institute of Medicine (IOM) website has hundreds of reports related to health and health care. After reviewing the IOM website, describe the IOM report framework for healthcare quality. How can it be applied to nursing? How can it be applied to your actual work setting?
/by

Legal Theory and Application

Argosy University Comprehensive Examination
MA Forensic Psychology
NT 7.19.2018
(Thursday, August 2, 2018 –Wednesday, August 8, 2018)
Proposed Case Vignette for Comprehensive Examination
Please read the vignette carefully. Based on information provided in the vignette, please compose a well-written and organized response to each of the questions that follow:
Interviewing and Background Information
Family of Origin:
Mr. Jones is a 27-year-old self-reported Asian male who was born in Chicago, Illinois. He stated his mother died a year ago. When Mr. Jones was question as to how his mother passed away, Mr. Jones stated “I do not want to talk about that right now. Rest my mother’s spirit, she died young. But I will say she was one of the hardest working people I knew. Some might say it was a shame my mother had the nerves to have eight kids by several different Johns, as they call them today as a sex worker. Guess what though, my mother never received government assistance and never allowed us to live in poverty. She did her business on the Westside of the city and provided a home for us on the Southside……anything we needed she provided it….” Mr. Jones stated he never met is father nor does he have information about his father. He reported having 7 siblings (2-brothers, 5-sisters). Mr. Jones is the second oldest of his siblings and indicated that he feels supported by each of them. He stated that his relationship with his siblings is “….very close…..we grew up together… we are all we got.” Mr. Jones stated that while he was growing up his mother treated him “good… my mother did the best she could… there is eight of us so I had to find my way in life.” Mr. Jones described his family as “loving, supportive, respectful, helpful… don’t get me wrong, we had our problems, all families do… but we always stuck together….my friends would call us the Rainbow Family of Ms. Chen due to my mother being Asian and my siblings and I having different colored skin from each other ….they can say what they want at the end of the day nothing like family and I would not trade them if I could….most people don’t know anything about that…”
Mr. Jones stated he has resided in the “Chicago area” for most of all my life.” Mr. Jones formerly resided in Niles, Illinois (from approximately 2014-2016).  He currently lives in Chicago, Illinois with his younger sister in his mother’s house.
Social History:
It was reported by Mr. Jones that he had 2-3 close friends as a child. He indicated that he spent more time with his siblings than his friends, further stating that his mother used to joke about him having enough brothers and sisters that he did not need friends. Despite this, Mr. Jones stated he was “very popular” in school. He reported he “used to go to the movies, roller skate, [and have] sleepovers for fun with his friends.” Mr. Jones also stated “my friends and I did not get in trouble together as I always did that on my own.” He stated he did not experience bullying as a child and specifically stated he did not bully others either.
Mr. Jones described his friendships as an adult to be “loving, peaceful, caring, [and] happy,” further indicating that he has friends outside of his siblings. He reported that he and his friends cook, go to the movies, go out to eat, spend time at each other’s houses, and “go to clubs” (prior to his court involvement) for fun. Mr. Jones stated his friendships are “I guess the same as when I was a kid,” further describing he is still close with his friends from childhood. When asked about how he generally feels about other people, Mr. Jones stated, “I don’t judge people. You treat me right, I’ll treat you right. I’m not a judgmental person.” He reported spending most of his time with his children and his younger sister, Claire doing “mostly everything they need for me to do for them.”
With regards to romantic relationships, he reported his relationships have been “good” with “no abuse.” He reported having a previous relationship and being married to Sarah, indicating further they met through a mutual friend. Their relationship reportedly ended because she “found some other piece of ****.” They were married in 2015 and have been divorced since 2016. Mr. Jones reported they have 2- daughters (ages 4 and 3). He is currently in a relationship with Eleanor, describing they met through Mr. Jones’ older brother and have been together since his divorce from Sarah. He described Eleanor as being: “peaceful, loving, caring, understanding, [and] joyful.”
