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I need help! – 2 years ago **files (3)** – ## WORDDEFINITIONSfortopic3assignment.docx – ## Week3instructionandRubric.docx – Language_Foundationsweek3assignment.docx **## WORDDEFINITIONSfortopic3assignment.docx** WORD DEFINITIONS for topic 3 assignment Phonetics: The relationship between the letters…

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Assignment Prompt & Instructions

I need help!

– 2 years ago

**files (3)**

– ## WORDDEFINITIONSfortopic3assignment.docx

– ## Week3instructionandRubric.docx

– Language_Foundationsweek3assignment.docx

**## WORDDEFINITIONSfortopic3assignment.docx**

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

**## Week3instructionandRubric.docx**

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

_Note_: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

22 points

**Criteria Description**

**5. Target**

22 points

Certificate of completion included.

**4. Acceptable**

19.14 points

NA

**3. Approaching**

16.28 points

NA

**2. Insufficient**

15.18 points

NA

**1. Unsatisfactory**

0 points

Fails to include a certificate of completion.

**Part 2: Terms and Definitions Reflection**

11 points

**Criteria Description**

**5. Target**

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

**4. Acceptable**

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

**3. Approaching**

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

**2. Insufficient**

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

**1. Unsatisfactory**

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

**Part 3: Instructional Strategies**

22 points

**Criteria Description**

**5. Target**

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

**4. Acceptable**

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

**3. Approaching**

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

**2. Insufficient**

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

**1. Unsatisfactory**

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

**Part 4: Scenario 1: Syntax**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 2: Morphology**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 3: Semantics**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 4: Lexicon**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Supporting Research and Documentation of Sources**

5.5 points

**Mechanics of Writing**

5.5 points

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

**## WORDDEFINITIONSfortopic3assignment.docx**

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

**## Week3instructionandRubric.docx**

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

_Note_: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

22 points

**Criteria Description**

**5. Target**

22 points

Certificate of completion included.

**4. Acceptable**

19.14 points

NA

**3. Approaching**

16.28 points

NA

**2. Insufficient**

15.18 points

NA

**1. Unsatisfactory**

0 points

Fails to include a certificate of completion.

**Part 2: Terms and Definitions Reflection**

11 points

**Criteria Description**

**5. Target**

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

**4. Acceptable**

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

**3. Approaching**

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

**2. Insufficient**

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

**1. Unsatisfactory**

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

**Part 3: Instructional Strategies**

22 points

**Criteria Description**

**5. Target**

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

**4. Acceptable**

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

**3. Approaching**

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

**2. Insufficient**

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

**1. Unsatisfactory**

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

**Part 4: Scenario 1: Syntax**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 2: Morphology**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 3: Semantics**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 4: Lexicon**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Supporting Research and Documentation of Sources**

5.5 points

**Mechanics of Writing**

5.5 points

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

**## WORDDEFINITIONSfortopic3assignment.docx**

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

**## Week3instructionandRubric.docx**

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

_Note_: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

22 points

**Criteria Description**

**5. Target**

22 points

Certificate of completion included.

**4. Acceptable**

19.14 points

NA

**3. Approaching**

16.28 points

NA

**2. Insufficient**

15.18 points

NA

**1. Unsatisfactory**

0 points

Fails to include a certificate of completion.

**Part 2: Terms and Definitions Reflection**

11 points

**Criteria Description**

**5. Target**

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

**4. Acceptable**

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

**3. Approaching**

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

**2. Insufficient**

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

**1. Unsatisfactory**

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

**Part 3: Instructional Strategies**

22 points

**Criteria Description**

**5. Target**

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

**4. Acceptable**

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

**3. Approaching**

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

**2. Insufficient**

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

**1. Unsatisfactory**

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

**Part 4: Scenario 1: Syntax**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 2: Morphology**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 3: Semantics**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 4: Lexicon**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Supporting Research and Documentation of Sources**

5.5 points

**Mechanics of Writing**

5.5 points

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

November 5, 2026
[Solved] Help

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Needing assistance – 2 years ago

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Assignment Prompt & Instructions

Needing assistance

– 2 years ago

November 5, 2026
[Solved] Management

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) In this post, you have two sets of prompts. The total word count for your initial post is still only 200-250. Answer all the elements. You must use the textbook and an online article for prompts 1 and 2. **Pro…

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Assignment Prompt & Instructions

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

In this post, you have two sets of prompts. The total word count for your initial post is still only 200-250. Answer all the elements. You must use the textbook and an online article for prompts 1 and 2.

