This week, you will bring together all of the NURS682 assignments you have completed thus far, and compose the rough draft of your change project paper. At this point, you will have submitted each section and received feedback. An attempt to incorporate all previous assignment feedback should be evident. Your rough draft contains all of the expected components of the final draft and is presented in APA format including a cover page, references, and appendices when warranted. Your rough draft is your opportunity to polish previously submitted assignments and combine the sections in a comprehensive paper that show your change project is ready to be implemented.
You will take this time to identify and address any weaknesses or gaps in your NURS682 change project. Your rough draft should only require minor revisions before the final paper.
Your paper should be between 20 and 30 pages in length, not including the cover page, references, and any appendices. It must follow current APA manual style and format. Each section of the paper should be clearly identified using proper headings
Sample NURS682 Assignments
Choice of NURS682 Topic: Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach
Among the provisions in the readings this week, the chapter in the Clinical Microsystems Greenbook that corresponds the most to my project topic of recurrent breast cancer is the chapter on improving care to the patients with chronic illness. Recurrent breast cancer is a complex and chronic ailment that requires regular and all-encompassing care management. The chapter provides the framework on how to enhance the care of patients at the microsystem level: in interdependent teams of small size (healthcare professionals) where the provision of care is personalized. It is notable that this concept especially applies to recurrent breast cancer, whereby patients may have long-term follow-up, need management of various symptoms, and may need adjustment of the treatment plans.
The microsystem approach focuses more on the patient engagement that is important in the repeated breast cancer management. Patients have to deal with constant treatment and emotional issues, and therefore, it is essential to think about how they see the situation and include their own preferences in the course of treatment. As one example, through regular reassessment of physical and emotional needs and engaging patients with the decision-making process, clinicians will be able to create more efficient plans of care that would be based on the unique needs of a particular patient (Fathiya et al., 2023).
More than that, the focus on the usage of data on monitoring the process and the improvement of processes constantly is noted in the chapter, and it can be directly applied to my project. In case of recurrent cases of breast cancer, information regarding the effectiveness of treatments, recurrence, and, in general, the quality of life may be gathered and frequently analyzed to adjust clinical methods and guarantee the best roles. With the help of this microsystem concept, healthcare teams will greatly transform their collaboration to meet the many needs of recurrent breast cancer patients in terms of structure and functioning as well as to finally improve patient outcomes.
This reading has applied strong footing in implementing change in my project because it puts importance on individualized care, collaboration between teams, and application of data-driven changes, which all play an important role in enhancing care and treatment of breast cancer episodes.
References
Fathiya, L. Y., Siswanto, A., Diah, P., & Chlara, Y. P. (2023). Empowerment-Based Palliative Care to Improve Psychological Well Being and Quality of Life in Women with Breast Cancer. International Journal of Scientific Multidisciplinary Research (IJSMR), 1(8), 1085-1102. http://repository.um-surabaya.ac.id/id/eprint/8341
2nd Phase of NURS682 Integrating Theoretical Frameworks in Breast Cancer Care
Integrating Theoretical Frameworks in Breast Cancer Care
The variables that I will use as far as my change project is concerned include the Health Belief Model (HBM) and Bio-Psychosocial Model. The two frameworks will inform the implementation of the project because it will target both psychosocial support to women along with the recurrent breast cancer and clinical treatment.
In order to initiate the implementation of this change project, certain steps have to be undertaken:
1.Assess Patient Perceptions: With the aid of the Health Belief Model, evaluate the perceptions of women and the likelihood of their recurrence as well as the value of treatment. Eliminate the obstacles that hinder the responses to both psychosocial and clinical care (Mehrabizadeh et al., 2024). As an example, not every woman will embrace the practice of psychosocial care, as it does not seem to bring benefits. With specific education, one can change this attitude and promote the involvement of both sides of care.
2.Provide Holistic Care: The Bio-Psychosocial Model combines clinical care along with emotional and social support. Coming up with a care plan to consider the physical, psychological, and social components of care (Kahan et al., 2022) is necessary. As an example, the patients who reported the anxiety regarding recurrence ought to be given some emotional support, in addition to healthcare provisions, to better their overall experience and increase adherence.