Educational History:
Mr. Jones reported reaching general developmental milestones within normal limits. He related that school was hard for him and explained that he participated in “LD and BD” classes (learning disorder and behavior disorder). Mr. Jones stated, “… I was a D and F student in the beginning of my schooling career” and indicated that his grades improved overtime. He attributed this to his dyslexic and not being diagnosed until he was almost in the 8th grade. Mr. Jones indicated he had another learning disorder but could not remember the name. Mr. Jones graduated and received his high school diploma in 2008. He reported receiving detention several times for running in the hallways and talking out loud but specified that none were for fighting.
Employment History:
Mr. Jones provided a history of gainful employment. He reported his relationships with his coworkers to be “real good.” Previously, Mr. Jones worked as an investment banker assistant in Niles, Illinois for approximately four years.  Mr. Jones stated he was terminated due to “numerous calls-offs ….well some days I just could not make it in from Chicago…… I had to move back with my mother after Sarah left.” He then worked as a financial assistant for a large corporation in Chicago until he was laid off in March 2018.
Substance Use/Abuse History:
Mr. Jones reported a history of minimal alcohol use starting at age 22, stating, “I don’t like it.” He related that he does not normally drink and that the most he has ever consumed was “not even half of a cup.” Mr. Jones endorsed a history of illegal drug use, identifying marijuana as his drug of choice. He reported his marijuana use began when he was 17 years old and that he smoked “all day, every day.” His last reported use of marijuana was “a year a so ago.” He indicated that it was “not hard to stop [smoking marijuana.]” Mr. Jones reported two previous attempts at staying sober. He reported his first attempt was 5 years ago. His last attempt was 11-12 months ago, where he received out-patient substance abuse treatment for marijuana use. Mr. Jones stated, “My brother and I talked after our mother passed away and we both agreed we needed to step it up and anything that might hinder us let it go. So, hey no weed for me…we have to pick-up where our mother left off.” With regards to family use of drugs and alcohol, Mr. Jones reported that his older brother is an “alcoholic, a functioning one though.”
Mental Health History:
Mr. Jones denied the presence of mental health issues within his family. He indicated that he previously received mental health counseling when he was 14 years old. Mr. Jones stated he “doesn’t remember much about it.” Mr. Jones also reported he was psychiatrically hospitalized at a hospital in Chicago, Illinois one time and estimated that this occurred when he was about 12 or 13 years old. Mr. Jones reported being unable to remember why he was hospitalized but remembers being there. Further, Mr. Jones could not recall if he was diagnosed with a mental disorder. He denied being prescribed medication.
He endorsed experiencing symptoms such as frequent mood swings. He indicated that he was irritable when he was not “smoking weed” and often “spaced out.” Mr. Jones indicated that he will experience a “180 change” instantly and that this will happen randomly during his periods of both using and not using marijuana.  He endorsed experiencing “highs and lows quickly” and feeling “hyper,” stating that this has been occurring “a lot” since he was about 12 years of age “lasting for hours to sometimes days.” “When asked about periods of irritability, Mr. Jones stated “there’s always a reason why I am upset… someone had to do something to make me mad.” He described himself to be “irritated” during these periods, stating he did not want to be bothered [by other people] and preferred to be by himself. Mr. Jones stated he used marijuana during these periods “to help me calm down…it works…I have never been in a fight. He stated he would be irritable for “hours… until I came down off the madness.” Per Mr. Jones, these periods of irritability occurred randomly and often, similar to the periods of feeling “hyper.” Mr. Jones indicated his self-esteem was high during these periods and he felt more confident than usual. He denied experiencing any symptoms of depression and anxiety. Also Mr. Jones denied experiencing symptoms of a perceptual disturbance. With regards to speech, Mr. Jones stated “I talk anyway,” expressing he did not feel pressure to talk constantly or faster than normal. Mr. Jones denied current and previous suicidal and homicidal ideations at the time of his assessment, specifically stating, “No, that’s not an option.”
