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    – 2 years ago **files (1)** – ## WK10BlogTheor.docx **## WK10BlogTheor.docx** Blog: PEER FEEDBACK: GRADING THE EVIDENCE ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor-20879603) For this Blog, you will …

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    – 2 years ago

    **files (1)**

    – ## WK10BlogTheor.docx

    **## WK10BlogTheor.docx**

    Blog: PEER FEEDBACK: GRADING THE EVIDENCE

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor-20879603)

    For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by
    **Day 7** of this week (Week 10).

    This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the

    end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646773)

    **Note:** These resources were previously presented in Week 8 and 9.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia].
    [https://academicanswers.waldenu.edu/faq/72613](https://academicanswers.waldenu.edu/faq/72613)

    To Prepare

    · Continue working on your Literature Review Assignment, which is due
    **Day 7 of Week 10**.

    · Reflect on your experiences identifying Level 1 evidence to address your practice question.

    · Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.

    · Reflect on whether or not you had difficulty finding Level 1 evidence and why.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Post** the following related to your Literature Review Assignment:

    · Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 10

    **Respond** to at least
    **two** of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.

    **Note:** Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    RESPOND TO THIS DISCUSSION POST

    Lapo

    When doing research on a specific topic, grading the evidence that is found is both necessary and insightful. Grading evidence is useful in it provides accurate information, maintains the integrity of the research, promotes evidence-based decision making, and it ensures that others can relay on the findings (OASIS, n.d.). My proposed PICOT question is: In patients experiencing behavioral emergencies in a hospital, how does the implementation of a Behavioral Emergency Response Team (BERT)
    compared to no formal process for de-escalation strategies improve patient and staff safety during behavioral

    emergencies within 6 months?

    **Experience identifying Level 1 evidence and any difficulties**

    Identifying Level 1 evidence was much more difficult than I predicted it would be. For my search, I used the Walden Library, PubMed, Google Scholar and CINAHL. The topic in which I was seeking evidence for yielded many results that were Level 3 evidence which were mostly randomized controlled trials, mostly surveys, presented to staff members in specific healthcare settings such as acute care settings or emergency rooms. These surveys were typically provided to participants pre intervention and post intervention and assessed those participant’s level of comfort in managing the behavioral patient,

    satisfaction with their working environment and how many workplace violence events occurred. While this evidence was not level 1, it was still considered high level evidence.

    After much digging and searching, I was able to find one very strong level 1 evidence. This evidence was  a review that followed PRISMA-ScR (Preferred Reporting Items for Systematic Review and Meta-Analyses for Scoping Reviews) guidelines and was used to present the best practices from different forms of BERT implementation as well as gap identification in literature (Rajwani, 2023). This systemic review started with forty-five articles and ended with ten being reviewed. This piece of evidence is the strongest of them all as it presents the most relevant recommendations and includes multiple authors.

    This reviews research from various settings to improve the decision-making process.

    **PICOT question assistance in identifying search terms for Level 1 evidence**

    PICOT questions are helpful in focusing on the identified search and helps to develop search skills. PICOT question assists with creating a structural framework based on the specifics of the question and use of key words that help to target the search. For the population key words such as “inpatient settings”, “acute care setting”, “behavioral events”, “behavioral crisis” and “behavioral episodes” were used. For intervention, I used words such as

    ettings”, “acute care setting”, “behavioral events”, “behavioral crisis” and “behavioral episodes” were used. For intervention, I used words such as “Behavioral Emergency Response Team”, “BERT”, “de-escalation”, and “Behavioral Response Team” were used. Keywords used for comparison were “standard work”, “lack of de-escalation policy”, and “no de-escalation process”. When looking at the outcomes I used words such as “confidence managing behavioral crisis”, “safety at work”, “results of de-escalation training”, and “workplace violence assaults”. For time, I chose a realistic timeframe to help guide and determine what would be an appropriate amount of time to implement a process and yield results.