**Prompt 1 – Using the information from Barrett (2013) on _Legal Issues of E-Communication_(p. 109), and an online article, please respond to the following prompts: 100 Words**

1. What would be an example of a legal issue in e-communication? How can you avoid legal issues involving e-communication?

**Prompt 2- Using the information from the video, from Barrett (2013) on _Communicating Concisely_(p. 65), and an online article, please respond to the following prompts: 100 Words**

1. Do you believe keeping communication concise is really necessary? Explain why or why not. Provide examples.
2. Discuss why abbreviating is not the best practice in the business world. What can happen when a person abbreviates?

– 2 years ago

November 5, 2026
[Solved] PLAGIARISM FREE IN 15 HOURS or LESS

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Executive Solution Overview

The planning and evaluation processes consist of various steps that make them successful. Which step is most important? Please provide a rationale for your answer giving examples. Your journal entry must be at least 250 words in length. Not including references and title page. – 2 years ago

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Assignment Prompt & Instructions

The planning and evaluation processes consist of various steps that make them successful. Which step is most important? Please provide a rationale for your answer giving examples.

Your journal entry must be at least 250 words in length. Not including references and title page.

– 2 years ago

November 5, 2026
[Solved] Case study

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– 2 years ago **files (1)** – ## Discussionweek4.pdf **## Discussionweek4.pdf** Week 4 GI Discussion Prompts 1. A 25-year-old male graduate student is seen in the office with the chief complaint of upper abdominal pain. He states that he noticed the pain intermittently over the past several weeks. …

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Discussionweek4.pdf

**## Discussionweek4.pdf**

Week 4 GI Discussion Prompts

1. A 25-year-old male graduate student is seen in the office with the chief complaint of upper
abdominal pain. He states that he noticed the pain intermittently over the past several weeks.
He notices that he gets a gnawing pain about 2 hours after he eats. He also notes that he has
some bloating and occasional nausea with the pain. He states that the pain is relieved by
antacids most of the time.

2. A 34-year-old female presents with the complaint of sudden excruciating pain in her back
and points to her flank area on the right side. She rates the pain as 10 on a scale of 1 to 10,
with 10 being the worst. She also complains of nausea with the pain. She states that she has
never had anything like this before, and the pain is subsiding a little now.

3. A 30-year-old male comes in complaining of 2 days of loose to watery diarrhea, 4 to 5 times
a day with significant nausea and one episode of vomiting today. He has a temperature of
100.5 on presentation and an HR of 102. His skin is slightly pale, and he is complaining of
abdominal cramping. He states that he was in his usual state of health prior to the diarrhea
and denies any unusual travel or food. His abdomen is generally tender with no rebound or
guarding.

Case Study Chosen: (List what case you have chosen)

Demographics: Age/Gender

SUBJECTIVE

• CC:
• HPI: (As listed from Case Study Information)
• Subjective: (What questions will you ask? Must be listed by System, ONLY as it

pertains to Chief Complaint/HPI. Should NOT be all systems or full head to toe unless
pertinent).

OBJECTIVE

General:

• VS BP, HR, RR, Weight, Height, BMI
• Physical Exam Elements: (Must be listed by System, ONLY as it pertains to Chief

Complaint/HPI. Should NOT be all systems or full head to toe unless pertinent.)

• POC Testing (any Point of Care (POC) testing specifically performed in the office):
What tests (if any) did you perform during the visit (urine dip, rapid strep, urine pregnancy
test, Glucose finger-stick, etc.)? Leave blank if none.

ASSESSMENT

• Working Diagnosis: (Must include ICD 10)
• Differential Diagnosis:

PLAN

• Diagnostic studies: If any, will be ordered (Labs, X-ray, CT, etc.). Only include if you will
be ordering for your patient. Remember the importance of appropriate resource utilization.
Remember you are managing this patient in the CLINIC setting, NOT THE HOSPITAL.

• Treatment: Must include full Sig/Order for all prescriptions and OTC meds (Name of
medication, dosage, frequency, duration, number of tabs, number of refills). CANNOT only
list drug class. Should follow evidence-based guidelines.

• Referrals: If Applicable
• Education:
• Health maintenance:
• RTC:

Table 1. Common GI Diagnoses. In addition to your SOAP note, you must also complete
the following table. Upload your SOAP note and table to the discussion board.