Trauma:
Mr. Jones denied experiencing or witnessing an event that he considered to be traumatic or distressing.
Abuse History/DCFS Involvement:
Mr. Jones denied ever having been abused but reported a positive history for DCFS involvement. Per Mr. Jones, when he was 15 years old, he was involved in DCFS. When queried further about the situation, Mr. Jones stated, “Basically because I didn’t want to listen to nothing my mom had to say… I wanted to be grown and do things on my own, but it was not like they took me from her or anything. They did an investigation and pop-ups to the house, you know.”
Medical History:
Mr. Jones denied a history of head injuries and endorsed a history of asthma and a heart murmur. He denied having a serious illness that required hospitalization. Mr. Jones reported that he is prescribed the inhalant medication, Albuterol, for his asthma by his medical doctor. He is also prescribed another medication of which he cannot remember the name. Despite this, Mr. Jones reported that he takes each of his medications as directed. He also reportedly has medical insurance and would seek a doctor if necessary. Mr. Jones denied any reports of a positive family medical history.
Legal History:
Mr. Jones reported on May 22, 2018 he was charged with a Possession of a Controlled Substance, specifically MFG/DEL 1<15 GR COCAINE/ANLG, Class 1 felony offense. Mr. Jones reported this is his first and only experience with the law. He stated the following as his version of the offense: “Okay so I am in the Chicago area meeting up with some friends. And we are walking around Buckingham Fountain and just kind of goofing around. We were like walking around and whatever. And then I don’t know… we sort of got into this weird semi- fight with this other group of dudes. I got pushed around a little. And I guess someone called the cops and we all got searched. And they found some cocaine in my coat pocket.” When queried further about why Mr. Jones had cocaine in his pocket, he stated, “Well I have been having a hard time paying some bills and I needed some cash, so I was trying to sell it to a friend or someone. I just really needed some extra cash. I wasn’t doing it myself. I promise.”
Mr. Jones denied having a gang affiliation history.
Behavioral Observations & Mental Status:
Mr. Jones’ first scheduled assessment appointment was scheduled for July 9, 2018 at 10:00AM. He did not arrive to this appointment and did not contact the evaluator to reschedule the appointment. Mr. Jones’ appointment was re-scheduled by our office for July 16, 2018 at 9:30AM to which Jones arrived 45 minutes late. When he arrived, Mr. Jones was dressed casually and appropriately for the weather and was cooperative throughout his evaluation. His gait appeared steady and his body movements were fluid. He presented with adequate hygiene and was dressed casually. Mr. Jones’ mood and affect were congruent throughout the assessment. He was oriented to time, place, person and situation. His thought processing appeared coherent and emotional distress was absent. Mr. Jones did not appear to be reacting to internal stimuli. At the time of the evaluation, Mr. Jones denied current and previous suicidal and homicidal ideations. Mr. Jones was overall responsive to directives and required no clarification or assistance. Mr. Jones appeared to possess sufficient literacy skills and completed the interview with satisfactory effort. Mr. Jones’ energy level was adequate. His speech and expressive and receptive language skills were unremarkable.
Task Identification:
You are the forensic case manager being asked to conduct a pre-trial evaluation with recommended services and referrals as needed. You are to act as a forensic mental health evaluator and produce a written case report addressing the questions below. The report will be submitted to the appropriate supervisor and to the judge.
Based on the vignette provided, please compose a well-written and organized response to each of the following questions. When writing your responses, please:

  • Use APA (6th edition) Style,      with 1-inch margins, double-spaced, 12 font, with a reference list at the      end.
  • Write clearly and concisely.
  • Cite appropriate, and      especially current, literature (empirical and/or theoretical).
  • Avoid all sexist idioms and      allusions.
  • Remember to demonstrate your      multicultural competence where appropriate.

Psychological Theory and Practice

  1. What assessments would you conduct to      enhance your understanding of the problems of the person in the vignette      and how would your choice of assessment(s) inform your diagnostic      formation and treatment planning? Assessments may include structured or      unstructured interviews, valid and reliable assessment measures, and/or      formalized assessment procedures that may be conducted by yourself or by      someone else referred by you. 
  2. Provide your      diagnostic impressions (based on the DSM-5) for this individual. In      narrative form, please describe how the individual meets the diagnostic      criteria for the disorder(s) chosen in addition to the differential      diagnostic thought process that you used to reach your hypotheses. Be sure      to include any additional (missing) information that is needed to either      rule out or confirm your differential diagnoses impressions.

Legal Theory and Application

  1. Explain the background, current      presentation, and behavior of the person in the vignette utilizing      biological, learning, and social theories on offenders to support your      position. Do not simply restate the background information from the      vignette. Instead, provide a theoretically-based discussion to understand      the criminal behaviors of the person in the vignette.
  2. Consider the      type of crime in the vignette and discuss how that type of crime generally      impacts a victim of it. Do not      limit yourself to discussing just the victim in this vignette. Instead obtain scholarly sources for      information on how this type of crime can affect any victim, their family      members, and other members of society. 
  3. Describe the      psycholegal standards and/or definitions for each of the following:      competence to stand trial, duty to warn, and insanity. Identify and      describe one or more landmark case(s) for each standard (at least three      cases total). Describe the elements or issues that a mental health      professional usually focuses on when assessing a person’s adjudicative      competence, risk and insanity, and any additional items that might be      especially important to focus on in the provided vignette.

Assessment, Research and Evaluation

  1. Describe      tests or assessment procedures you would employ to address the psycholegal      issues of (competence to stand trial, risk of dangerousness, and      insanity). You may refer to these from the Psychological Theory and      Assessment Section “A” if you already covered them there.       Discuss what the anticipated conclusions would be based upon information      provided in the vignette. 
  2. Develop a      research question and a testable research hypothesis regarding offenders      or the type of crime that is discussed in the vignette (such as,      addiction, recidivism, criminal behavior, etc.). Explain the variables in your question      and the type of research study that could answer your question as well as      why that research would make a contribution to the field of forensic      psychology.

Leadership, Consultation, and Ethics
A. What are the ethical and legal dilemmas this vignette introduced? What would be your immediate steps and why? Please be specific and make sure that you describe your process of ethical decision making and the solutions/consequences to which this process might lead. Your discussion should be informed by the American Psychological Association’s Ethics Code as well as the Specialty Guidelines for Forensic Psychologists.
Interpersonal Effectiveness
A. What diversity factors, cultural considerations, or other demographic variables pertaining to the person in the vignette would you take into account in rendering diagnoses, choosing assessment measures, forming case conceptualizations, and designing the treatment plan?  Be sure to discuss cultural/diversity factors that could apply even if they are not explicitly mentioned in the vignette.
B. Your writing, use of citations, ability to form a logical argument, and proper APA Style, including the use of paraphrasing, will be evaluated as a measure of your interpersonal effectiveness. No response is required for “B”. 