    **References**

    OASIS.
    [_Grading evidence._](https://waldenu.instructure.com/courses/142660/discussion_topics/Grading%20evidence.) [Interactive media]. Walden University.
    [https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zXLinks to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX)

    Rajwani, A., Clark, N., & Montalvo, C. (2023). Understanding Best Practices in Implementation of Behavioral Emergency Response Teams Through a Scoping Review.
    _Journal of the American Psychiatric Nurses Association_,
    _29_(5), 375–388. https://doi.org/10.1177/10783903221114335

    ## image1.jpeg

    **## WK10BlogTheor.docx**

    Blog: PEER FEEDBACK: GRADING THE EVIDENCE

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor-20879603)

    For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by
    **Day 7** of this week (Week 10).

    This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the

    end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646773)

    **Note:** These resources were previously presented in Week 8 and 9.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia].
    [https://academicanswers.waldenu.edu/faq/72613](https://academicanswers.waldenu.edu/faq/72613)

    To Prepare

    · Continue working on your Literature Review Assignment, which is due
    **Day 7 of Week 10**.

    · Reflect on your experiences identifying Level 1 evidence to address your practice question.

    · Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.

    · Reflect on whether or not you had difficulty finding Level 1 evidence and why.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Post** the following related to your Literature Review Assignment:

    · Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 10

    **Respond** to at least
    **two** of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.

    **Note:** Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    RESPOND TO THIS DISCUSSION POST

    Lapo

    When doing research on a specific topic, grading the evidence that is found is both necessary and insightful. Grading evidence is useful in it provides accurate information, maintains the integrity of the research, promotes evidence-based decision making, and it ensures that others can relay on the findings (OASIS, n.d.). My proposed PICOT question is: In patients experiencing behavioral emergencies in a hospital, how does the implementation of a Behavioral Emergency Response Team (BERT)
    compared to no formal process for de-escalation strategies improve patient and staff safety during behavioral

    emergencies within 6 months?

    **Experience identifying Level 1 evidence and any difficulties**

    Identifying Level 1 evidence was much more difficult than I predicted it would be. For my search, I used the Walden Library, PubMed, Google Scholar and CINAHL. The topic in which I was seeking evidence for yielded many results that were Level 3 evidence which were mostly randomized controlled trials, mostly surveys, presented to staff members in specific healthcare settings such as acute care settings or emergency rooms. These surveys were typically provided to participants pre intervention and post intervention and assessed those participant’s level of comfort in managing the behavioral patient,

    satisfaction with their working environment and how many workplace violence events occurred. While this evidence was not level 1, it was still considered high level evidence.

    After much digging and searching, I was able to find one very strong level 1 evidence. This evidence was  a review that followed PRISMA-ScR (Preferred Reporting Items for Systematic Review and Meta-Analyses for Scoping Reviews) guidelines and was used to present the best practices from different forms of BERT implementation as well as gap identification in literature (Rajwani, 2023). This systemic review started with forty-five articles and ended with ten being reviewed. This piece of evidence is the strongest of them all as it presents the most relevant recommendations and includes multiple authors.

    This reviews research from various settings to improve the decision-making process.

    **PICOT question assistance in identifying search terms for Level 1 evidence**

    PICOT questions are helpful in focusing on the identified search and helps to develop search skills. PICOT question assists with creating a structural framework based on the specifics of the question and use of key words that help to target the search. For the population key words such as “inpatient settings”, “acute care setting”, “behavioral events”, “behavioral crisis” and “behavioral episodes” were used. For intervention, I used words such as

    ettings”, “acute care setting”, “behavioral events”, “behavioral crisis” and “behavioral episodes” were used. For intervention, I used words such as “Behavioral Emergency Response Team”, “BERT”, “de-escalation”, and “Behavioral Response Team” were used. Keywords used for comparison were “standard work”, “lack of de-escalation policy”, and “no de-escalation process”. When looking at the outcomes I used words such as “confidence managing behavioral crisis”, “safety at work”, “results of de-escalation training”, and “workplace violence assaults”. For time, I chose a realistic timeframe to help guide and determine what would be an appropriate amount of time to implement a process and yield results.

