Highlighted portion is the topic I picked
Purpose NR449 Evidence-Based Practice Skills Module: Nutrition To encourage critical thinking, problem solving, and collaboration through the use of evidence-based practice studies. Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7) CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6) CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8) CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8) Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment. Total points possible: 100 points Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. Computer with internet access. Recommend using Firefox browser and clearing your cookies and cache if you are accessing ATI on laptop or desktop computer. Log into ATI, “My ATI”, and select the “Apply” tab. Click on Skills Module 3.0 and title “Nutrition.” Click on the “Begin Lesson” tab. Open the “Evidence-Based Research” tab on the left side. There is one (1) study under the Evidence-Based Practice tab. You may review the entire module, but this is not a priority for this assignment. Other main topics and accompanying studies are listed in the table below. Choose one of the main topics from the table and then choose one (1) article for review under that main topic. Read the article chosen from the table below and answer one (1) of the topic questions listed. What methods can be used to assess nutritional status? What methods can be used to identify those at risk for malnutrition? What specific health conditions increase the risk of malnutrition? What associations exist between nutritional status and health outcomes? What type of interventions improve adherence to recommendations on nutritional intake? Create a 2-3 page scholarly paper which supports the topic question you selected. Search for a current research article (less than 5 years) to support the topic question selected. The 2-3 page limit does not include title and reference pages. Main Topic: Person-centered feeding care. Article for review: Bell, C., Lopez, R., Mahendra, N., Tamai, A., Davis, J., Amella, E., & Masaki, K. (2016). Person-centered feeding care: A protocol to re-introduce oral feeding for nursing home patients with tube feeding. Journal of Nutrition & Health Aging, 20(6), 621-627. https://doi:10.1007/s12603-016-0699-9. Main Topic: Evaluating nutritional status. Articles for review: Vereecken, C., Covents, M., Maes, L., & Moyson, T. (2013). Formative evaluation of the feedback component of children’s and adolescents’ nutrition assessment and advice on the web (CANAA-W) among parents of school children. Public Health Nutrition, 16(1), 15-26. doi:10.1017/S1368980012003448. Vyncke, K, Cruz, Fernandez E., Fajó-Pascual, M., Cuenca-García, M., De Keyzer, W., Gonzalez-Gross. M., Moreno, L., Beghin, L., Breidenassel, C., Kersting, M., Albers, U., Diethelm, K., Mouratidou, T., Grammatikaki, E., Vriedt, T., Marcos, A., Bammann, K., Bornhortst, C., Leclercq, C., Manios, Y….Huybrechts, I. (2013). Validation of the diet quality index for adolescents by comparison with biomarkers, nutrient and food intakes: the HELENA study. British Journal of Nutrition, 109(11), 2067-78. https://doi:10.1017/S000711451200414X. Main Topic: Identifying those at risk for malnutrition. Articles for review: Isenring, E., Banks, M., Ferguson, M., & Bauer, J. (2012). Beyond malnutrition screening: Appropriate methods to guide nutrition care for aged care residents. Journal of the Academy of Nutrition and Dietetics, 112(3), 376-381. https://doi: 10.1016/j.jada.2011.09.038. Tsai, A., Chang, T., Wang, Y., & Liao, C. (2010). Population-specific short-form mini nutritional assessment with body mass index or calf circumference can predict risk of malnutrition in community-living or institutionalized elderly people in taiwan. Journal American Dietetic Association, 110(9), 1328-1334. https://doi: 10.1016/j.jada.2010.06.003. PMID: 20800124. Platek, M. E., Popp, J. V., Possinger, C. S., Denysschen, C. A., Horvath, P., & Brown, J. K. (2011). Comparison of the prevalence of malnutrition diagnosis in head and neck, gastrointestinal, and lung cancer patients by 3 classification methods. Cancer Nursing, 34(5), 410–416. https://doi.org/10.1097/NCC.0b013e318206b013. Main Topic: Malnutrition associated with specific health conditions. Articles for review: Paul, B., Singh, T., Paul, G., Jain, D., Singh, G., Kaushal, S., & Chhina, R. (2019). Prevalence of malnutrition in Parkinson’s disease and correlation with gastrointestinal symptoms. Annals of Indian Academy of Neurology, 22(4), 447-452. https://doi: 10.4103/aian.AIAN_349_18  Rios, T. C., de Oliveira, L. P., da Costa, M. L., da Silva Baqueiro Boulhosa, R. S., Roriz, A. K., Ramos, L. B., & Bueno, A. A. (2021). A poorer nutritional status impacts quality of life in a sample population of elderly cancer patients. Health and Quality of Life Outcomes, 19(1). https://doi.org/10.1186/s12955-021-01735-7  Jackson, A. A. (2018). Identifying children at risk of malnutrition. Nutrition Journal, 17(1). https://doi.org/10.1186/s12937-018-0392-4 Main Topic: Outcomes associated with nutritional status. Articles for review: Ruiz, A. J., Buitrago, G., Rodríguez, N., Gómez, G., Sulo, S., Gómez, C., Partridge, J., Misas, J., Dennis, R., Alba, M. J., Chaves-Santiago, W., & Araque, C. (2019). Clinical and economic outcomes associated with malnutrition in hospitalized patients. Clinical Nutrition, 38(3), 1310–1316. https://doi:10.1016/j.clnu.2018.05.016  