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Tag: Homework Solution

  • [Solved] Discussion

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    ## Help me answer this questions. Identify 3-4 leadership qualities that pharmaceutical senior leaders should have to manage the challenge and complexities in pharmaceutical industry today.

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    Assignment Prompt & Instructions

    ## Help me answer this questions.
    Identify 3-4 leadership qualities that pharmaceutical senior leaders should have to manage the challenge and complexities in pharmaceutical industry today.

  • [Solved] 2-2 Journal: Juvenile Versus Adult: Integrity, Authority, and Discretionary Power

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    Please review the attachment below for assignment details. – ## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip **## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip** ## Module Two Journal Assignment Guidelines and Rubric.html ## CJ 230 Module Two Journal Assignment Guidelines and Rubr…

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    Assignment Prompt & Instructions

    Please review the attachment below for assignment details.

    – ## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip

    **## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Journal Assignment Guidelines and Rubric.html

    ## CJ 230 Module Two Journal Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore the roles integrity, authority, and discretionary power play when addressing an adult defendant and a juvenile defendant.

    ### Prompt

    Now that you’ve reviewed the resources about integrity, authority, and discretionary power, you are familiar with the definition of each and the relationship among them. In this 350- to 500-word journal entry, address the following:

    – Explain the relationship between integrity, authority, and discretionary power:

    – Define each: integrity, authority, and discretionary power.
    – Compare and contrast each: How are they different? How are they similar? How are they connected?
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant:

    – Does one play a more vital role than others in either instance?
    – Provide a rationale as to why changes occur when going from adult to juvenile or vice versa.

    Specifically, the following rubric criteria must be addressed:

    – Explain the relationship between integrity, authority, and discretionary power.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant.

    ### What to Submit

    This assignment should be 350–500 words in length. Any references must be cited in APA format. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    Note: For journal assignments, you can receive a meets expectations, partially meets expectations, or does not meet expectations score on each of your rubric criteria. There is no exceeds expectations score for this assignment because you will receive feedback and make revisions to improve beyond expectations in these concepts.

    ### Module Two Journal Assignment Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (85%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Relationship Between Integrity, Authority, and Discretionary Power | Explains the relationship between integrity, authority, and discretionary power | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Adult | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Juvenile | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Differences in Roles: Adult Versus Juvenile | Explains the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Citation/ Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Journal Assignment Guidelines and Rubric.html

    ## CJ 230 Module Two Journal Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore the roles integrity, authority, and discretionary power play when addressing an adult defendant and a juvenile defendant.

    ### Prompt

    Now that you’ve reviewed the resources about integrity, authority, and discretionary power, you are familiar with the definition of each and the relationship among them. In this 350- to 500-word journal entry, address the following:

    – Explain the relationship between integrity, authority, and discretionary power:

    – Define each: integrity, authority, and discretionary power.
    – Compare and contrast each: How are they different? How are they similar? How are they connected?
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant:

    – Does one play a more vital role than others in either instance?
    – Provide a rationale as to why changes occur when going from adult to juvenile or vice versa.

    Specifically, the following rubric criteria must be addressed:

    – Explain the relationship between integrity, authority, and discretionary power.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant.

    ### What to Submit

    This assignment should be 350–500 words in length. Any references must be cited in APA format. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    Note: For journal assignments, you can receive a meets expectations, partially meets expectations, or does not meet expectations score on each of your rubric criteria. There is no exceeds expectations score for this assignment because you will receive feedback and make revisions to improve beyond expectations in these concepts.

    ### Module Two Journal Assignment Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (85%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Relationship Between Integrity, Authority, and Discretionary Power | Explains the relationship between integrity, authority, and discretionary power | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Adult | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Juvenile | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Differences in Roles: Adult Versus Juvenile | Explains the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Citation/ Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

  • [Solved] Law – Criminal 2-1 Module Two Assignment: Exploration of Predictive Policing

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    Executive Solution Overview

    Please see below for assignment details. – ## ModuleTwoAssignmentGuidelinesandRubric.html.zip **## ModuleTwoAssignmentGuidelinesandRubric.html.zip** ## Module Two Assignment Guidelines and Rubric.html ## CJ 305 Module Two Assignment Guidelines and Rubric ### Overview In this assignment, you will exp…

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    Assignment Prompt & Instructions

    Please see below for assignment details.

    – ## ModuleTwoAssignmentGuidelinesandRubric.html.zip

    **## ModuleTwoAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Assignment Guidelines and Rubric.html

    ## CJ 305 Module Two Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore elements of predictive policing. You will research a crime map of either your own city, a major city nearby, or any major city of your choice and explore other crime databases that are available. Analysts use this data for many purposes including identifying crime patterns to make your neighborhood safer.

    ### Prompt

    In this module, you have explored data collection and advancements in technology. You will now explore crime maps and additional databases created and maintained by local law enforcement that aid in decision making to identify crime patterns. For example, here is a
    [crime map](http://gis.chicagopolice.org/) of Chicago. The Chicago police department provides these
    [online services](https://home.chicagopolice.org/services/). This is the type of information you will be locating and using for this assignment. When starting your search, begin by looking up your selected city’s police department website. If you would prefer, you can use this
    [crime map](https://www.neighborhoodscout.com/il/peoria/crime) of Peoria, Illinois for your assignment. This application of knowledge will help you prepare for Project One in Module Five, where you will analyze predictive policing in a real-world scenario.

    – First, identify the crime map of your chosen city. Share the link in your assignment.
    – Next, identify other databases that are available (for example, gang member database, sex offender database, gun registry). Share the link(s) in your assignment.
    – Then, address the following questions:

    – What crime map data and other services can you find?

    – What data do you have access to?
    – What services are provided?

    – Does the information provided promote transparency or accountability?
    – How would you describe the experience of navigating the site and browsing its information?

    – Is the site user friendly?
    – Would you use it again outside of this class?
    – Does the site promote accessibility to the police?

    Specifically, the following rubric criteria must be addressed:

    – Identify the crime map of your chosen city and share the link in your assignment.
    – Identify other databases that are available and share the links in your assignment.
    – Describe the crime map data and other services available.
    – Analyze the information provided to determine if it promotes transparency or accountability.
    – Describe the experience of navigating the site and browsing its information.

    ### What to Submit

    This assignment should be 300–400 words in length. Any references should be cited in APA style. For more information on APA style, review the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa).