    **References**

    OASIS.
    [_Grading evidence._](https://waldenu.instructure.com/courses/142660/discussion_topics/Grading%20evidence.) [Interactive media]. Walden University.
    [https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zXLinks to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX)

    Rajwani, A., Clark, N., & Montalvo, C. (2023). Understanding Best Practices in Implementation of Behavioral Emergency Response Teams Through a Scoping Review.
    _Journal of the American Psychiatric Nurses Association_,
    _29_(5), 375–388. https://doi.org/10.1177/10783903221114335

    ## image1.jpeg

  • [Solved] Social Science – Sociology Assignment

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Please see attached file – 2 years ago **files (1)** – ## ReflectiononUseofSelf.docx **## ReflectiononUseofSelf.docx** Reflection on Use of Self “The use of self in social work practice is the combining of knowled…

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    Please see attached file

    – 2 years ago

    **files (1)**

    – ## ReflectiononUseofSelf.docx

    **## ReflectiononUseofSelf.docx**

    Reflection on Use of Self

    “The use of self in social work practice is the combining of knowledge, values, and skills gained in social work education with aspects of one's personal self, including personality traits, belief systems, life experiences, and cultural heritage” (Dewane, 2006, p. 545).

    As you discussed in relation to supervision, social workers need to be vigilant about both personal and professional reviews of both their roles and their responsibilities and how this impacts the intervention process. In this Discussion, you focus on strategies for self-review and analyzing the integration of your personal and professional selves.

    Reference
    Dewane, C. J. (2006). Use of self: A primer revisited.
    _Clinical Social Work Journal_,
    _34_(4), 543–558.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144284/modules/items/5685619)

    ASSIGNMENT BELOW

    **Submit** a 1- to 2-page reflection that addresses the following:

    · What types of critical self-review do you use to ensure that you are bringing the best of your professional self to your roles? NOTE: SOCIAL WORK INTERN.

    · Include an explanation of the use of self during your field education experience that you may have encountered or that you might encounter.

    · Provide a description of potential boundary challenges in your field education experience.

    **## ReflectiononUseofSelf.docx**

    Reflection on Use of Self

    “The use of self in social work practice is the combining of knowledge, values, and skills gained in social work education with aspects of one's personal self, including personality traits, belief systems, life experiences, and cultural heritage” (Dewane, 2006, p. 545).

    As you discussed in relation to supervision, social workers need to be vigilant about both personal and professional reviews of both their roles and their responsibilities and how this impacts the intervention process. In this Discussion, you focus on strategies for self-review and analyzing the integration of your personal and professional selves.

    Reference
    Dewane, C. J. (2006). Use of self: A primer revisited.
    _Clinical Social Work Journal_,
    _34_(4), 543–558.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144284/modules/items/5685619)

    ASSIGNMENT BELOW

    **Submit** a 1- to 2-page reflection that addresses the following:

    · What types of critical self-review do you use to ensure that you are bringing the best of your professional self to your roles? NOTE: SOCIAL WORK INTERN.

    · Include an explanation of the use of self during your field education experience that you may have encountered or that you might encounter.

    · Provide a description of potential boundary challenges in your field education experience.

  • [Solved] help

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

  • [Solved] article review

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    article review – 2 years ago **files (1)** – ## Article2Feb1.docx **## Article2Feb1.docx** Search for and summarize an article that suggests instructional practices that effectively promote good classroom management while enhancing student learning. Good sources for the article include ERIC document…

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    article review

    – 2 years ago

    **files (1)**

    – ## Article2Feb1.docx

    **## Article2Feb1.docx**

    Search for and summarize an article that suggests instructional practices that effectively promote good classroom management while enhancing student learning. Good sources for the article include ERIC documents, the What Works Clearinghouse, and DSU Library professional journals. The article should be current (2005 and after) and peer-reviewed.