3.Evaluate Barriers and Facilitators: Determine aspects that can hinder patient interaction, including financial or social support, etc. To improve patient outcomes, these factors should be dealt with. A synergistic cooperation with social workers or counselors could assist in lessening these barriers so as to provide better integration of care.
4.Monitor and Adjust the Model: Keep track of the results of the initiative and make adjustments in the interventions. It will involve following the qualitative changes in life quality and coordination of care with references to the patients and healthcare providers.
Adhering to these steps, the project will design a complete, patient-based care model covering both emotional and physical demands of women having recurrent breast cancer, thus enhancing their quality of life and outcome of their treatment.
References
Mehrabizadeh, M., Zaremohzzabieh, Z., Zarean, M., Ahrari, S., & Ahmadi, A. R. (2024). Narratives of resilience: Understanding Iranian breast cancer survivors through health belief model and stress-coping theory for enhanced interventions. BMC Women’s Health, 24(1), 552. https://link.springer.com/article/10.1186/s12905-024-03383-7
Kahan, Z., Szanto, I., Dudas, R., Kapitany, Z., Molnar, M., Koncz, Z., & Mailath, M. (2022). Breast cancer survivorship programme: follow-up, rehabilitation, psychosocial oncology care. 1st Central-Eastern European professional consensus statement on breast cancer. Pathology and Oncology Research, 28, 1610391. https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
NURS 6052 PPT The Assignment (Evidence-Based Project)
Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
Identify and briefly describe your chosen clinical issue of interest.
Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
APA format. Rubric provided. This is the second part of the assignment. The first part assignment is this NURS 6052 PPT: (please look over the topic if provided there)
PICO(T) is a framework that helps breakdown the question into searchable keywords (Davies, 2011). The question framework, PICO(T), standardizes the format for asking questions, which is the motivating force in evidence-based practice (EBP) (Davies, 2011). As nurses, we continuously ask and formulate questions out of curiosity and inquiry to provide the highest quality of care to our patients (Melnyk et al., 2009).
The clinical issue I am interested in is fall prevention. Working in a telemetry-neuro unit, we have many incidents of falls. These falls can lead to a longer stay in the hospital or cause complications, such as fractures or hemorrhages.
(P): Inpatient adults ages 40 and older
(I): Rigorous fall assessment and early ambulation
(C): bed alarms and fall education
(O): reduction of falls in Telemetry and Medical-Surgical floors
(T): during the hospital stay
Database Research
The two databases I used were PubMed and MEDLINE. It was a great start to my interest in the topic. The database allows me to advance my research by allowing me to choose the article type, change the publication date range, and search with Boolean operators. These features helped narrow down my search to the specific article I am looking for specifically with the Boolean operators. Boolean operators allow me to search combinations of keywords or phrases in a specified order (Library of Congress, n.d.). Having a question framework such as PICO(T) maximizes the effectiveness of the search as it helps guide the search results for the specific topic.
Advanced Pathophysiology Pulmonary or Cardiology Disease Infographic
Instructions for directions to access the scholarly paper assignment resources:
1. You will need to sign in as a student to access the library resources.
2. Please go to the NSU Library Nusing LibGuide and locate Access Medicine (Database). Locate your Track Specific Resources clinical program (FNP, PMHNP, AGACNP) and click ion Access Medicine.
3. Locate Access Medicine and then locate the Infographics Tab. Click on this tab and it will open several Infographic specific systems. Locate the Cardiology and Pulmonology to choose your disease for this assignment.
Advanced Pathophysiology Scholarly Paper Instructions: APA formatting will be required for this paper. Please see Student Resources in course Modules and APA required 2020 textbook.
A Title Page and Reference Page will be required and NOT counted as part of the assignment page requirements. The minimum page requirement for the paper is 2-3 pages.