    ### Module Two Assignment Rubric

    | Criteria | Exceeds Expectations | Meets Expectations | Partially Meets Expectations | Does Not Meet Expectations | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding (100%) | Consistently and effectively communicates in an organized way to a specific audience (85%) | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding (55%) | Shows no evidence of consistent, effective, or organized communication (0%) | 15 |
    | Crime Map | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies the crime map of a chosen city and shares the link in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Other Databases | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies other databases that are available and shares the links in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Crime Map Data | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the crime map data and other services available (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing the crime map data and other services available (55%) | Does not attempt criterion (0%) | 16 |
    | Transparency or Accountability | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Analyzes the information provided to determine if it promotes transparency or accountability (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in determining if the information provided promotes transparency or accountability (55%) | Does not attempt criterion (0%) | 16 |
    | Navigation | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the experience of navigating the site and browsing its information (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in describing if the site was user friendly, if student would use it again, or if the site promotes accessibility to the police (55%) | Does not attempt criterion (0%) | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors (100%) | Uses citations for ideas requiring attribution (85%) | Uses citations for ideas requiring attribution, with major errors (55%) | Does not use citations for ideas requiring attribution (0%) | 5 |
    | Total: | 100% |

    **## ModuleTwoAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Assignment Guidelines and Rubric.html

    ## CJ 305 Module Two Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore elements of predictive policing. You will research a crime map of either your own city, a major city nearby, or any major city of your choice and explore other crime databases that are available. Analysts use this data for many purposes including identifying crime patterns to make your neighborhood safer.

    ### Prompt

    In this module, you have explored data collection and advancements in technology. You will now explore crime maps and additional databases created and maintained by local law enforcement that aid in decision making to identify crime patterns. For example, here is a
    [crime map](http://gis.chicagopolice.org/) of Chicago. The Chicago police department provides these
    [online services](https://home.chicagopolice.org/services/). This is the type of information you will be locating and using for this assignment. When starting your search, begin by looking up your selected city’s police department website. If you would prefer, you can use this
    [crime map](https://www.neighborhoodscout.com/il/peoria/crime) of Peoria, Illinois for your assignment. This application of knowledge will help you prepare for Project One in Module Five, where you will analyze predictive policing in a real-world scenario.

    – First, identify the crime map of your chosen city. Share the link in your assignment.
    – Next, identify other databases that are available (for example, gang member database, sex offender database, gun registry). Share the link(s) in your assignment.
    – Then, address the following questions:

    – What crime map data and other services can you find?

    – What data do you have access to?
    – What services are provided?

    – Does the information provided promote transparency or accountability?
    – How would you describe the experience of navigating the site and browsing its information?

    – Is the site user friendly?
    – Would you use it again outside of this class?
    – Does the site promote accessibility to the police?

    Specifically, the following rubric criteria must be addressed:

    – Identify the crime map of your chosen city and share the link in your assignment.
    – Identify other databases that are available and share the links in your assignment.
    – Describe the crime map data and other services available.
    – Analyze the information provided to determine if it promotes transparency or accountability.
    – Describe the experience of navigating the site and browsing its information.

    ### What to Submit

    This assignment should be 300–400 words in length. Any references should be cited in APA style. For more information on APA style, review the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa).

    ### Module Two Assignment Rubric

    | Criteria | Exceeds Expectations | Meets Expectations | Partially Meets Expectations | Does Not Meet Expectations | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding (100%) | Consistently and effectively communicates in an organized way to a specific audience (85%) | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding (55%) | Shows no evidence of consistent, effective, or organized communication (0%) | 15 |
    | Crime Map | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies the crime map of a chosen city and shares the link in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Other Databases | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies other databases that are available and shares the links in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Crime Map Data | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the crime map data and other services available (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing the crime map data and other services available (55%) | Does not attempt criterion (0%) | 16 |
    | Transparency or Accountability | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Analyzes the information provided to determine if it promotes transparency or accountability (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in determining if the information provided promotes transparency or accountability (55%) | Does not attempt criterion (0%) | 16 |
    | Navigation | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the experience of navigating the site and browsing its information (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in describing if the site was user friendly, if student would use it again, or if the site promotes accessibility to the police (55%) | Does not attempt criterion (0%) | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors (100%) | Uses citations for ideas requiring attribution (85%) | Uses citations for ideas requiring attribution, with major errors (55%) | Does not use citations for ideas requiring attribution (0%) | 5 |
    | Total: | 100% |

  • [Solved] Nursing homework assist

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    In-depth study guidance and analytical solution covering Nursing homework assist.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Health Science

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    I have some completed work that was generated by AI. I just need it reworded

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    I have some completed work that was generated by AI. I just need it reworded

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – ## WritingAssignmentWeek3.docx **## WritingAssignmentWeek3.docx** Decision Making-DAX-DL01 Nora Hernandez-Pupo Writing Assignment Week 2 **Advanced Practice Nursing: Clinical Decision-Making and Leadership Essay** **Overview:** This assignment invites you to explore the evolution of clinical decis…

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    Assignment Prompt & Instructions

    – ## WritingAssignmentWeek3.docx

    **## WritingAssignmentWeek3.docx**

    Decision Making-DAX-DL01 Nora Hernandez-Pupo

    Writing Assignment Week 2

    **Advanced Practice Nursing: Clinical Decision-Making and Leadership Essay**

    **Overview:** This assignment invites you to explore the evolution of clinical decision-making as you transition from bedside nursing to advanced practice roles. In your essay, you will critically analyze and compare the decision-making skills, leadership approaches, and ethical considerations required at the bedside versus those required of advanced practice nurses (APNs), such as nurse practitioners (NPs) and nurse leaders.

    Your discussion must integrate the following course outcomes throughout your analysis:

    ·
    **Outcome 1:** Demonstrate understanding of the impact of legal and ethical issues, and healthcare policy on decision-making in a real, complex healthcare environment.

    ·
    **Outcome 2:** Synthesize multidimensional approaches of decision-making learned throughout the course to evaluate patient outcomes.

    ·
    **Outcome 3:** Apply thoughtful leadership approaches to implement successful changes in your practice.

    ·
    **Outcome 4:** Apply multiple decision-making approaches—including transformational leadership principles—in actual situations to demonstrate confidence in decision making.

    **Assignment Instructions**

    **Writing Requirements:**

    ·
    **Format:** Prepare your submission as an essay. The document must include a cover page, clearly structured level headings (in adherence with APA 7th Edition standards), and a reference list.

    ·
    **Length:** The primary text should be a minimum of 4 pages (excluding the cover page and references).

    ·
    **Style:** Write at a graduate level using formal academic language. Your analysis should be thorough, critical, and reflective of the course readings and other current academic literature.

    ·
    **APA Guidelines:** All in-text citations and the reference list must follow APA 7th Edition guidelines.

    **Essay Topics and Guiding Questions**

    Your essay should address the following topics and questions:

    **Transitioning from Bedside Nursing to Advanced Practice:**

    · As nurses, you have all learned the importance of clinical decision-making, critical thinking, and clinical judgment for ensuring safe and effective patient care.

    ·
    **Question:** As you move into your advanced practice role—whether in leadership, management, or as an NP—how do these decision-making processes change? Does your approach need to shift, and if so, why?

    **Comparing Skill Sets:**

    ·
    **Question:** Is there a difference between the decision-making and leadership skills required by bedside nurses compared to those needed by APNs?

    ·
    **Guidance:** Support your discussion with rationale drawn from the course readings and relevant academic literature. Consider using examples from practice scenarios to highlight these differences.