/by

Nursing Assignments

Nursing Assignments

Research (graded) Give a brief definition of nursing research and evidenced-based research. Explain differences and similarities. Remember to use references. w Role of Research (graded) Why should nurses incorporate research? What trends have created a push for nursing practice based on evidence? Remember to use references. week 2 Describe a Significant Clinical Issue (graded) Reflect on your practice and identify a significant clinical issue that you would like to search for evidence in online sources. This issue will be the basis for the Research Database Assignment that you will submit Week 4. Describe what makes your issue significant, for example, the seriousness, the number of people affected, the gaps in knowledge, and so forth. Remember to integrate references. Formulate Searchable Clinical Questions (graded) Read the assigned case study and formulate searchable, clinical questions in the PICO(T) format. There are several potential questions that could be asked. Identify if the focus of your question is assessment, etiology, treatment, or prognosis. Remember to integrate references. week 3 Research Problems and Designs (graded) Using your Significant Clinical Issue from Week 2, describe the knowledge gap that research could fill. Identify the PICO(T) elements that might be found in a research question related to the problem. Share a Research Database Description (graded) Review the guidelines, grading rubric, and brief video (link found in guidelines) that explain the Research Database Assignment due in Week 4. Search for one research database that is relevant to this assignment, and briefly describe the issue you are investigating, the name of the research database, and where it may be found, that is, the URL. USE THE FORM IN THE ASSIGNMENT GUIDELINES Briefly describe your process for locating databases that contain relevant research studies. Did you have any difficulties or face any challenges? week 4 Sampling (graded) The most common sampling method is the convenience sample; therefore, many of the studies that you find for evidence use this sampling method. What are the implications for using a convenience sample on the way you interpret and use the findings? Ethical and Legal Issues (graded) Read one of the case studies from Your Genes, Your Choices: Exploring the Issues Raised by Genetics Research (a PDF of this may be downloaded from Doc Sharing). Consider the legal and ethical issues that may occur as the result of genetics research. Identify the name of the case and explain something new that you learned about ethical and legal issues regarding research by completing this statement, “I didn’t know _____.” The legal/ethical dilemmas discussed in these cases are timeless, but the details of the case studies may be dated. If you would prefer, you may discuss a legal/ethical issue issue you have faced at your facility instead of analyzing a case. week 5 Measurement Strategies (graded) Describe what reliability means in terms of research and why it is important. How does a researcher ensure that reliability is maintained in instruments and between raters? Data Collection (graded) Download the Class Survey from Doc Sharing and answer the questions. You are not to submit your answers, nor is the survey graded. This experience is to provide you with insight into being a human subject. What was your impression of this data collection tool and the type of questions it asked? week 6 Applying Evidence From Research Reports (graded) Consider a policy or procedure at your facility that you believe may be not following best practices. Search for at least two research reports (preferably systematic reviews) that address the policy or procedure. Cite your sources. After reading the results sections of the reports, would you recommend to keep or change your current policy or procedure? Defend your decision based on the strength of the evidence. Analyzing Results (graded) Earlier in the course you were asked to complete the Class Survey. The results are in! Findings from students who have taken NR439 can be found in Doc Sharing. Review these and describe what the results say about this sample of students. week 7 Applying Evidence to Practice (graded) How does a nurse know what (if any) knowledge in a research study is useable for clinical practice? What would a critical thinker look for in the evidence before deciding to change? What influence do credibility and significance have on your decisions to integrate research-based evidence into your practice? Sharing Evidence (graded) Discuss the research databases that you discovered related to the clinical issue that you chose for the Research Databases Assignment. Summarize the evidence you found in your Research Database Assignment. Explain how you would share this with your clinical practice area. ASSIGNMENTS Research Database Assignment – Week 4 Guidelines and Grading Rubric Purpose You are to locate and document research databases that relate to a significant clinical nursing issue of your choice. The research databases may be labeled as such, or may be collections of research studies, reports, articles and/or findings that are not specifically called databases. Please note: Individual journals and journal articles do not meet the criteria for a research database, and therefore, do not qualify for this assignment. Course Outcomes This assignment enables the student to meet the following course outcome: CO 1: Examine the sources of evidence that contribute to professional nursing practice. (PO #7) Due Date: You are to identify a total of five research databases (or collections of research-based evidence) that are relevant to a significant clinical nursing issue that is important to you. Submit the descriptions using the form provided in Doc Sharing to the Week 4 Dropboxby11:59 p.m. Sunday (MT). Points The assignment is worth a total of 175 points. Please see the grading rubric for details. Requirements 1. Choose a topic of interest to you that is a significant clinical nursing issue. Please note that the databases you identify could be useful sources of information for your Capstone project in NR451, so choose your topic thoughtfully. 