    When typing an Article Review, follow this format and include the bolded headings:

    **1.  List the bibliography at the top.** Use APA format. If you do not have the most recent APA manual, you would be wise to get one as you will use this format throughout your work here at DSU. You can also find this information on-line, but be warned that the manual itself is over 400 pages long. The Purdue University Online Writing Lab link on the home page is a helpful source for APA format. It is your responsibility to locate and use the reference style information.

    2.
    **Summarize the article information.** Type it in 12 font, Times New Roman, and double spaced.
    **_Your summary should not be over 1 1/2 pages long_**. It is important to
    _summarize_ and not restate the entire article. I prefer you to not use quotes unless it is absolutely necessary to get your point across. If you use direct wording from the article, enclose them in quotation marks and add page numbers (see APA format resources).

    3.
    **Reflect on how the information can benefit your teaching practices.** **_Your reflection should not be over 1 page long._** Your reflection should not be a repeat of the summary or the actual article content. Instead, it should reflect insights into the information as it applies to effective instruction. Include specific examples of how you can use the information to influence your instructional practices.

    [https://www.povertyusa.org/facts](https://www.povertyusa.org/facts)

    **## Article2Feb1.docx**

    Search for and summarize an article that suggests instructional practices that effectively promote good classroom management while enhancing student learning. Good sources for the article include ERIC documents, the What Works Clearinghouse, and DSU Library professional journals. The article should be current (2005 and after) and peer-reviewed.

    When typing an Article Review, follow this format and include the bolded headings:

    **1.  List the bibliography at the top.** Use APA format. If you do not have the most recent APA manual, you would be wise to get one as you will use this format throughout your work here at DSU. You can also find this information on-line, but be warned that the manual itself is over 400 pages long. The Purdue University Online Writing Lab link on the home page is a helpful source for APA format. It is your responsibility to locate and use the reference style information.

    2.
    **Summarize the article information.** Type it in 12 font, Times New Roman, and double spaced.
    **_Your summary should not be over 1 1/2 pages long_**. It is important to
    _summarize_ and not restate the entire article. I prefer you to not use quotes unless it is absolutely necessary to get your point across. If you use direct wording from the article, enclose them in quotation marks and add page numbers (see APA format resources).

    3.
    **Reflect on how the information can benefit your teaching practices.** **_Your reflection should not be over 1 page long._** Your reflection should not be a repeat of the summary or the actual article content. Instead, it should reflect insights into the information as it applies to effective instruction. Include specific examples of how you can use the information to influence your instructional practices.

    [https://www.povertyusa.org/facts](https://www.povertyusa.org/facts)

  • [Solved] project Management

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ### [**Week 4 – Short Essa**](https://ucumberlands.blackboard.com/webapps/assignment/uploadAssignment?content_id=_7337010_1&course_id=_173715_1&group_id=&mode=view) **ee** **Question I -** Kansas passes a stat…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ### [**Week 4 – Short Essa**](https://ucumberlands.blackboard.com/webapps/assignment/uploadAssignment?content_id=_7337010_1&course_id=_173715_1&group_id=&mode=view) **ee**

    **Question I -** Kansas passes a statutes which says all corn must be grown and processed in a certain manner so as to avoid harmful pesticides.  This statute is challenged as being unconstitutional.  What are the two factors for the court to consider when deciding whether the statute is constitutional? **Question II -** Downtown Cincinnati, in an area known as “Over the Rhine”, has long been an area of poverty containing empty and rundown buildings.  The city of Cincinnati wishes to use this area to create new businesses and spark economic development.  Would the eminent domain power allow the city to take this property from the building owners for the purpose of economic rejuvenation and elimination of “blight” within the city?  What U.S. Supreme Court case would serve as precedent for this issue? **Requirements:**

    – There is no minimum or maximum required number of pages. Your analysis will be considered complete, if it addresses each of the 2 components outlined above.
    – Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. A minimum of 3 – 5 sources (excluding the course textbook) from scholarly articles or business periodicals is required.
    – Include your best critical thinking and analysis to arrive at your justification.