    **Critical Decision-Making for Future Roles:**

    ·
    **Question:** As you transition into your role as an APN, which clinical decision-making skills are most critical—especially for nurses planning to become NPs versus those pursuing nurse leadership?

    ·
    **Guidance:** Present a rationale for your choices, referencing course readings and scholarly research. Reflect on how multidimensional decision-making approaches can influence patient outcomes.

    **Standardized Decision-Making Tools:**

    ·
    **Question:** What standardized decision-making tool has been developed to guide nurses at all levels in making practice decisions?

    ·
    **Guidance:** Explain why this tool was created, its intended purpose, and how it standardizes decision-making across varying clinical settings.

    ·
    **Question:** How would you apply this tool in your current or future role as an APN? Provide specific examples of its application in real clinical scenarios.

    **Additional Tools and the Consensus Model for APRNs:**

    ·
    **Question:** Are there other standardized clinical decision-making tools available for APNs and NPs? Evaluate whether these tools are employed consistently across care settings and offer a rationale for their use (or limitations).

    ·
    **Question:** Describe the role of the Consensus Model for APRNs and discuss how it informs decision-making processes in advanced practice settings.

    **Submission Requirements**

    ·
    **Content:** Ensure all discussion questions are addressed comprehensively and supported with both course readings and additional academic sources.

    ·
    **Structure:**

    ·
    **Introduction:** Provide an overview of your essay’s scope, the significance of the transition to an advanced practice role, and a brief outline of what will be discussed.

    ·
    **Body:** Develop each question in dedicated sections with clear APA-style headings.

    ·
    **Conclusion:** Summarize and synthesize the main points of your discussion, highlighting the importance of legal, ethical, and policy considerations in advanced clinical decision-making and leadership.

    ·
    **References:** Include a minimum of four scholarly sources published within the past five years. Follow APA guidelines for all citations and references.

    ·
    **Formatting:** Maintain APA style consistency throughout—this includes using a 12-point Times New Roman font, 1-inch margins, and double-spaced text.

    **Submission Deadline:** Refer to your course syllabus or assignment schedule for the specific due date.

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    9/13/25, 11:59 PM (EDT)

    **Attempts**

    3 attempts left

    **Originality Report**

    Turnitin enabled

    **Evaluation rubric** [This item is evaluated with a rubric](https://fnu.blackboard.com/ultra/courses/_43471_1/grades/assessment/_4471844_1/overview/attempt/create/rubric-view?columnId=_1048474_1&courseId=_43471_1&memberId=_694386_1)

    **Evaluation**

    **## WritingAssignmentWeek3.docx**

    Decision Making-DAX-DL01 Nora Hernandez-Pupo

    Writing Assignment Week 2

    **Advanced Practice Nursing: Clinical Decision-Making and Leadership Essay**

    **Overview:** This assignment invites you to explore the evolution of clinical decision-making as you transition from bedside nursing to advanced practice roles. In your essay, you will critically analyze and compare the decision-making skills, leadership approaches, and ethical considerations required at the bedside versus those required of advanced practice nurses (APNs), such as nurse practitioners (NPs) and nurse leaders.

    Your discussion must integrate the following course outcomes throughout your analysis:

    ·
    **Outcome 1:** Demonstrate understanding of the impact of legal and ethical issues, and healthcare policy on decision-making in a real, complex healthcare environment.

    ·
    **Outcome 2:** Synthesize multidimensional approaches of decision-making learned throughout the course to evaluate patient outcomes.

    ·
    **Outcome 3:** Apply thoughtful leadership approaches to implement successful changes in your practice.

    ·
    **Outcome 4:** Apply multiple decision-making approaches—including transformational leadership principles—in actual situations to demonstrate confidence in decision making.

    **Assignment Instructions**

    **Writing Requirements:**

    ·
    **Format:** Prepare your submission as an essay. The document must include a cover page, clearly structured level headings (in adherence with APA 7th Edition standards), and a reference list.

    ·
    **Length:** The primary text should be a minimum of 4 pages (excluding the cover page and references).

    ·
    **Style:** Write at a graduate level using formal academic language. Your analysis should be thorough, critical, and reflective of the course readings and other current academic literature.

    ·
    **APA Guidelines:** All in-text citations and the reference list must follow APA 7th Edition guidelines.

    **Essay Topics and Guiding Questions**

    Your essay should address the following topics and questions:

    **Transitioning from Bedside Nursing to Advanced Practice:**

    · As nurses, you have all learned the importance of clinical decision-making, critical thinking, and clinical judgment for ensuring safe and effective patient care.

    ·
    **Question:** As you move into your advanced practice role—whether in leadership, management, or as an NP—how do these decision-making processes change? Does your approach need to shift, and if so, why?

    **Comparing Skill Sets:**

    ·
    **Question:** Is there a difference between the decision-making and leadership skills required by bedside nurses compared to those needed by APNs?

    ·
    **Guidance:** Support your discussion with rationale drawn from the course readings and relevant academic literature. Consider using examples from practice scenarios to highlight these differences.

    **Critical Decision-Making for Future Roles:**

    ·
    **Question:** As you transition into your role as an APN, which clinical decision-making skills are most critical—especially for nurses planning to become NPs versus those pursuing nurse leadership?

    ·
    **Guidance:** Present a rationale for your choices, referencing course readings and scholarly research. Reflect on how multidimensional decision-making approaches can influence patient outcomes.

    **Standardized Decision-Making Tools:**

    ·
    **Question:** What standardized decision-making tool has been developed to guide nurses at all levels in making practice decisions?

    ·
    **Guidance:** Explain why this tool was created, its intended purpose, and how it standardizes decision-making across varying clinical settings.

    ·
    **Question:** How would you apply this tool in your current or future role as an APN? Provide specific examples of its application in real clinical scenarios.

    **Additional Tools and the Consensus Model for APRNs:**

    ·
    **Question:** Are there other standardized clinical decision-making tools available for APNs and NPs? Evaluate whether these tools are employed consistently across care settings and offer a rationale for their use (or limitations).

    ·
    **Question:** Describe the role of the Consensus Model for APRNs and discuss how it informs decision-making processes in advanced practice settings.

    **Submission Requirements**

    ·
    **Content:** Ensure all discussion questions are addressed comprehensively and supported with both course readings and additional academic sources.

    ·
    **Structure:**

    ·
    **Introduction:** Provide an overview of your essay’s scope, the significance of the transition to an advanced practice role, and a brief outline of what will be discussed.

    ·
    **Body:** Develop each question in dedicated sections with clear APA-style headings.

    ·
    **Conclusion:** Summarize and synthesize the main points of your discussion, highlighting the importance of legal, ethical, and policy considerations in advanced clinical decision-making and leadership.

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    **References:** Include a minimum of four scholarly sources published within the past five years. Follow APA guidelines for all citations and references.

    ·
    **Formatting:** Maintain APA style consistency throughout—this includes using a 12-point Times New Roman font, 1-inch margins, and double-spaced text.