2. Download the NR439_Research_Database_Form from Doc Sharing and type information about each database directly onto the form. Your paper does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax, and write in complete sentences. 3. Save the file by clicking Save as and adding your last name, e.g., NR439_Research Database_Smith.docx. 4. Watch the video that describes this assignment by opening this link:.brainshark.com/devry/vu?pi=zHpzpHehxzHr05z0&intk=45814200″>http://www.brainshark.com/devry/vu?pi=zHpzpHehxzHr05z0&intk=45814200 5. Describe your topic of interest. This is worth 15 points. 6. Locate a total of five research databases or collections related to your topic. Each research database description is worth 30 points. You may search for these in various locations, e.g., the Internet, an intranet at work, print publications, etc. You may NOT choose the databases that are already familiar to you – MEDLINE, PUBMED (which also indexes MEDLINE), GOOGLE SCHOLAR, and CINAHL. Instead, you are expected to expand your knowledge of evidence-based sources. Places to help you begin include your textbook, which lists databases and websites that report research. The Chamberlain online library (.chamberlain.edu/”>http://library.chamberlain.edu) gives you access to several databases and provide tutorials for searching. Government sites such as those at the National Institutes of Health offer collections of research on a variety of subjects. The key to choosing the databases is that each contains research-based evidence that also pertains to your topic of interest. 7. Review each database or collection to gather information to create a description for the assignment. Each description must: a. identify the title of the research database; b. describe the location of the research database in a way that a reader could find it. This could be a URL or an APA citation; c. name owner or publisher of
the source; d. describe the research database. This must be in your own words and not copied and pasted from the original source. Include the purpose of the database and the subject matter it covers. This may be four or five sentences; and e. explain how the research found in the database relates to your topic of interest. This may be an additional paragraph, perhaps two or three sentences. 8. Submit to the Research Database basket in the Dropbox by 11:59 p.m. MT Sunday at the end of Week 4. Please post question about this paper in the Q & A Forum. Example The following is an example of a description for JBI: Title of source:Joanna Briggs Institute for Evidence-Based Nursing and Midwifery Location of source (URL):.joannabriggs.edu.au/”>www.joannabriggs.edu.au Owner or publisher:Joanna Briggs Institute for Evidence-Based Nursing and Midwifery (JBI) Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: The Joanna Briggs Institute is an international not-for-profit Research and Development Organization that provides evidence-based resources for healthcare professionals in nursing, midwifery, medicine, and allied health. Those with membershipare able to obtain evidence-based practice information from systemic reviews, evaluation reports, electronic journals, best-practice information, and consumer healthcare information. Explain how the source relates to your topic of interest: JBI is relevant to my topic of interest because it provides reports, systemic reviews, journal Articles, and best-practice information on current issues in healthcare. Hospital readmissions are a major issue in healthcare. The database had several resources addressing the problem of hospital readmissions and identifying strategies for improvement. Research Database Assignment Form Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g., NR439_Research_Database_Smith. Submit to the Research Database basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 4. The guidelines and grading rubric for this assignment may be found in Doc Sharing. Name: [replace this text with your name] Describe briefly your topic of interest/research question(15 possible points): #1 Database (or collection) (30 possible points): Title of Database: Location of Database (URL): Owner or publisher of Database: Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: Explain how the databaserelates to your topic of interest/question: #2 Database (or collection) (30 possible points): Title of Database: Location of Database (URL): Owner or publisher of Database: Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: Explain how the databaserelates to your topic of interest/question: #3 Database (or collection) (30 possible points): Title of Database: Location of Database (URL): Owner or publisher of Database: Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: Explain how the databaserelates to your topic of interest/question: #4 Database (or collection) (30 possible points): Title of Database: Location of