Diagnosis Signs/Symptoms Gold Standard
Diagnostics

Gold Standard
Treatment

Acute Appendicitis

Acute Cholecystitis

Acute Diverticulitis

Clostridium difficile
Colitis (C-diff)

GERD

Irritable Bowel
Syndrome (IBS)

Duodenal Ulcer

Acute Pancreatitis

Crohn's Disease

Ulcerative Colitis

**## Discussionweek4.pdf**

Week 4 GI Discussion Prompts

1. A 25-year-old male graduate student is seen in the office with the chief complaint of upper
abdominal pain. He states that he noticed the pain intermittently over the past several weeks.
He notices that he gets a gnawing pain about 2 hours after he eats. He also notes that he has
some bloating and occasional nausea with the pain. He states that the pain is relieved by
antacids most of the time.

2. A 34-year-old female presents with the complaint of sudden excruciating pain in her back
and points to her flank area on the right side. She rates the pain as 10 on a scale of 1 to 10,
with 10 being the worst. She also complains of nausea with the pain. She states that she has
never had anything like this before, and the pain is subsiding a little now.

3. A 30-year-old male comes in complaining of 2 days of loose to watery diarrhea, 4 to 5 times
a day with significant nausea and one episode of vomiting today. He has a temperature of
100.5 on presentation and an HR of 102. His skin is slightly pale, and he is complaining of
abdominal cramping. He states that he was in his usual state of health prior to the diarrhea
and denies any unusual travel or food. His abdomen is generally tender with no rebound or
guarding.

Case Study Chosen: (List what case you have chosen)

Demographics: Age/Gender

SUBJECTIVE

• CC:
• HPI: (As listed from Case Study Information)
• Subjective: (What questions will you ask? Must be listed by System, ONLY as it

pertains to Chief Complaint/HPI. Should NOT be all systems or full head to toe unless
pertinent).

OBJECTIVE

General:

• VS BP, HR, RR, Weight, Height, BMI
• Physical Exam Elements: (Must be listed by System, ONLY as it pertains to Chief

Complaint/HPI. Should NOT be all systems or full head to toe unless pertinent.)

• POC Testing (any Point of Care (POC) testing specifically performed in the office):
What tests (if any) did you perform during the visit (urine dip, rapid strep, urine pregnancy
test, Glucose finger-stick, etc.)? Leave blank if none.

ASSESSMENT

• Working Diagnosis: (Must include ICD 10)
• Differential Diagnosis:

PLAN

• Diagnostic studies: If any, will be ordered (Labs, X-ray, CT, etc.). Only include if you will
be ordering for your patient. Remember the importance of appropriate resource utilization.
Remember you are managing this patient in the CLINIC setting, NOT THE HOSPITAL.

• Treatment: Must include full Sig/Order for all prescriptions and OTC meds (Name of
medication, dosage, frequency, duration, number of tabs, number of refills). CANNOT only
list drug class. Should follow evidence-based guidelines.

• Referrals: If Applicable
• Education:
• Health maintenance:
• RTC:

Table 1. Common GI Diagnoses. In addition to your SOAP note, you must also complete
the following table. Upload your SOAP note and table to the discussion board.

Diagnosis Signs/Symptoms Gold Standard
Diagnostics

Gold Standard
Treatment

Acute Appendicitis

Acute Cholecystitis

Acute Diverticulitis

Clostridium difficile
Colitis (C-diff)

GERD

Irritable Bowel
Syndrome (IBS)

Duodenal Ulcer

Acute Pancreatitis

Crohn's Disease

Ulcerative Colitis

November 5, 2026
[Solved] Management

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) It is important to be concise **yet not lose the message**. Scenario: One of your managerial roles is to handle customer complaints. You received a complaint from Mr. Jones via email. He received his package 1…

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Assignment Prompt & Instructions

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

It is important to be concise **yet not lose the message**.

Scenario: One of your managerial roles is to handle customer complaints. You received a complaint from Mr. Jones via email. He received his package 15 days after the promised delivery date. In no more than 60 words, compose an email response to Mr. Jones covering the following elements: **your company's stance on customer service, empathy for the mishap, and what the customer can expect in the future**. This is a professional email, so write it professionally. Be concise yet thorough!