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    **RSM801 Week 2 Discussion Table Gordy.docx** Hi everyone, This week, we’re completing the table of statistical techniques and comparing how they differ, and I’m looking forward to using this discussion to help clarify the differences. **Differences Between the Techniques** The key distinctions betw…

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    **RSM801 Week 2 Discussion Table Gordy.docx**
    Hi everyone,
    This week, we’re completing the table of statistical techniques and comparing how they differ, and I’m looking forward to using this discussion to help clarify the differences.
    **Differences Between the Techniques**
    The key distinctions between these techniques are based on the number of groups or conditions being compared (two or more than two), the number of times the same participants are measured (once or multiple), and the number of independent variables under consideration. T-tests are used for hypothesis testing when there are only two means to compare. The independent samples t-test is used for "between-subjects" experiments, in which separate groups of participants are measured for each condition or group. The paired samples t-test is used for "within-subjects" or "repeated measures" designs in which the same group of participants is measured for each condition or group. ANOVAs represent a generalization of the t-test. A one-way ANOVA is used when there is one independent variable with three or more levels (i.e., groups or conditions), and a two-way ANOVA is used when there are two independent variables and all combinations of the variables are compared (the two-way ANOVA also allows testing for interactions between independent variables). A repeated measures ANOVA is also used when participants are measured for each condition or group, but it is often preferred over the repeated measures t-test because it controls for individual differences that might add error variance. Factorial ANOVAs include both between-subjects and within-subjects factors (i.e., independent variables), and also allow testing for more complex interactions between independent variables. In all of these analyses, the dependent variable(s) are assumed to be continuous and randomly sampled, while the independent variable(s) may be fixed or random.
    **References:**
    Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). Sage Publications Limited.
    Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences (10th ed.). Belmont, CA: Wadsworth, Cengage Learning.
    Privitera, G. J. (2024). Research methods for the behavioral sciences (7th ed.). Sage Publications.

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    Need help with my assignment – ## Weektwohomeworkassignment.txt – ## SOCW_8112_DSW_Abstracts.pdf **## Weektwohomeworkassignment.txt** Assignment 2 Throughout this course, you will explore two critical components of your doctoral journey—the social problem and the research problem. The two are ine…

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    Need help with my assignment

    – ## Weektwohomeworkassignment.txt

    – ## SOCW_8112_DSW_Abstracts.pdf

    **## Weektwohomeworkassignment.txt**

    Assignment 2
    Throughout this course, you will explore two critical components of your doctoral journey—the social problem and the research problem. The two are inevitably linked but also separate components of your research. You started to explore the differences between the social problem and the research problem earlier in your program, but this distinction will become increasingly important as you continue toward your dissertation or capstone project.
    Before you identify your research problem, you will need to locate the social problem within both public and intellectual discourse. This will expand your knowledge and give you a better understanding of the breadth and complexities of your selected social problem. As a result of this understanding, you will start to identify a gap in the research, something that has yet to be addressed to the extent that it could or should be, leading to your research problem.
    In this Assignment, you will examine how the social problem and the research problem are represented in abstracts from PhD dissertations or DSW capstone projects. This will help you further refine your distinction between the two and prepare you to explore the research gap for your selected social problem later in this course.
    To Prepare
    • Review the Differences Between a Social Problem and Research Problem video from your Learning Resources.
    • Review the Epistemology Guide from your Learning Resources.
    • Review the epistemology chart in Appendix A of Franco’s (2016) article.
    • For DSW students, review the DSW Abstracts document from your Learning Resources this week.
    • For PhD students, review the PhD Abstracts document from your Learning Resources this week.

    Submit a 1- to 2-page paper that addresses the following:
    • For each abstract:
    • Write the title of the article to which the abstract belongs.
    • In 1 sentence, identify the social problem the author(s) selected to investigate.
    • In 1 sentence, identify the research problem the author(s) selected to investigate.
    • In 3–5 sentences, explain how you identified the social problem and the research problem from the abstract. How do you know you have identified each correctly?
    • In a final 3–5 sentences, explain how the social problem and the research problem impact your future role as a scholar-practitioner. What role should they each play in your career?

    **## SOCW_8112_DSW_Abstracts.pdf**

    SOCW 8112/SOCW 8112W:
    Doctor of Social Work (DSW) Abstracts

    Abstract 1
    Title
    Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical
    Christian University

    Author
    King, D. (2020). Bachelor of social work students’ experience of moral reasoning at an
    Evangelical Christian University. (Publication No. 27963495) [Abstract, Walden
    University]. ProQuest Dissertations Publishing.

    Abstract
    Scholars have documented a lack of effective education and training for integrating faith
    and social work practice. Also, researchers have identified challenges regarding
    conflicting philosophical paradigms in social work and cultural changes among
    emerging adults affecting evangelical Christian universities teaching faith integration.
    However, little information is available regarding the experiences of students and
    conflicts between social work values and their religious beliefs. This study was an
    investigation of the experiences of social work students when considering value
    conflicts between their religious beliefs and social work practice. The research
    questions examined the moral reasoning of students at an evangelical university
    considering self-identified value conflicts. An exploratory generic qualitative research
    methodology was employed, with a convenience sample of 6 senior-level Bachelor of
    Social Work students aged 18 to 25 years. Individual semi-structured interviews queried
    2 main topic areas, including identifying areas of value conflict, and underlying ethical
    motivations and thoughts. Data were analyzed using descriptive and conceptual coding
    in the context of moral foundations theory and validated through member checking, peer
    debriefing, and the use of intentional protocols. Emergent themes included student
    uncertainty in defining and implementing key social work values and moral reasoning
    dominated by intuitions of care, concern, and client autonomy and choice. Findings from
    this research can positively contribute to the field of social work and social change by
    affecting the education and practice competencies of future social workers and their
    ability to work ethically and manage value conflicts in individual, organizational, and
    community settings.

    Abstract 2
    Title
    Gay-affirmative Social Work Practice with Homeless Lesbian, Gay, Bisexual, and
    Transgender Youth

    Author
    Deloatch-Williams, A. (2020). Gay-affirmative social work practice with homeless
    lesbian, gay, bisexual, and transgender youth. (Publication No. 27829725) [Abstract,
    Walden University]. ProQuest Dissertations Publishing.

    Abstract
    Lesbian, gay, bisexual, and transgender youth are overrepresented in the homeless
    population and experience higher rates of discrimination and unfair treatment when
    accessing services and shelter. Research indicates that homeless LGBT youth remain
    homeless for longer periods of time than their heterosexual peers because of bias and
    stigmas associated with their gender identity and sexual orientation. The purpose of this
    qualitative study was to determine if social workers in the city of New Haven,
    Connecticut, used an affirmative model of intervention when working with homeless
    LGBT youth. Maslow’s self-affirmation theory served as the conceptual framework for
    this study. The interview questions for this study examined how social workers affirmed
    homeless LGBT youth in their practices. Data was collected through individual face-to-
    face semi-structured interviews, telephone interviews and e-mail responses with 7
    social workers and agency staff in the city of New Haven, Connecticut, who were
    recruited through purposeful sampling. Emergent themes in this study indicated that the
    participants did not make assumptions about sexual identity. The participants also
    reinforced same gender relationships as being normal, addressed homophobia, and
    supported their clients. However, the participants lacked education and training about
    the stages of coming out and how to provide support to LGBT youth who may be
    experiencing stressors related to discovering or disclosing their sexual identity. The
    findings of this study may be used by social workers to improve practice to be more
    affirming and supportive of people who identify as LGBT.