Database (URL): Owner or publisher of Database: Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: Explain how the databaserelates to your topic of interest/question: #5 Database (or collection) (30 possible points): Title of Database: Location of Database (URL): Owner or publisher of Database: Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: Explain how the databaserelates to your topic of interest/question: WEEK 5 Reading Research Literature #1 Guidelines and Grading Rubric – Week 5 Purpose The student will read research literature to determine the research purpose, question, design, peer-review status, study characteristics, conflict of interest, population, sampling, vulnerable subjects, and HIPAA concerns. Course Outcomes This assignment enables the student to meet the following course outcomes: CO 2: Apply research principles to the interpretation of the content of published research studies. (PO #4 and 8) CO 4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (PO #4 and 8) Due Date:Submit to the Reading Research Literature #1 basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 5. Requirements 1. Download the research articles from the Chamberlain library. Retrieve the following research articles:Make sure you are viewing the full text PDF. If you view the article in HTML format, you may not be able to see the tables and figures that are referenced in the questions. Sanford, J., Townsend-Rocchicciolli, J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure. Research and Theory for Nursing Practice, 25(1), 55–70..devry.edu/login?url=http://search.proquest.com/docview/853503862/354CEF3F10A4D9CPQ/6?accountid=147674″>http://proxy.devry.edu/login?url=http://search.proquest.com/docview/853503862/354CEF3F10A4D9CPQ/6?accountid=147674 Schwarz, K. A., Mion, L. C., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled trial. Progress in Cardiovascular Nursing, 23, 18–26..devry.edu/login?url=http://search.ebscohost.com.proxy.devry.edu/login.aspx?direct=true&db=rzh&AN=2009875572&site=ehost-live”>http://proxy.devry.edu/login?url=http://search.ebscohost.com.proxy.devry.edu/login.aspx?direct=true&db=rzh&AN=2009875572&site=ehost-live 2. Download NR439_RRL1_form and type answers to the questions directly onto the form. Your paper does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax, and write in complete sentences. 3. Save the file by clicking Save as and adding your last name, e.g., NR439_RRL1_Smith.docx. 4. Watch the video on how to complete this assignment by opening this link:.brainshark.com/devry/vu?pi=zGLz8YKmYzHr05z0&intk=958145897″>http://www.brainshark.com/devry/vu?pi=zGLz8YKmYzHr05z0&intk=958145897 5. Submit to the Reading Research Literature #1 basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 5. Please post questions about this paper in the Week 5 Q & A Forum. Points:This assignment is worth 225 points. Grading Criteria Reading Research Literature #1 – Week 5 Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g.,NR439_RRL1_Smith. Submit to the Reading Research Literature #1 basket in the Dropbox by11:59 pm MT Sunday at the end of Week 5. The guidelines and grading rubric for this assignment may be found in Doc Sharing. Title: RRL#1 Name: [replace this text with your name] The following questions pertain to: Sanford, J., Townsend-Rocchicciolli, J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure.Research & Theory for Nursing Practice, 25(1), 55–70. 1) What is the purpose of this research? 2) What is the research question (or questions)? This may be implicit or explicit. 3) Did the authors describe the design of this study? If so, give a description. 4) What characteristics does this study possess that are qualitative in nature? Review Chapter 2. 5) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information) 6) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study? 7) Descri
be the population for this study. 8) How was the sample selected? What are the strengths and weaknesses of this sampling strategy? 9) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study? 10) Are there any HIPAA concerns that are evident in this study? The following questions pertain to:Schwarz, K., Mion, P., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled study. Progress in Cardiovascular Nursing, 23(1), 18–26. 11) What is the purpose of this research? 12) What is the research question (or questions)? This may be implicit or explicit. 13) Did the authors describe the design of this study? If so, give a description. 14) What characteristics does this study possess that are quantitative in nature? Review Chapter 2. 15) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information) 16) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study? 17) Describe the population for this study. 18) How was the sample selected? What are the strengths and weaknesses of this sampling strategy? 19) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study? 20) Are there any HIPAA concerns that are evident in this study? WEEK 6 Reading Research Literature #2 – Week 6 (3 Pages) Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g.,NR439_RRL2_Smith. Submit to the Reading Research Literature #2 basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 6. The guidelines and grading rubric for this assignment may be found in Doc Sharing. Title: RRL#2 Name: [replace this text with your name] The following questions pertain to: Sanford, J., Townsend-Rocchicciolli,J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure. Research & Theory for Nursing Practice, 25(1), 55–70. 