– 2 years ago

November 5, 2026
[Solved] Discussion 1

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Executive Solution Overview

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) In a minimum of 300 words, discuss the implications of U.S. Supreme Court justices only serving for a fixed term of 10 years instead of a life appointment. Your assignment must reflect at least five reference sources: your tex…

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Assignment Prompt & Instructions

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

In a minimum of 300 words, discuss the implications of U.S. Supreme Court justices only serving for a fixed term of 10 years instead of a life appointment. Your assignment must reflect at least five reference sources: your textbook and other scholarly materials (i.e., journal articles, magazines, newspaper articles, webpage, dictionaries, thesauruses, or encyclopedias.), APA formatted paragraphs with in-text citations, and an APA formatted reference list to receive full credit. References must be material within five years of the date of this class.

– 2 years ago

November 5, 2026
[Solved] health administration

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Executive Solution Overview

**Discussion-1: Quality of a Good Administrator** Healthcare administration roles include: – Hospital administration – Medical practice administration – Nursing Administration – Healthcare financial management – Healthcare information management To be an effective healthcare administrator in the abo…

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Assignment Prompt & Instructions

**Discussion-1: Quality of a Good Administrator**

Healthcare administration roles include:

– Hospital administration
– Medical practice administration
– Nursing Administration
– Healthcare financial management
– Healthcare information management

To be an effective healthcare administrator in the above-listed work settings you must develop or

possess the following key competencies:

1. Communication and relationship management skills- ability to communicate clearly and concisely with internal and external customers.
2. Leadership skills- ability to inspire individual and organizational excellence to create and attain a shared vision
3. Professionalism- Ability to align personal and organizational conduct with ethical and professional standards and commitment to lifelong learning and improvement
4. Knowledge of the healthcare system- knowledge of the environment that healthcare Managers’ and providers’ function
5. Business skills and knowledge- ability to apply business principles including system thinking to the healthcare environment.

Now, focus on the first three competencies (communication, leadership, and professionalism)

**A: For each individual competence**

Please share with the class how you would describe/ assess your skill level for each

competence. Explain exactly what your style is and how/what you actually do in each of

the 3 highlighted areas and

i What do you feel are still your shortcomings and need to improve (list those areas)

ii How will you go about improving such a competence (explain each) [e.g.in

communication if you say, “my problem is I yell a lot”; to improve this I will seek

counseling, take communication training, etc.)

**B: Consider your current workplace:**

iii. Provide an analysis of how well your manager/supervisor/administrator is performing on each of the three first listed competencies above? (List the competence and explain what

exactly your boss does or doesn’t do)

**Requirements**

Answer each component of the question in its own separate paragraph. Use similar numbering by listing the question first followed by a detailed answer

Make your **initial** post to the discussion question by **11:59 pm on Sunday February 02, 2025.** Do not post a reply on the same day as your original post.

Reply to two of your classmates' posts as well.

– Your replies need to be substantive and add value to your classmates' posts. Do not reply with "I agree" without explaining why you agree or disagree.

If you have a reference list for information obtained from any source apart from your personal experience. Remember, if you include a reference, you need to have a citation in your work that corresponds to the reference. See pg. 257 in the APA manual.

For example, if you name any workplace (e.g. St Elizabeth Hospital or Chick-fil-A, etc.) the reference should be:

Chick-fil-A (n.d.). Chick-fil-A corporate office. Online available. Retrieved February 3, 2021, from: [https://www.chick-fil-a.com/about/history](https://www.chick-fil-a.com/about/history).

CHRISTUS Health (n.d.). CHRISTUS Southeast Texas St. Elizabeth. Online available. Retrieved on February 3, 2021, from: https://www.christushealth.org/southeast-texas/st-elizabeth

– 2 years ago
– 28.01.2025
– 20

November 5, 2026
[Solved] LITERATURE REVIEW

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Executive Solution Overview

– 2 years ago **files (7)** – ## WK10Assignment8114.docx – ## WK10Assignment8114RequiredAppendixBEFGH.docx – ## _AppendixG_IndividualEvidenceSummaryGeraldine.docx – _AppendixH_SynthesisAndRecommendationsGeraldine.docx – _AppendixB_QuestionDevelopmentGeraldine.docx – AppendixF_NonresearchEvide…

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Assignment Prompt & Instructions