    Abstract 3
    Title
    Role of Social Workers in Psychiatric Patient-Centered Care with U.S. Veterans

    Author
    Noce-Owen, A. M. (2020). Role of social workers in psychiatric patient-centered care
    with U.S. veterans. (Publication No. 27738570) [Abstract, Walden University]. ProQuest
    Dissertations Publishing.

    Abstract

    Social workers play an important role in the implementation of patient-centered care
    (PCC) within an interdisciplinary treatment team in an inpatient psychiatric unit. The
    PCC approach can become overwhelming and stressful for interdisciplinary team
    members because the definition of PCC varies across disciplines. The purpose of this
    qualitative action research study was to explore social workers’ perceptions of their role
    within an interdisciplinary team, including barriers to social work inclusion and PCC.
    Ecological systems theory provided the framework for the study. Interview data were
    collected from 2 focus groups containing a total of 10 purposively selected social
    workers. A grounded theory approach was used to analyze the data. Findings indicated
    the need for better communication among and education for interdisciplinary psychiatric
    team members regarding the scope of social work practice. Participants reported being
    devalued as members of the interdisciplinary team and confirmed that the definition of
    PCC varies across disciplines, which creates barriers for social work facilitation of PCC
    within the interdisciplinary team. Findings may be used to mitigate gaps that inhibit
    interdisciplinary team practice of PCC, which may improve social work practice with
    veterans.

    Abstract 4
    Title
    Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing
    Therapy

    Author
    Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of
    cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University].
    ProQuest Dissertations Publishing.

    Abstract
    Military sexual trauma (MST) has been associated with poor emotional and
    psychological well-being, less overall life satisfaction, and poorer health in general as
    well as higher rates of posttraumatic stress disorder (PTSD). The Department of
    Veterans Affairs provides treatment for veterans who experienced MST and
    recommends cognitive processing therapy (CPT) as a preferred treatment modality.
    Quantitative studies have shown that CPT can decrease symptoms of PTSD; however,
    a neglected area of study concerns the experiences of veterans who receive CPT for
    MST-related PTSD. In this generic qualitative study, the perceptions and experiences of
    female veterans who were survivors of MST and received CPT from a VA provider
    through a feminist lens were explored. Twenty-one female veterans who were survivors
    of MST and who sought treatment at the VA and received CPT were asked to complete
    a written questionnaire. The research questions explored the participants’ experiences
    with CPT, changes in their symptoms, social lives and relationships, and general
    functioning and well-being after receiving CPT. Thematic analysis was used to identify 3
    themes. Findings revealed that although participants described their experience of
    deciding whether to participate in CPT and receiving CPT as difficult, they reported
    increased quality of life and improved well-being after CPT. The results from this study

    will increase understanding of the experiences of veterans with CPT. Finally, scholar
    practitioners may be able to use findings from this study to enhance awareness of
    perceptions of clients, improve practice, and better serve clients who have experienced
    MST.

    – Abstract 1
    – Title
    – Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical Christian University
    – Abstract 4
    – Title
    – Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing Therapy
    – Author
    – Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University]. ProQuest Dissertations Publishing.
    – Abstract
    – Military sexual trauma (MST) has been associated with poor emotional and psychological well-being, less overall life satisfaction, and poorer health in general as well as higher rates of posttraumatic stress disorder (PTSD). The Department of Veterans…

    **## SOCW_8112_DSW_Abstracts.pdf**

    SOCW 8112/SOCW 8112W:
    Doctor of Social Work (DSW) Abstracts

    Abstract 1
    Title
    Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical
    Christian University

    Author
    King, D. (2020). Bachelor of social work students’ experience of moral reasoning at an
    Evangelical Christian University. (Publication No. 27963495) [Abstract, Walden
    University]. ProQuest Dissertations Publishing.

    Abstract
    Scholars have documented a lack of effective education and training for integrating faith
    and social work practice. Also, researchers have identified challenges regarding
    conflicting philosophical paradigms in social work and cultural changes among
    emerging adults affecting evangelical Christian universities teaching faith integration.
    However, little information is available regarding the experiences of students and
    conflicts between social work values and their religious beliefs. This study was an
    investigation of the experiences of social work students when considering value
    conflicts between their religious beliefs and social work practice. The research
    questions examined the moral reasoning of students at an evangelical university
    considering self-identified value conflicts. An exploratory generic qualitative research
    methodology was employed, with a convenience sample of 6 senior-level Bachelor of
    Social Work students aged 18 to 25 years. Individual semi-structured interviews queried
    2 main topic areas, including identifying areas of value conflict, and underlying ethical
    motivations and thoughts. Data were analyzed using descriptive and conceptual coding
    in the context of moral foundations theory and validated through member checking, peer
    debriefing, and the use of intentional protocols. Emergent themes included student
    uncertainty in defining and implementing key social work values and moral reasoning
    dominated by intuitions of care, concern, and client autonomy and choice. Findings from
    this research can positively contribute to the field of social work and social change by
    affecting the education and practice competencies of future social workers and their
    ability to work ethically and manage value conflicts in individual, organizational, and
    community settings.

    Abstract 2
    Title
    Gay-affirmative Social Work Practice with Homeless Lesbian, Gay, Bisexual, and
    Transgender Youth

    Author
    Deloatch-Williams, A. (2020). Gay-affirmative social work practice with homeless
    lesbian, gay, bisexual, and transgender youth. (Publication No. 27829725) [Abstract,
    Walden University]. ProQuest Dissertations Publishing.

    Abstract
    Lesbian, gay, bisexual, and transgender youth are overrepresented in the homeless
    population and experience higher rates of discrimination and unfair treatment when
    accessing services and shelter. Research indicates that homeless LGBT youth remain
    homeless for longer periods of time than their heterosexual peers because of bias and
    stigmas associated with their gender identity and sexual orientation. The purpose of this
    qualitative study was to determine if social workers in the city of New Haven,
    Connecticut, used an affirmative model of intervention when working with homeless
    LGBT youth. Maslow’s self-affirmation theory served as the conceptual framework for
    this study. The interview questions for this study examined how social workers affirmed
    homeless LGBT youth in their practices. Data was collected through individual face-to-
    face semi-structured interviews, telephone interviews and e-mail responses with 7
    social workers and agency staff in the city of New Haven, Connecticut, who were
    recruited through purposeful sampling. Emergent themes in this study indicated that the
    participants did not make assumptions about sexual identity. The participants also
    reinforced same gender relationships as being normal, addressed homophobia, and
    supported their clients. However, the participants lacked education and training about
    the stages of coming out and how to provide support to LGBT youth who may be
    experiencing stressors related to discovering or disclosing their sexual identity. The
    findings of this study may be used by social workers to improve practice to be more
    affirming and supportive of people who identify as LGBT.