1. Select one disease topic from either a Pulmonary or Cardiology Disease Infographic Guide.
2. Using APA formatting for a scholarly paper, you will discuss the following in your paper:
· Patient Education (list a minimum of 3 items pertinent to the chosen Infographics topic)
3. Include minimum of two peer reviewed scholarly evidence-based resource articles/journals in the paper to support your Advanced Pathophysiology assignment.
The scholarly paper should be in narrative format, 2 to 3 pages excluding the title and reference page. 2. Include an introductory paragraph, purpose statement, and a conclusion. 3. Include level 1 and 2 headings to organize the paper. 4. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used. 5. Include a minimum of two (2) professional peer-reviewed scholarly journal references. 6. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations). 7. Submit the assignment to Turnitin prior to the final submission, review the originality report, and make any needed changes.
Example of Advanced Pathophysiology Cardiology Infographics Guide: Taken from Access Medicine Angina Pectoris.pdf
Assignment Criteria
3 pts
Proficient
All topics/criteria addressed and all questions fully answered.
Quality/Accuracy of Information
3 pts
Proficient
Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.
Organization
2 pts
Proficient
Information is very organized with well-constructed paragraphs and levels of heading.
Sources
2 pts
Proficient
All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/historical source
APA
0 pts
Full Marks
Up to 10% of the assigned points ( total points of assignment) can be deducted from the earned points for errors in APA style {title page, introduction, purpose statement, level heading, conclusion, references, citations, and format}, spelling, and/or grammar.
A personal statement of philosophy about early childhood education can send a strong message about you, and if you mail it with your cover letter and résumé, it can serve as an introduction well before someone meets you in person.
What you should turn in:
1- 2 page statement on your beliefs about teaching early childhood education. Consider the following:
Your motivations for teaching
The teaching methods you believe are best
Your teaching goals, methods, and strategies
Explanation of how your teaching is consistent with your goals
Personal goals that you have set for yourself as a teacher
Note: Write from your heart and be creative in how you present your beliefs.
Your “Statement of Philosophy should be at least 1-2 pages. Please use Word, Times New Roman, 12 point font, and double space your philosophy. If you cite or quote any information within your philosophy, be sure to reference the cite within your philosophy – APA style. Should you cite any information, be sure to include a reference page.
For information on APA style, please look at The Purdue OWL: APA Style https://owl.english.purdue.edu/owl/section/2/10/
4. What are some ways to promote children’s creative thinking and expression?
Creativity flourishes in a Montessori classroom where students choose their activities.
Please answer the discussion questions indetail.
Remember you must use your textbook and information from other sources (videos in the module) to support your discussion.
Textbook: Approaches to Early Childhood
Hands-On, Hands-Off: How Montessori Education Finds Balance Sarah McKibben
At first glance, the tower of pink wooden blocks looks uncomplicated, like any other child’s toy. But these blocks aren’t just meant for stacking. Eventually, they will be used to learn about depth perception, cubing, and even the decimal system.
The Pink Tower is a cornerstone of the Montessori classroom approach.
The “Pink Tower,” as it’s called in Montessori schools, is part of a meticulously orchestrated program of materials, curriculum, classroom setup, and freedom of choice that is dedicated almost exclusively to hands-on learning.
A well-structured Montessori classroom encourages hands-on learning experiences.
As traditional schools set out to incorporate more hands-on learning under the Common Core standards, they can gain insight from an alternative education system that has been perfecting the practice for nearly 100 years.
What Is Montessori?
In the early 1900s, Italian physician and educator Maria Montessori began working with disadvantaged children in the slums of Rome. She became fascinated by how they independently absorbed knowledge from their surroundings and set out to create a sensory-based learning environment that would support this natural curiosity.
Montessori opened the Casa dei Bambini in 1907, and today, according to the National Center for Montessori in the Public Sector (NCMPS), the United States has an estimated 5,000 Montessori schools, 500 of which are public.
“It’s such a different way of thinking about teaching and learning,” says Jackie Cossentino, a senior associate at NCMPS. “It’s the idea that students learn best when they have long, uninterrupted blocks to work in, and that they have a lot of choice—though not complete choice—as to what they work on,
Share when they work on it, with whom they work on it, and how long they work on it. It’s just not the way schools are [typically] run.”