    – 2 years ago

  • [Solved] Recommending an Evidence-Based Practice Change

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    Create an 8- to 9-slide **narrated** PowerPoint presentation in which you do the following: · Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) etc – 2 years ago

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    Create an 8- to 9-slide **narrated** PowerPoint presentation in which you do the following:

    · Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) etc

    – 2 years ago

  • [Solved] General Motors

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) – 2 years ago

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

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  • [Solved] Computer Science A quick assignment on DABS

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    – 2 years ago **files (1)** – ## JUnitAssignment.pdf **## JUnitAssignment.pdf** JUnit Assignment Description: You work for a large flooring company that sells hard wood and carpeted floors. Salesmen go out to people’s home to sell them flooring. You created a program that allows the salesmen to comp…

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    – 2 years ago

    **files (1)**

    – ## JUnitAssignment.pdf

    **## JUnitAssignment.pdf**

    JUnit Assignment

    Description: You work for a large flooring company that sells hard wood and carpeted floors.
    Salesmen go out to people’s home to sell them flooring. You created a program that allows the
    salesmen to compute the area of a room. Salesmen typically carry laptops on each sales call.

    The program is designed with two files: FloorMeasuringTool.java and ShapeAreas.java.
    FloorMeasuringTool.java is the user interface. ShapeAreas.java contains code for all of the
    different types of area calculations.

    Your Assignment: Your assignment is to take your test suite from the previous assignment and
    automate it in JUnit. Before submitting the assignment read the feedback from the previous
    assignment and make any changes as needed.

    Rubric: The assignment will be graded using the following rubric.

    Criteria/Points
    Tests are
    organized logically

    Very
    organized
    (10 points)

    Somewhat
    organized
    (8 points)

    Not
    organized
    well at all
    (7 points)

    Feedback from
    previous
    assignment correct

    No feedback
    or 100%
    corrected

    (45 points)

    Most
    corrected

    (35 points)

    Some
    corrected

    (25 points)

    Little
    corrected

    (15 points)

    None
    corrected
    (5 points)

    Tests are
    automated
    correctly

    100%
    correct

    (45 points)

    Mostly
    correct

    (35 points)

    Some
    correct

    (25 points)

    Little correct
    (15 points)

    None correct
    (5 points)

    **## JUnitAssignment.pdf**

    JUnit Assignment

    Description: You work for a large flooring company that sells hard wood and carpeted floors.
    Salesmen go out to people’s home to sell them flooring. You created a program that allows the
    salesmen to compute the area of a room. Salesmen typically carry laptops on each sales call.

    The program is designed with two files: FloorMeasuringTool.java and ShapeAreas.java.
    FloorMeasuringTool.java is the user interface. ShapeAreas.java contains code for all of the
    different types of area calculations.

    Your Assignment: Your assignment is to take your test suite from the previous assignment and
    automate it in JUnit. Before submitting the assignment read the feedback from the previous
    assignment and make any changes as needed.

    Rubric: The assignment will be graded using the following rubric.

    Criteria/Points
    Tests are
    organized logically

    Very
    organized
    (10 points)

    Somewhat
    organized
    (8 points)

    Not
    organized
    well at all
    (7 points)

    Feedback from
    previous
    assignment correct

    No feedback
    or 100%
    corrected

    (45 points)

    Most
    corrected

    (35 points)

    Some
    corrected

    (25 points)

    Little
    corrected

    (15 points)

    None
    corrected
    (5 points)

    Tests are
    automated
    correctly

    100%
    correct

    (45 points)

    Mostly
    correct

    (35 points)

    Some
    correct

    (25 points)

    Little correct
    (15 points)

    None correct
    (5 points)