    Abstract 3
    Title
    Role of Social Workers in Psychiatric Patient-Centered Care with U.S. Veterans

    Author
    Noce-Owen, A. M. (2020). Role of social workers in psychiatric patient-centered care
    with U.S. veterans. (Publication No. 27738570) [Abstract, Walden University]. ProQuest
    Dissertations Publishing.

    Abstract

    Social workers play an important role in the implementation of patient-centered care
    (PCC) within an interdisciplinary treatment team in an inpatient psychiatric unit. The
    PCC approach can become overwhelming and stressful for interdisciplinary team
    members because the definition of PCC varies across disciplines. The purpose of this
    qualitative action research study was to explore social workers’ perceptions of their role
    within an interdisciplinary team, including barriers to social work inclusion and PCC.
    Ecological systems theory provided the framework for the study. Interview data were
    collected from 2 focus groups containing a total of 10 purposively selected social
    workers. A grounded theory approach was used to analyze the data. Findings indicated
    the need for better communication among and education for interdisciplinary psychiatric
    team members regarding the scope of social work practice. Participants reported being
    devalued as members of the interdisciplinary team and confirmed that the definition of
    PCC varies across disciplines, which creates barriers for social work facilitation of PCC
    within the interdisciplinary team. Findings may be used to mitigate gaps that inhibit
    interdisciplinary team practice of PCC, which may improve social work practice with
    veterans.

    Abstract 4
    Title
    Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing
    Therapy

    Author
    Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of
    cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University].
    ProQuest Dissertations Publishing.

    Abstract
    Military sexual trauma (MST) has been associated with poor emotional and
    psychological well-being, less overall life satisfaction, and poorer health in general as
    well as higher rates of posttraumatic stress disorder (PTSD). The Department of
    Veterans Affairs provides treatment for veterans who experienced MST and
    recommends cognitive processing therapy (CPT) as a preferred treatment modality.
    Quantitative studies have shown that CPT can decrease symptoms of PTSD; however,
    a neglected area of study concerns the experiences of veterans who receive CPT for
    MST-related PTSD. In this generic qualitative study, the perceptions and experiences of
    female veterans who were survivors of MST and received CPT from a VA provider
    through a feminist lens were explored. Twenty-one female veterans who were survivors
    of MST and who sought treatment at the VA and received CPT were asked to complete
    a written questionnaire. The research questions explored the participants’ experiences
    with CPT, changes in their symptoms, social lives and relationships, and general
    functioning and well-being after receiving CPT. Thematic analysis was used to identify 3
    themes. Findings revealed that although participants described their experience of
    deciding whether to participate in CPT and receiving CPT as difficult, they reported
    increased quality of life and improved well-being after CPT. The results from this study

    will increase understanding of the experiences of veterans with CPT. Finally, scholar
    practitioners may be able to use findings from this study to enhance awareness of
    perceptions of clients, improve practice, and better serve clients who have experienced
    MST.

    – Abstract 1
    – Title
    – Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical Christian University
    – Abstract 4
    – Title
    – Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing Therapy
    – Author
    – Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University]. ProQuest Dissertations Publishing.
    – Abstract
    – Military sexual trauma (MST) has been associated with poor emotional and psychological well-being, less overall life satisfaction, and poorer health in general as well as higher rates of posttraumatic stress disorder (PTSD). The Department of Veterans…

    **## Weektwohomeworkassignment.txt**

    Assignment 2
    Throughout this course, you will explore two critical components of your doctoral journey—the social problem and the research problem. The two are inevitably linked but also separate components of your research. You started to explore the differences between the social problem and the research problem earlier in your program, but this distinction will become increasingly important as you continue toward your dissertation or capstone project.
    Before you identify your research problem, you will need to locate the social problem within both public and intellectual discourse. This will expand your knowledge and give you a better understanding of the breadth and complexities of your selected social problem. As a result of this understanding, you will start to identify a gap in the research, something that has yet to be addressed to the extent that it could or should be, leading to your research problem.
    In this Assignment, you will examine how the social problem and the research problem are represented in abstracts from PhD dissertations or DSW capstone projects. This will help you further refine your distinction between the two and prepare you to explore the research gap for your selected social problem later in this course.
    To Prepare
    • Review the Differences Between a Social Problem and Research Problem video from your Learning Resources.
    • Review the Epistemology Guide from your Learning Resources.
    • Review the epistemology chart in Appendix A of Franco’s (2016) article.
    • For DSW students, review the DSW Abstracts document from your Learning Resources this week.
    • For PhD students, review the PhD Abstracts document from your Learning Resources this week.

    Submit a 1- to 2-page paper that addresses the following:
    • For each abstract:
    • Write the title of the article to which the abstract belongs.
    • In 1 sentence, identify the social problem the author(s) selected to investigate.
    • In 1 sentence, identify the research problem the author(s) selected to investigate.
    • In 3–5 sentences, explain how you identified the social problem and the research problem from the abstract. How do you know you have identified each correctly?
    • In a final 3–5 sentences, explain how the social problem and the research problem impact your future role as a scholar-practitioner. What role should they each play in your career?

    **## SOCW_8112_DSW_Abstracts.pdf**

    SOCW 8112/SOCW 8112W:
    Doctor of Social Work (DSW) Abstracts

    Abstract 1
    Title
    Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical
    Christian University

    Author
    King, D. (2020). Bachelor of social work students’ experience of moral reasoning at an
    Evangelical Christian University. (Publication No. 27963495) [Abstract, Walden
    University]. ProQuest Dissertations Publishing.

    Abstract
    Scholars have documented a lack of effective education and training for integrating faith
    and social work practice. Also, researchers have identified challenges regarding
    conflicting philosophical paradigms in social work and cultural changes among
    emerging adults affecting evangelical Christian universities teaching faith integration.
    However, little information is available regarding the experiences of students and
    conflicts between social work values and their religious beliefs. This study was an
    investigation of the experiences of social work students when considering value
    conflicts between their religious beliefs and social work practice. The research
    questions examined the moral reasoning of students at an evangelical university
    considering self-identified value conflicts. An exploratory generic qualitative research
    methodology was employed, with a convenience sample of 6 senior-level Bachelor of
    Social Work students aged 18 to 25 years. Individual semi-structured interviews queried
    2 main topic areas, including identifying areas of value conflict, and underlying ethical
    motivations and thoughts. Data were analyzed using descriptive and conceptual coding
    in the context of moral foundations theory and validated through member checking, peer
    debriefing, and the use of intentional protocols. Emergent themes included student
    uncertainty in defining and implementing key social work values and moral reasoning
    dominated by intuitions of care, concern, and client autonomy and choice. Findings from
    this research can positively contribute to the field of social work and social change by
    affecting the education and practice competencies of future social workers and their
    ability to work ethically and manage value conflicts in individual, organizational, and
    community settings.