What makes a Montessori classroom operate differently than a traditional classroom, according to Cossentino, is that the “structure is embedded in the environment.” The “Prepared Environment,” in this case, is the physical setup of the classroom and the materials that fill it.
As Emily Bazelon wrote in a 2007 Slate article, “Montessori isn’t magic. It’s fine-tuned and detail-driven and tactile, like a workshop for two dozen good-humored but serious young elves.”
Almost every element in this workshop is deliberately planned. Posters and art (which are few) are hung at children’s eye level and the furniture is child-sized and neutral in color so it doesn’t detract from the allure of the learning materials.
Children in a Montessori classroom engage with materials to support their learning.
Classrooms include five station-like areas devoted to language, mathematics, sensorial learning, the “Practical Life,” and cultural studies. Seating, which includes carpets as well as tables and chairs, is positioned for individual and small-group pairings. Each area is equipped with a set of concrete, sequential learning materials, and classrooms include students across a three-year age span.
Each area in a Montessori classroom serves a distinct educational purpose.
Several distinctions exist between a Montessori material and a traditional hands-on manipulative, explains Nikki Moody, head of the lower program at Barrie School in Silver Spring, Md. To be considered Montessori, a material has to be “intentionally inviting” through its color, weight, shape, and size. For example, traditional Montessori materials are made of wood so children can feel their weight and differences in texture. A Montessori material also has to be “self-correcting” in that it can only be used in a specific way and requires little adult oversight. Finally, it has to be “multi-faceted,” with many uses in terms of learning.
Montessori materials are specifically designed for use in the Montessori classroom.
Nancy Rawn, a teacher at Annie Fisher Montessori, a public magnet school in Hartford, Conn., says the Common Core has “Montessori written all over it.” Montessori students are accustomed to working with objects, building hands-on models to calculate mathematical concepts, and otherwise physically engaging with the world around them.
Montessori students thrive in a classroom that values hands-on learning.
Although students have the liberty to choose which activities they participate in on a given day, the way that they interact with the materials is calculated. “Students can’t just pick anything off the shelf and play with it,” explains Cossentino. “The teacher gives a lesson on how to work with the material, and once the material (or work) has been presented, a student may engage with it for as long as she or he wishes. Most students work until they have mastered the material.”
Teachers introduce materials in the Montessori classroom, guiding student interaction.
A Dose of Reality
Montessori students also interact closely with their environment. A major part of the early grades is dedicated to teaching students “practical skills.” Instead of playing with a toy kitchen, for instance, students bake muffins in real kitchens.
Practical skills are an integral part of the Montessori classroom experience.
“It goes back to the developmental bent of Montessori, that children like doing real things even more than they like doing pretend things,” says Cossentino. “When a child is making a real cake that they’re going to then eat and serve to their friends, they get to see the full impact of their effort. It’s thecomplete package of learning.”
Good life habits are instilled early: Students as young as 3 are tasked with wiping down tables, caring for classroom plants or pets, and even arranging flowers to keep the classroom orderly and aesthetically pleasing.
“As children get older, these habits become ways of demonstrating respect and community,” notes Cossentino.
Another hallmark of Montessori learning is that it extends to the outdoors. Barrie School in Maryland uses its 45-acre campus as a “seamless gateway between the indoor and outdoor classroom,” says Head of School Charlie Abelmann. “Instead of learning about the shapes of leaves in botany from the Internet or in a book, students can go on a hike and identify the leaves that they’re seeing,” adds Moody.
Outdoor learning extends the Montessori classroom into nature.
The Teacher as a Guide
Although the learning is hands-on, Montessori teachers are notoriously hands-off. “People have likened it to spinning plates: you have each child going in their own direction” and you have to sustain the momentum, says Rawn.
In a Montessori classroom, teachers guide rather than direct students.