– 2 years ago

**files (7)**

– ## WK10Assignment8114.docx

– ## WK10Assignment8114RequiredAppendixBEFGH.docx

– ## _AppendixG_IndividualEvidenceSummaryGeraldine.docx

– _AppendixH_SynthesisAndRecommendationsGeraldine.docx
– _AppendixB_QuestionDevelopmentGeraldine.docx
– AppendixF_NonresearchEvidenceAppraisalGeraldine.docx
– _AppendixE_ResearchEvidenceAppraisalGeraldine.docx

**## WK10Assignment8114.docx**

LITERATURE REVIEW

![A group of medical professionals smiling Description automatically generated](https://www.sweetstudy.com/questions/literature-review-20879407)

In Week 10, you will continue to develop your Literature Review Assignment which is due by Day 7.

**Note:** This Assignment is hypothetical in nature and is unrelated to your Practicum and DNP Project. However, the work you put in on this Assignment will help prepare you for the Practicum and DNP Project which will come later in your program.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

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/146995/modules/items/5647185)

To Prepare

· Review the Literature Review Assignment resources located in this week’s Learning Resources. Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

**Note:** Be sure to review Appendices B, E, F, G, and H in the Dang et al. text. You will be required to complete and submit Appendices B, G, and H for this Assignment.

· Select an organization with which you are familiar and a practice or organization issue which needs addressing.

**Note:** You may reuse organizations and/or issues that you selected earlier in this course or select new ones.

· Consider possible practice questions to address the issue you selected. Ask yourself:

· Why is it a problem?

· What has been done about it?

· What is the gap in practice?

· Select
**one** practice question to develop using Appendix B.

**Note:** The PICOT components will assist you in identifying search terms. Make sure your practice question is evidence-based, nursing focused, and has measurable outcomes.

· Using the Walden Library, search the evidence to identify
**15 or more** recent peer-reviewed articles (within the past 5 years) related to your practice question.

**Note:** Use Appendices E and F to help you search, but you do not need to submit these for grading.

· Using Appendix H, grade the evidence and select the
**10** articles with the strongest evidence ratings.

**Note:** if you have more than 10 articles that you deem worthy, you can enter up to 15 into Appendix H.

· Using Appendix H, synthesize the
**10** articles you selected.

· Using Appendix G, enter all relevant information about the
**10** articles you selected and synthesized.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

**The Assignment**

For this
**three-part** Assignment, you will submit
**three** items as follows:

**Part 1:** Submit your completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

By Day 7 of Week 10

**Submit** your completed Part 1: Appendix B; Part 2: Appendix H; and Part 3: Appendix G of your Assignment.

## image1.jpeg

**## WK10Assignment8114RequiredAppendixBEFGH.docx**

**Required Readings: Literature Review Assignment Resources**

****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/146995/files/11137385?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385/download?download_frd=1)**

**·**
**[Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384/download?download_frd=1)**

**·**
**[Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390/download?download_frd=1)**

**·**
**[Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391/download?download_frd=1)**

**·**
**[Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392/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**

**## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20879407)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixh-synthesisandrecommendationsgeraldine-docx)

**_AppendixB_QuestionDevelopmentGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixb-questiondevelopmentgeraldine-docx)

**AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-nonresearchevidenceappraisalgeraldine-docx)

**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixe-researchevidenceappraisalgeraldine-docx)

**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixe-researchevidenceappraisalgeraldine-docx)

**## WK10Assignment8114.docx**

LITERATURE REVIEW

![A group of medical professionals smiling Description automatically generated](https://www.sweetstudy.com/questions/literature-review-20879407)

In Week 10, you will continue to develop your Literature Review Assignment which is due by Day 7.

**Note:** This Assignment is hypothetical in nature and is unrelated to your Practicum and DNP Project. However, the work you put in on this Assignment will help prepare you for the Practicum and DNP Project which will come later in your program.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

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/146995/modules/items/5647185)

To Prepare

· Review the Literature Review Assignment resources located in this week’s Learning Resources. Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

**Note:** Be sure to review Appendices B, E, F, G, and H in the Dang et al. text. You will be required to complete and submit Appendices B, G, and H for this Assignment.

· Select an organization with which you are familiar and a practice or organization issue which needs addressing.

**Note:** You may reuse organizations and/or issues that you selected earlier in this course or select new ones.

· Consider possible practice questions to address the issue you selected. Ask yourself:

· Why is it a problem?

· What has been done about it?

· What is the gap in practice?

· Select
**one** practice question to develop using Appendix B.