    Abstract 2
    Title
    Gay-affirmative Social Work Practice with Homeless Lesbian, Gay, Bisexual, and
    Transgender Youth

    Author
    Deloatch-Williams, A. (2020). Gay-affirmative social work practice with homeless
    lesbian, gay, bisexual, and transgender youth. (Publication No. 27829725) [Abstract,
    Walden University]. ProQuest Dissertations Publishing.

    Abstract
    Lesbian, gay, bisexual, and transgender youth are overrepresented in the homeless
    population and experience higher rates of discrimination and unfair treatment when
    accessing services and shelter. Research indicates that homeless LGBT youth remain
    homeless for longer periods of time than their heterosexual peers because of bias and
    stigmas associated with their gender identity and sexual orientation. The purpose of this
    qualitative study was to determine if social workers in the city of New Haven,
    Connecticut, used an affirmative model of intervention when working with homeless
    LGBT youth. Maslow’s self-affirmation theory served as the conceptual framework for
    this study. The interview questions for this study examined how social workers affirmed
    homeless LGBT youth in their practices. Data was collected through individual face-to-
    face semi-structured interviews, telephone interviews and e-mail responses with 7
    social workers and agency staff in the city of New Haven, Connecticut, who were
    recruited through purposeful sampling. Emergent themes in this study indicated that the
    participants did not make assumptions about sexual identity. The participants also
    reinforced same gender relationships as being normal, addressed homophobia, and
    supported their clients. However, the participants lacked education and training about
    the stages of coming out and how to provide support to LGBT youth who may be
    experiencing stressors related to discovering or disclosing their sexual identity. The
    findings of this study may be used by social workers to improve practice to be more
    affirming and supportive of people who identify as LGBT.

    Abstract 3
    Title
    Role of Social Workers in Psychiatric Patient-Centered Care with U.S. Veterans

    Author
    Noce-Owen, A. M. (2020). Role of social workers in psychiatric patient-centered care
    with U.S. veterans. (Publication No. 27738570) [Abstract, Walden University]. ProQuest
    Dissertations Publishing.

    Abstract

    Social workers play an important role in the implementation of patient-centered care
    (PCC) within an interdisciplinary treatment team in an inpatient psychiatric unit. The
    PCC approach can become overwhelming and stressful for interdisciplinary team
    members because the definition of PCC varies across disciplines. The purpose of this
    qualitative action research study was to explore social workers’ perceptions of their role
    within an interdisciplinary team, including barriers to social work inclusion and PCC.
    Ecological systems theory provided the framework for the study. Interview data were
    collected from 2 focus groups containing a total of 10 purposively selected social
    workers. A grounded theory approach was used to analyze the data. Findings indicated
    the need for better communication among and education for interdisciplinary psychiatric
    team members regarding the scope of social work practice. Participants reported being
    devalued as members of the interdisciplinary team and confirmed that the definition of
    PCC varies across disciplines, which creates barriers for social work facilitation of PCC
    within the interdisciplinary team. Findings may be used to mitigate gaps that inhibit
    interdisciplinary team practice of PCC, which may improve social work practice with
    veterans.

    Abstract 4
    Title
    Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing
    Therapy

    Author
    Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of
    cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University].
    ProQuest Dissertations Publishing.

    Abstract
    Military sexual trauma (MST) has been associated with poor emotional and
    psychological well-being, less overall life satisfaction, and poorer health in general as
    well as higher rates of posttraumatic stress disorder (PTSD). The Department of
    Veterans Affairs provides treatment for veterans who experienced MST and
    recommends cognitive processing therapy (CPT) as a preferred treatment modality.
    Quantitative studies have shown that CPT can decrease symptoms of PTSD; however,
    a neglected area of study concerns the experiences of veterans who receive CPT for
    MST-related PTSD. In this generic qualitative study, the perceptions and experiences of
    female veterans who were survivors of MST and received CPT from a VA provider
    through a feminist lens were explored. Twenty-one female veterans who were survivors
    of MST and who sought treatment at the VA and received CPT were asked to complete
    a written questionnaire. The research questions explored the participants’ experiences
    with CPT, changes in their symptoms, social lives and relationships, and general
    functioning and well-being after receiving CPT. Thematic analysis was used to identify 3
    themes. Findings revealed that although participants described their experience of
    deciding whether to participate in CPT and receiving CPT as difficult, they reported
    increased quality of life and improved well-being after CPT. The results from this study

    will increase understanding of the experiences of veterans with CPT. Finally, scholar
    practitioners may be able to use findings from this study to enhance awareness of
    perceptions of clients, improve practice, and better serve clients who have experienced
    MST.

    – Abstract 1
    – Title
    – Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical Christian University
    – Abstract 4
    – Title
    – Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing Therapy
    – Author
    – Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University]. ProQuest Dissertations Publishing.
    – Abstract
    – Military sexual trauma (MST) has been associated with poor emotional and psychological well-being, less overall life satisfaction, and poorer health in general as well as higher rates of posttraumatic stress disorder (PTSD). The Department of Veterans…

    **## Weektwohomeworkassignment.txt**

    Assignment 2
    Throughout this course, you will explore two critical components of your doctoral journey—the social problem and the research problem. The two are inevitably linked but also separate components of your research. You started to explore the differences between the social problem and the research problem earlier in your program, but this distinction will become increasingly important as you continue toward your dissertation or capstone project.
    Before you identify your research problem, you will need to locate the social problem within both public and intellectual discourse. This will expand your knowledge and give you a better understanding of the breadth and complexities of your selected social problem. As a result of this understanding, you will start to identify a gap in the research, something that has yet to be addressed to the extent that it could or should be, leading to your research problem.
    In this Assignment, you will examine how the social problem and the research problem are represented in abstracts from PhD dissertations or DSW capstone projects. This will help you further refine your distinction between the two and prepare you to explore the research gap for your selected social problem later in this course.
    To Prepare
    • Review the Differences Between a Social Problem and Research Problem video from your Learning Resources.
    • Review the Epistemology Guide from your Learning Resources.
    • Review the epistemology chart in Appendix A of Franco’s (2016) article.
    • For DSW students, review the DSW Abstracts document from your Learning Resources this week.
    • For PhD students, review the PhD Abstracts document from your Learning Resources this week.

    Submit a 1- to 2-page paper that addresses the following:
    • For each abstract:
    • Write the title of the article to which the abstract belongs.
    • In 1 sentence, identify the social problem the author(s) selected to investigate.
    • In 1 sentence, identify the research problem the author(s) selected to investigate.
    • In 3–5 sentences, explain how you identified the social problem and the research problem from the abstract. How do you know you have identified each correctly?
    • In a final 3–5 sentences, explain how the social problem and the research problem impact your future role as a scholar-practitioner. What role should they each play in your career?