A typical day in Rawn’s classroom may have 20 minutes of whole-group instruction. Her students, who range in age from 8 to 13, spend most of their time working in small groups. Rawn, as the teacher or “guide,” moves throughout the room, observing students and counseling groups and individuals.
The guide’s role in a Montessori classroom is crucial for fostering independence.
“Sometimes, there can be an illusion that the adults are not involved, but we are the holders of the curriculum and the scope and sequence,” explains Rawn. “We’re there to guide the children based on what we observe about their developmental needs.”
Project-Based Learning
Project-based learning is essential in a Montessori classroom.
The majority of Montessori schools house students from preschool to grade six, but a number of secondary programs devoted to project-based learning are emerging. Letting students’ passions steer the direction of learning is essential to Montessori at all levels.
If a student is obsessed with sharks, for example, the teacher may try to gather peers who are also interested in the topic and have them work on a project collaboratively, says Moody. The teacher will then set parameters to make sure that the project is age-appropriate and rigorous, and that the students are hitting their academic content.
Students in a Montessori classroom often explore topics that interest them deeply.
“We think in the direction of ‘how can kids take charge of this,’ rather than [assignments] always coming from the top down,” adds Rawn. Well-designed projects have to be student-driven, require a solid understanding and demonstration of concepts learned, and include reflection—all of the constructive elements of project-based learning.
Marta Donahoe, executive director of the Cincinnati Montessori Secondary Teacher Education Program, says that by setting aside at least 90-minute blocks of time to do projects like these, Montessori classrooms “make space for learning that a 50-minute period is not going to accommodate.”
Montessori classrooms prioritize extended time for project-based learning.
Seeing the Crossover
Although traditional schools may not be equipped to provide for extended learning time, they can leverage existing resources to create more student-centered classrooms.
To start, teachers can incorporate more multilayered projects that accommodate different learning styles and include various instructional and assessment tools such as self-evaluation, says Donahoe. This shouldn’t be difficult “if you’re clear about what it is you’re teaching and what objectives you have for a particular cycle of study.”
Traditional schools can learn from the student-centered approach of a Montessori classroom.
Keeping hands-on materials like protractors, rulers, or models readily available, rather than tucked away in bins or drawers, is another way that teachers can “be more Montessori,” explains Rawn. “You never know what a child is going to be driven by, and by having those materials out, you’re allowing them to make a lot more of their own choices on a daily basis.”
If teachers want students to have a direct learning experience with a material, Cossentino recommends trying the Visual Thinking Strategies (VST) curriculum, which uses discussions about works of art to improve students’ critical-thinking and communication skills. Instead of the teacher telling students about a work of art, they present the piece and ask three questions: What’s going on in this picture? What did you see that makes you say that? and What more can we find? VST shifts the teacher’s role from lecturer to facilitator.
Visual Thinking Strategies can enrich learning in a Montessori classroom.
Although it’s important to have hands-on materials on display, how they are organized can also influence student learning. Cossentino advises teachers to create more peaceful classrooms by “taking down the clutter.”
Organized materials contribute to a peaceful Montessori classroom environment.
“Classrooms are too filled with stuff for kids to look at,” Cossentino says. “It’s very difficult to calm down and concentrate on something if you’re being visually bombarded.”
A calm atmosphere enhances focus in a Montessori classroom setting.
“When you think of hands-on, you think of a lot of activity and a laboratory situation, but actually a really clean, ordered, uncluttered learning space can be transformative,” explains Cossentino. By “imposing more of the structure in the environment itself,” teachers won’t need to impose the structure externally by telling students what material to work with or how long they can spend on a specific activity.
Shifting choice into the hands of students is essential in a Montessori classroom.
Listening to students is a vital skill for teachers in a Montessori classroom.
Editor’s Note: Marta Donahoe’s name incorrectly appeared as Marta Donahue in the print version of this article. Education Update regrets the error.
In a Montessori classroom, the focus on individual needs enhances learning.
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Read the profiles of each of the allied health providers and select two providers on which to base your assignment. Research the roles and scope of practice of both of the allied health providers you selected.