  • [Solved] Observation

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    https://www.youtube.com/watch?v=ljahBVDaBNE – 2 years ago **files (1)** – ## ICCPAssessments.pdf **## ICCPAssessments.pdf** ICCP – Assessments – Page 1 of 12 Assessment: Observe a Program in Action Program Observation Form You will need to print this form out and take it with you to your observation…

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    https://www.youtube.com/watch?v=ljahBVDaBNE

    – 2 years ago

    **files (1)**

    – ## ICCPAssessments.pdf

    **## ICCPAssessments.pdf**

    ICCP – Assessments – Page 1 of 12

    Assessment: Observe a Program in Action

    Program Observation Form

    You will need to print this form out and take it with you to your observation.

    Program Name:

    Program Phone Number:

    Program Address:

    Room Observed:

    Age of children:

    Teacher(s): Number of children:

    What time of day did you observe?

    Date:

    Signature of teacher to verify your observation was completed:

    Using what you know about high-quality child care environments, what is your first impression

    of the room?

    Remember: Everything you see during this observation must remain confidential.

    ICCP – Assessments – Page 2 of 12

    List any examples of parent communication or involvement you can see around the room.

    What do you see the children in the room doing independently?

    When do you see the teachers assisting children?

    How do the teachers give reminders of rules and expectations?

    ICCP – Assessments – Page 3 of 12

    Describe a transition between activities. What did the teachers do? What did the children do?

    Describe a time when a child did not follow a rule or had a conflict with another child.

    What did the teachers do? What did the children do?

    Did you observe the teachers cleaning and sanitizing the materials, or helping with

    handwashing or toileting? Describe what you saw.

    ICCP – Assessments – Page 4 of 12

    Observe one child for 10 minutes. Write your running record here, using initials or other

    symbols instead of the child’s name.

    ICCP – Assessments – Page 5 of 12

    Observation Reflection

    Use your observation notes, memory, and everything you have learned about high-
    quality child care practices to complete this activity after your observation.

    Name three positive things that you saw or heard during your observation.

    Describe how the environment, the activities, or the teacher supported children’s

    health and physical development.

    ICCP – Assessments – Page 6 of 12

    Describe how the environment, the activities, or the teacher supported children’s

    social and emotional development.

    Describe how the environment, the activities, or the teacher supported children’s

    language development and communication.

    ICCP – Assessments – Page 7 of 12

    Describe how the environment, the activities, or the teacher supported the

    development of children’s approaches to learning.

    Describe how the environment, the activities, or the teacher supported children’s

    cognition development and general knowledge.

    ICCP – Assessments – Page 8 of 12

    If you were a teacher in this classroom, what would you do differently?

    What makes this classroom a good place for children?

    ICCP – Assessments – Page 9 of 12

    Rubric for Evaluation:
    All items must be met to mark this required assessment as completed.

    Met?

    The observation form is signed by the classroom teacher(s).

    Observations are easily read and demonstrate the participants understanding of
    course material.

    Reflection questions are answered thoughtfully. The answers are easily read and
    understood.

    Instructor comments:

    ICCP – Assessments – Page 10 of 12

    Assessment: Transition Toolkit

    Child care schedules are full of movement and changes. These times, called transitions,
    can prove challenging for some children who may feel stressed or rushed during routine
    changes throughout the day. Planning for times of transition is important because it can
    make the day feel smooth and well-organized. Engaging children in a fun activity is one
    of the best ways to avoid stressful situations and help children learn positive behaviors.
    Transition activities can also help young children feel a sense of control and belonging
    by supporting them to actively participate in their daily schedule.

    Common daily transitions in early care and education include arrival and departure
    times, cleaning up between activities, waiting for lunch, waiting in line, moving from one
    place to another, diaper changes or bathroom times as a group, handwashing, and rest
    times.