**Note:** The PICOT components will assist you in identifying search terms. Make sure your practice question is evidence-based, nursing focused, and has measurable outcomes.

· Using the Walden Library, search the evidence to identify
**15 or more** recent peer-reviewed articles (within the past 5 years) related to your practice question.

**Note:** Use Appendices E and F to help you search, but you do not need to submit these for grading.

· Using Appendix H, grade the evidence and select the
**10** articles with the strongest evidence ratings.

**Note:** if you have more than 10 articles that you deem worthy, you can enter up to 15 into Appendix H.

· Using Appendix H, synthesize the
**10** articles you selected.

· Using Appendix G, enter all relevant information about the
**10** articles you selected and synthesized.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

**The Assignment**

For this
**three-part** Assignment, you will submit
**three** items as follows:

**Part 1:** Submit your completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

By Day 7 of Week 10

**Submit** your completed Part 1: Appendix B; Part 2: Appendix H; and Part 3: Appendix G of your Assignment.

## image1.jpeg

**## WK10Assignment8114RequiredAppendixBEFGH.docx**

**Required Readings: Literature Review Assignment Resources**

****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/146995/files/11137385?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385/download?download_frd=1)**

**·**
**[Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384/download?download_frd=1)**

**·**
**[Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390/download?download_frd=1)**

**·**
**[Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391/download?download_frd=1)**

**·**
**[Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392/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**

**## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20879407)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixh-synthesisandrecommendationsgeraldine-docx)

**_AppendixB_QuestionDevelopmentGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixb-questiondevelopmentgeraldine-docx)

**AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-nonresearchevidenceappraisalgeraldine-docx)

**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-appendixe-researchevidenceappraisalgeraldine-docx)

**## WK10Assignment8114.docx**

LITERATURE REVIEW

![A group of medical professionals smiling Description automatically generated](https://www.sweetstudy.com/questions/literature-review-20879407)

In Week 10, you will continue to develop your Literature Review Assignment which is due by Day 7.

**Note:** This Assignment is hypothetical in nature and is unrelated to your Practicum and DNP Project. However, the work you put in on this Assignment will help prepare you for the Practicum and DNP Project which will come later in your program.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

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/146995/modules/items/5647185)

To Prepare

· Review the Literature Review Assignment resources located in this week’s Learning Resources. Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

**Note:** Be sure to review Appendices B, E, F, G, and H in the Dang et al. text. You will be required to complete and submit Appendices B, G, and H for this Assignment.

· Select an organization with which you are familiar and a practice or organization issue which needs addressing.

**Note:** You may reuse organizations and/or issues that you selected earlier in this course or select new ones.

· Consider possible practice questions to address the issue you selected. Ask yourself:

· Why is it a problem?

· What has been done about it?

· What is the gap in practice?

· Select
**one** practice question to develop using Appendix B.

**Note:** The PICOT components will assist you in identifying search terms. Make sure your practice question is evidence-based, nursing focused, and has measurable outcomes.

· Using the Walden Library, search the evidence to identify
**15 or more** recent peer-reviewed articles (within the past 5 years) related to your practice question.

**Note:** Use Appendices E and F to help you search, but you do not need to submit these for grading.

· Using Appendix H, grade the evidence and select the
**10** articles with the strongest evidence ratings.

**Note:** if you have more than 10 articles that you deem worthy, you can enter up to 15 into Appendix H.

· Using Appendix H, synthesize the
**10** articles you selected.

· Using Appendix G, enter all relevant information about the
**10** articles you selected and synthesized.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

**The Assignment**

For this
**three-part** Assignment, you will submit
**three** items as follows:

**Part 1:** Submit your completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

By Day 7 of Week 10

**Submit** your completed Part 1: Appendix B; Part 2: Appendix H; and Part 3: Appendix G of your Assignment.

## image1.jpeg

**## WK10Assignment8114RequiredAppendixBEFGH.docx**

**Required Readings: Literature Review Assignment Resources**

****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/146995/files/11137385?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385/download?download_frd=1)**

**·**
**[Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384/download?download_frd=1)**

**·**
**[Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390/download?download_frd=1)**

**·**
**[Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391/download?download_frd=1)**

**·**
**[Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392/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**

**## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20879407)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
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**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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## image1.jpeg

**_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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**_AppendixB_QuestionDevelopmentGeraldine.docx**

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**AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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November 5, 2026