In a 500-750 word paper, address the following concepts:
1. Describe the professional responsibilities of both allied health providers you selected and discuss their roles in delivering quality patient care. Include a discussion about the education and skills required in both professional roles, and describe the health care settings in which both providers may be found.
2. Define “scope of practice” within an allied health context and discuss the scope of practice for both allied health providers you selected. How is the scope of practice for both providers different from each of their professional roles?
3. Explain how both allied health providers can provide patient-centered care and how their background, education, skills, and health care experience contribute to delivering quality patient outcomes.
A minimum of three scholarly peer reviewed articles are required for your HLT-307 assignment
Professional Identity Assignment In Nursing Practice- Part I (15%)
Assignment Overview:
The Professional Identity Assignment considers the components and competencies needed to grow your professional identity as you begin your RN-BSN program such as a theoretical framework, ethical comportment, a commitment to demonstrate moral courage, develop emotional intelligence, clarify personal and professional values, a mentor, and achievement of short- and long-term goals (See AACN Essentials-Domain 9: Professionalism).
The Professional Identify Assignment is an APA-formatted, scaffolded assignment. This means the paper is written using APA style guidelines, and the paper is broken down into two drop box submissions: Part I and Part II. Scaffolding of the assignment allows the student to review and integrate instructor feedback into the final document while developing professional communication and scholarly writing skills.
Professional Identity Assignment- Part I
In this assignment, you will create the first part of your Professional Identity Paper. A reference page should be included for sources are used in your assignment.
Assignment Directions:
Create a student title page according to APA Style 7th edition student guidelines.
In about one paragraph, write your paper’s introduction according to APA Style 7th edition guidelines.
The introduction will start with general background about your paper’s topic and end with your thesis statement which explains to the reader what to expect in the rest of the paper.
For the purposes of this paper, using the first person is acceptable.
In one paragraph, describe your reason of why you chose the nursing profession.
In two paragraphs, describe your personal philosophy of nursing.
State your personal philosophy of nursing.
Discuss how your values and beliefs guide your conduct as a nurse and form your professional identity.
Identify at least two professional strengths and opportunities for growth. Strengths and opportunities could derive from, but are not limited to, emotional intelligence, ethical principles, moral courage, clinical/professional competence, confidence, communication, conflict management, etc.
In two paragraphs, describe your Transition to the Baccalaureate Role.
Using the components from Bridges Model of Transition:
Describe where you are now in your transition.
Discuss how the model can continue to guide your transition.
Be sure to support your views with a scholarly source.
The Professional Identity Assignment is an APA scaffolded assignment. The overall purpose of this assignment is for the student to develop a professional identity in nursing by describing their reason for choosing nursing, their nursing philosophy as it relates to their values, beliefs, strengths, and opportunities for growth; transition to the baccalaureate role; identification of short- and long-term goals; and reflection of the ADN versus BSN role. This is the part I assignment where the discussion should focus on the introduction (1 paragraph), reason for choosing nursing (1 paragraph), nursing philosophy (2 paragraphs), and transition to the baccalaureate role (2 paragraphs with a scholarly source). The Part I paper should be 3-4 pages (including the title and reference pages).
To Prepare for NURS 6003: Analysis of a peer-reviewed article
Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.
Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.
Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.
The NURS 6003Assignment:
Using the “Module 3 | Part 3” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
Your topic of interest.
A correctly formatted APA citation of the article you selected, along with link or search details.
Identify a professional practice use of the theories/concepts presented in the article.
Analysis of the article using the “Research Analysis Matrix” section of the template
Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
Describe your approach to identifying and analyzing peer-reviewed research.
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
Identify at least one resource you intend to use in the future to find peer-reviewed research.
Sample References for Pain Management (NOTE YOUR ARTICLE SELECTION MAY BE DIFFERENT)
Nikpour, J., Broome, M., & Silva, S. (2021). Assessing practice patterns and influential factors for nurse practitioners who manage chronic pain. Pain Management Nursing, 22(3), 312–318. https://doi.org/10.1016/j.pmn.2021.01.001