    Activity Directions

    For this activity you will create a Transition Tool Kit. The tool kit will be designed to
    support you in your work with children. As you’ve learned, songs, fingerplays, and short
    interactive stories can make the difference between a happy clean-up transition and one
    where everyone – including you – feels stressed and upset.

    The minimum requirements of your Transition Tool Kit are:

    1. Include at least 20 songs, fingerplays, interactive stories, etc. that you could use
    to help children move between different times of the day. You can find these
    transition ideas in books, on websites, or write down ones you remember from
    your own childhood. The transitions you chose should reflect the five WMELS
    domains.

    2. Look for songs, fingerplays, chants, and stories that you can use with a variety of
    age groups. Your tool kit can concentrate on the age you intend to work with, but
    you must include at least one transition that will best support children from each
    the four age groups: infants, toddlers, preschoolers, and school-aged children.

    3. At least one of your transitions should include instructions on how to customize
    it to meet an individual child’s needs. For example, you could include a Spanish-
    language version for children who speak Spanish as their primary language or
    add instructions for sign language for a deaf child.

    4. Three of the transition activities must be related to the common daily transitions
    listed above.

    5. One transition must include the names of the children.
    6. Choose one transition activity to share with your peers during a face-to-face

    session.

    ICCP – Assessments – Page 11 of 12

    Rubric for Evaluation:
    All items must be met to mark this required assessment as completed.

    Met?

    20 transition activities are present

    Activities are presented in an easy to use format

    Activities are easy to read

    Some activities include movement

    Activities are included for a variety of age groups, including at least one each for
    toddlers, preschool, and school-aged children.

    All WMELS domains are covered in the transitions

    At least one transition is customized for an individual child's needs.

    At least three activities are related to daily routines

    At least one transition should include the names of the children.

    One transition is shared with peers during a face-to-face session

    Instructor comments:

    ICCP – Assessments – Page 12 of 12

    **## ICCPAssessments.pdf**

    ICCP – Assessments – Page 1 of 12

    Assessment: Observe a Program in Action

    Program Observation Form

    You will need to print this form out and take it with you to your observation.

    Program Name:

    Program Phone Number:

    Program Address:

    Room Observed:

    Age of children:

    Teacher(s): Number of children:

    What time of day did you observe?

    Date:

    Signature of teacher to verify your observation was completed:

    Using what you know about high-quality child care environments, what is your first impression

    of the room?

    Remember: Everything you see during this observation must remain confidential.

    ICCP – Assessments – Page 2 of 12

    List any examples of parent communication or involvement you can see around the room.

    What do you see the children in the room doing independently?

    When do you see the teachers assisting children?

    How do the teachers give reminders of rules and expectations?

    ICCP – Assessments – Page 3 of 12

    Describe a transition between activities. What did the teachers do? What did the children do?

    Describe a time when a child did not follow a rule or had a conflict with another child.

    What did the teachers do? What did the children do?

    Did you observe the teachers cleaning and sanitizing the materials, or helping with

    handwashing or toileting? Describe what you saw.

    ICCP – Assessments – Page 4 of 12

    Observe one child for 10 minutes. Write your running record here, using initials or other

    symbols instead of the child’s name.

    ICCP – Assessments – Page 5 of 12

    Observation Reflection

    Use your observation notes, memory, and everything you have learned about high-
    quality child care practices to complete this activity after your observation.

    Name three positive things that you saw or heard during your observation.

    Describe how the environment, the activities, or the teacher supported children’s

    health and physical development.

    ICCP – Assessments – Page 6 of 12

    Describe how the environment, the activities, or the teacher supported children’s

    social and emotional development.

    Describe how the environment, the activities, or the teacher supported children’s

    language development and communication.

    ICCP – Assessments – Page 7 of 12

    Describe how the environment, the activities, or the teacher supported the

    development of children’s approaches to learning.

    Describe how the environment, the activities, or the teacher supported children’s

    cognition development and general knowledge.

    ICCP – Assessments – Page 8 of 12

    If you were a teacher in this classroom, what would you do differently?