    **## SOCW_8112_DSW_Abstracts.pdf**

    SOCW 8112/SOCW 8112W:
    Doctor of Social Work (DSW) Abstracts

    Abstract 1
    Title
    Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical
    Christian University

    Author
    King, D. (2020). Bachelor of social work students’ experience of moral reasoning at an
    Evangelical Christian University. (Publication No. 27963495) [Abstract, Walden
    University]. ProQuest Dissertations Publishing.

    Abstract
    Scholars have documented a lack of effective education and training for integrating faith
    and social work practice. Also, researchers have identified challenges regarding
    conflicting philosophical paradigms in social work and cultural changes among
    emerging adults affecting evangelical Christian universities teaching faith integration.
    However, little information is available regarding the experiences of students and
    conflicts between social work values and their religious beliefs. This study was an
    investigation of the experiences of social work students when considering value
    conflicts between their religious beliefs and social work practice. The research
    questions examined the moral reasoning of students at an evangelical university
    considering self-identified value conflicts. An exploratory generic qualitative research
    methodology was employed, with a convenience sample of 6 senior-level Bachelor of
    Social Work students aged 18 to 25 years. Individual semi-structured interviews queried
    2 main topic areas, including identifying areas of value conflict, and underlying ethical
    motivations and thoughts. Data were analyzed using descriptive and conceptual coding
    in the context of moral foundations theory and validated through member checking, peer
    debriefing, and the use of intentional protocols. Emergent themes included student
    uncertainty in defining and implementing key social work values and moral reasoning
    dominated by intuitions of care, concern, and client autonomy and choice. Findings from
    this research can positively contribute to the field of social work and social change by
    affecting the education and practice competencies of future social workers and their
    ability to work ethically and manage value conflicts in individual, organizational, and
    community settings.

    Abstract 2
    Title
    Gay-affirmative Social Work Practice with Homeless Lesbian, Gay, Bisexual, and
    Transgender Youth

    Author
    Deloatch-Williams, A. (2020). Gay-affirmative social work practice with homeless
    lesbian, gay, bisexual, and transgender youth. (Publication No. 27829725) [Abstract,
    Walden University]. ProQuest Dissertations Publishing.

    Abstract
    Lesbian, gay, bisexual, and transgender youth are overrepresented in the homeless
    population and experience higher rates of discrimination and unfair treatment when
    accessing services and shelter. Research indicates that homeless LGBT youth remain
    homeless for longer periods of time than their heterosexual peers because of bias and
    stigmas associated with their gender identity and sexual orientation. The purpose of this
    qualitative study was to determine if social workers in the city of New Haven,
    Connecticut, used an affirmative model of intervention when working with homeless
    LGBT youth. Maslow’s self-affirmation theory served as the conceptual framework for
    this study. The interview questions for this study examined how social workers affirmed
    homeless LGBT youth in their practices. Data was collected through individual face-to-
    face semi-structured interviews, telephone interviews and e-mail responses with 7
    social workers and agency staff in the city of New Haven, Connecticut, who were
    recruited through purposeful sampling. Emergent themes in this study indicated that the
    participants did not make assumptions about sexual identity. The participants also
    reinforced same gender relationships as being normal, addressed homophobia, and
    supported their clients. However, the participants lacked education and training about
    the stages of coming out and how to provide support to LGBT youth who may be
    experiencing stressors related to discovering or disclosing their sexual identity. The
    findings of this study may be used by social workers to improve practice to be more
    affirming and supportive of people who identify as LGBT.

    Abstract 3
    Title
    Role of Social Workers in Psychiatric Patient-Centered Care with U.S. Veterans

    Author
    Noce-Owen, A. M. (2020). Role of social workers in psychiatric patient-centered care
    with U.S. veterans. (Publication No. 27738570) [Abstract, Walden University]. ProQuest
    Dissertations Publishing.

    Abstract

    Social workers play an important role in the implementation of patient-centered care
    (PCC) within an interdisciplinary treatment team in an inpatient psychiatric unit. The
    PCC approach can become overwhelming and stressful for interdisciplinary team
    members because the definition of PCC varies across disciplines. The purpose of this
    qualitative action research study was to explore social workers’ perceptions of their role
    within an interdisciplinary team, including barriers to social work inclusion and PCC.
    Ecological systems theory provided the framework for the study. Interview data were
    collected from 2 focus groups containing a total of 10 purposively selected social
    workers. A grounded theory approach was used to analyze the data. Findings indicated
    the need for better communication among and education for interdisciplinary psychiatric
    team members regarding the scope of social work practice. Participants reported being
    devalued as members of the interdisciplinary team and confirmed that the definition of
    PCC varies across disciplines, which creates barriers for social work facilitation of PCC
    within the interdisciplinary team. Findings may be used to mitigate gaps that inhibit
    interdisciplinary team practice of PCC, which may improve social work practice with
    veterans.

    Abstract 4
    Title
    Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing
    Therapy

    Author
    Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of
    cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University].
    ProQuest Dissertations Publishing.

    Abstract
    Military sexual trauma (MST) has been associated with poor emotional and
    psychological well-being, less overall life satisfaction, and poorer health in general as
    well as higher rates of posttraumatic stress disorder (PTSD). The Department of
    Veterans Affairs provides treatment for veterans who experienced MST and
    recommends cognitive processing therapy (CPT) as a preferred treatment modality.
    Quantitative studies have shown that CPT can decrease symptoms of PTSD; however,
    a neglected area of study concerns the experiences of veterans who receive CPT for
    MST-related PTSD. In this generic qualitative study, the perceptions and experiences of
    female veterans who were survivors of MST and received CPT from a VA provider
    through a feminist lens were explored. Twenty-one female veterans who were survivors
    of MST and who sought treatment at the VA and received CPT were asked to complete
    a written questionnaire. The research questions explored the participants’ experiences
    with CPT, changes in their symptoms, social lives and relationships, and general
    functioning and well-being after receiving CPT. Thematic analysis was used to identify 3
    themes. Findings revealed that although participants described their experience of
    deciding whether to participate in CPT and receiving CPT as difficult, they reported
    increased quality of life and improved well-being after CPT. The results from this study

    will increase understanding of the experiences of veterans with CPT. Finally, scholar
    practitioners may be able to use findings from this study to enhance awareness of
    perceptions of clients, improve practice, and better serve clients who have experienced
    MST.

    – Abstract 1
    – Title
    – Bachelor of Social Work Students’ Experience of Moral Reasoning at an Evangelical Christian University
    – Abstract 4
    – Title
    – Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing Therapy
    – Author
    – Mead, S. A. (2019). Military sexual trauma survivors' experiences and perceptions of cognitive processing therapy. (Publication No. 13897443) [Abstract, Walden University]. ProQuest Dissertations Publishing.
    – Abstract
    – Military sexual trauma (MST) has been associated with poor emotional and psychological well-being, less overall life satisfaction, and poorer health in general as well as higher rates of posttraumatic stress disorder (PTSD). The Department of Veterans…

    – 1
    – 2