1) What methods were put in place to ensure that the subjects were giving true informed consent? 2) What was the setting for the study? 3) Was the sample adequate for the research design that was selected? 4) Describe the data collection procedure. 5) What did the authors say about the reliability and validity of their data collection and analysis? 6) What demographic information was reported? 7) What were the variables that were studied? 8) How were the data analyzed after collection? Was there any special software used? 9) Discuss the use of any figures, graphs, and tables. Was the information conveyed in an understandable and meaningful way? 10) Discuss the authors’ conclusions. Do you feel these conclusions are based on the data that they collected? The following questions pertain to:Schwarz, K., Mion, P., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled study. Progress in Cardiovascular Nursing, 23(1), 18–26. 11) What methods were put in place to ensure that the subjects were giving true informed consent? 12) What was the setting for the study? 13) Was the sample adequate for the research design that was selected? 14) Describe the data collection procedure. 15) How did the authors address the reliability and validity of their data collection and analysis of the instruments used? 16) What limitations did the authors face in data collection? How could these have been lessened or minimized? 17) What demographic information was reported by the authors? 18) What were the variables that were studied? 19) Were there any inferential tests used in the analysis of data in this study? If so, what were they? 20) Discuss the use of any figures, graphs, and tables. Was the information conveyed in an understandable and meaningful way? Reading Research Literature #2 Guidelines and Grading Rubric – Week 6 Purpose The student will read research literature to determine the informed consent, study setting, sample size, data collection procedures, reliability and validity, demographic information, variables, data analysis, figures, and conclusions. Course Outcomes This assignment enables the student to meet the following course outcomes: CO 2: Apply research principles to the interpretation of the content of published research studies. (PO #4 and 8) CO 4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (PO #4 and 8) Due Date:Submit to the Reading Research Literature #2 basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 6. Requirements 1. Download the research articles from the Chamberlain library.Make sure you are viewing the full text PDF. If you view the article in HTML format, you may not be able to see the tables and figures that are referenced in the questions. Retrieve the following research articles: Sanford, J., Townsend-Rocchicciolli, J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure. Research and Theory for Nursing Practice, 25(1), 55–70..devry.edu/login?url=http://search.proquest.com/docview/853503862/354CEF3F10A4D9CPQ/6?accountid=147674″>http://proxy.devry.edu/login?url=http://search.proquest.com/docview/853503862/354CEF3F10A4D9CPQ/6?accountid=147674 Schwarz, K. A., Mion, L. C., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled trial. Progress in Cardiovascular Nursing, 23, 18–26..devry.edu/login?url=http://search.ebscohost.com.proxy.devry.edu/login.aspx?direct=true&db=rzh&AN=2009875572&site=ehost-live”>http://proxy.devry.edu/login?url=http://search.ebscohost.com.proxy.devry.edu/login.aspx?direct=true&db=rzh&AN=2009875572&site=ehost-live 2. Download NR439_RRL2_form and type answers to the questions directly onto the form. Your paper does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax, and write in complete sentences. 3. Watch the video on how to complete this assignment by opening the link: .brainshark.com/devry/vu?pi=zGdzBrSTYzHr05z0&intk=643784797″>http://www.brainshark.com/devry/vu?pi=zGdzBrSTYzHr05z0&intk=643784797 4. Save the file by clicking Save as and adding your last name, e.g., NR439_RRL2_Smith.docx. 5. Submit to the Reading Research Literature #2 basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 6. Please post questions about this paper in the Q & A Forum. Points:This assignment is worth 225 point

/by

Misconceptions regarding test bias and test fairness

Discussion
Misconceptions regarding test bias and test fairness, two terms that are often incorrectly considered synonymous. While questions regarding test bias have been addressed through technical means, issues with test fairness are tied to values. The text attempts to define test fairness in a psychometric context and provides eight techniques for preventing or remedying adverse impact on one or another group (see page 209). One of these techniques included differential cutoffs. Furthermore, you were introduced to a variety of methods for setting cut scores. These methods have been based on either CTT or IRT.
For this discussion, synthesize the information you learned about these two theories and respective methods. In your post:

  • Determine which one is preferential for responding to questions about a test’s fairness.
  • Identify at least two advantages and two disadvantages in using each theory, citing appropriate AERA standards from your readings.
  • Defend your preference in terms of the methods used within each theory and how they apply to concepts of fairness across groups. Essentially, how does it best address test fairness?
  • Describe how advances in technology are improving the process of test development and inclusion of appropriate items.
/by