    What makes this classroom a good place for children?

    ICCP – Assessments – Page 9 of 12

    Rubric for Evaluation:
    All items must be met to mark this required assessment as completed.

    Met?

    The observation form is signed by the classroom teacher(s).

    Observations are easily read and demonstrate the participants understanding of
    course material.

    Reflection questions are answered thoughtfully. The answers are easily read and
    understood.

    Instructor comments:

    ICCP – Assessments – Page 10 of 12

    Assessment: Transition Toolkit

    Child care schedules are full of movement and changes. These times, called transitions,
    can prove challenging for some children who may feel stressed or rushed during routine
    changes throughout the day. Planning for times of transition is important because it can
    make the day feel smooth and well-organized. Engaging children in a fun activity is one
    of the best ways to avoid stressful situations and help children learn positive behaviors.
    Transition activities can also help young children feel a sense of control and belonging
    by supporting them to actively participate in their daily schedule.

    Common daily transitions in early care and education include arrival and departure
    times, cleaning up between activities, waiting for lunch, waiting in line, moving from one
    place to another, diaper changes or bathroom times as a group, handwashing, and rest
    times.

    Activity Directions

    For this activity you will create a Transition Tool Kit. The tool kit will be designed to
    support you in your work with children. As you’ve learned, songs, fingerplays, and short
    interactive stories can make the difference between a happy clean-up transition and one
    where everyone – including you – feels stressed and upset.

    The minimum requirements of your Transition Tool Kit are:

    1. Include at least 20 songs, fingerplays, interactive stories, etc. that you could use
    to help children move between different times of the day. You can find these
    transition ideas in books, on websites, or write down ones you remember from
    your own childhood. The transitions you chose should reflect the five WMELS
    domains.

    2. Look for songs, fingerplays, chants, and stories that you can use with a variety of
    age groups. Your tool kit can concentrate on the age you intend to work with, but
    you must include at least one transition that will best support children from each
    the four age groups: infants, toddlers, preschoolers, and school-aged children.

    3. At least one of your transitions should include instructions on how to customize
    it to meet an individual child’s needs. For example, you could include a Spanish-
    language version for children who speak Spanish as their primary language or
    add instructions for sign language for a deaf child.

    4. Three of the transition activities must be related to the common daily transitions
    listed above.

    5. One transition must include the names of the children.
    6. Choose one transition activity to share with your peers during a face-to-face

    session.

    ICCP – Assessments – Page 11 of 12

    Rubric for Evaluation:
    All items must be met to mark this required assessment as completed.

    Met?

    20 transition activities are present

    Activities are presented in an easy to use format

    Activities are easy to read

    Some activities include movement

    Activities are included for a variety of age groups, including at least one each for
    toddlers, preschool, and school-aged children.

    All WMELS domains are covered in the transitions

    At least one transition is customized for an individual child's needs.

    At least three activities are related to daily routines

    At least one transition should include the names of the children.

    One transition is shared with peers during a face-to-face session

    Instructor comments:

    ICCP – Assessments – Page 12 of 12

  • [Solved] Coding for Musculoskeletal Services

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    You are a new medical coder that works for an Orthopedic medical practice. Patients are often seen for fractures or dislocations which require either a cast or splint. A common patient encounter may be for the application of a long-arm split. Apply your knowledge of CPT to this patient scenario. Inc…

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    Assignment Prompt & Instructions

    You are a new medical coder that works for an Orthopedic medical practice. Patients are often seen for fractures or dislocations which require either a cast or splint. A common patient encounter may be for the application of a long-arm split.

    Apply your knowledge of CPT to this patient scenario.

    Include the following aspects in the assignment:

    –  Describe what a long-arm splint is and when this would be appropriate
    –  Provide the CPT code from the Surgery section which would identify application of a long-arm split
    –  List the steps of how you arrived at this code and explain how this is important for reimbursement purposes

    – 2 years ago