Harbottle L. (2019). The effect of nutrition on older people’s mental health. British Journal of Community Nursing, 24, S12–S16. https://doi.org/10.12968/bjcn.2019.24.Sup7.S12  Jung, S. E., Bishop, A. J., Kim, M., Hermann, J., Kim, G., & Lawrence, J. (2017). Nutritional status of rural older adults is linked to physical and emotional health. Journal of the Academy of Nutrition & Dietetics, 117(6), 851–858. https://doi:10.1016/j.jand.2017.01.013 Main Topic: Interventions to improve nutritional status. Article for review: Santo, K., Hyun, K., Keizer, L., Thiagalingam, A., Hillis, G., Chalmers, J., Redfern, J., & Chow, C. (2018). The effects of a lifestyle-focused text-messaging intervention on adherence to dietary guideline recommendations in patients with coronary heart disease: An analysis of the TEXT ME study. International Journal of Behavioral Nutrition and Physical Activity, 15(45). https://doi.org/10.1186/s12966-018-0677-1  Lessard, L. M., Wilkins, K., Rose-Malm, J., & Mazzocchi, M. C. (2020). The health status of the early care and education workforce in the USA: A scoping review of the evidence and current practice. Public Health Reviews (2107-6952), 41(1), 1–17. https://doi:10.1186/s40985-019-0117-z DeHaven, M. J., Gimpel, N. A., Gutierrez, D., Kitzman, C. H., & Revens, K. (2020). Designing health care: A community health science solution for reducing health disparities by integrating social determinants and the effects of place. Journal of Evaluation in Clinical Practice, 26(5), 1564–1572. 6. The paper must include the following headings (see rubric for criteria under each heading): Introduction and Key Points (5 Points) Choose one of the assigned articles located under the main topics in the table above; selects and identifies one of the questions listed in 5a. – 5e. Defines the topic and question States why it is a problem Information presented in logical sequence Article Search (5 Points) Conduct an article search – a good resource is the Chamberlain Library. If you start the assignment early, the library has resources/support to help find an appropriate article. The article must be current (less than 5 years) and from a credible resource (peer-reviewed or a reputable organization). List the database that you searched and list the terms and methods used Number of articles located – this is the number of articles that showed up in the results list for the terms you used Source outside of ATI module used – the article used cannot be the one that is listed in the ATI Nutrition Module Article Findings (25 Points) – this is based on the article you found in 6(b) How it addresses the main topic Type of research conducted in the article selected (e.g., quantitative, qualitative, etc.) Findings of research conducted in the article Why this article was chosen Evidence for Practice (25 Points) Summary of evidence How it will improve practice How this evidence will decrease a gap to practice Any concerns or weaknesses located in the evidence Sharing of Evidence (20 Points) Who would you share the information with? How would you share this information? What resources would you need to accomplish this sharing of evidence? Why would it be important to share this evidence with the nursing profession? Conclusion (5 Points) Summarizes the theme of the paper Information presented in logical sequence All key points addressed Conclusion shows depth of understanding of topic APA Style (10 Points) APA style used properly for citations APA style used properly for references APA style used properly for quotations All references are cited, and all citations have references *NOTE: Must adhere to current APA guidelines and formatting. Writing Mechanics (5 Points) No spelling errors No grammatical errors, including verb tense and word usage No writing errors, including sentence structure, and formatting Must be all original work Your instructor will provide guidance on the best way to submit this assignment. For writing assistance visit the Academic Support -> Writing Center Please note that your instructor may provide you with additional assessments to determine that you fully understand the concepts learned in the review module. Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the required criteria for this assignment. Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Introduction and Key Points (5 points) (6a in Guidelines) 5 points 4 points 3 points 1 point 0 points Required criteria Choose one of the assigned topics and identifies one of the questions Defines the topic and question States why it is a problem Information presented in logical sequence Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. Article Search (5 points) (6b in Guidelines) 5 points 4 points 3 points 1 point 0 points Required criteria Current (less than 5 years) and credible resource Database search – terms and methods used Number of articles located Source outside of ATI module used Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. Article Findings (25 points) (6c in Guidelines) 25 points 22 points 20 points 10 points 0 points Required criteria How it addresses the topic Type of research conducted Findings of research Why this article was chosen Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Evidence for Practice (25 points) (6d in Guidelines) 25 points 22 points 20 points 10 points 0 points Required Criteria Summary of evidence How it will improve practice How this evidence will decrease a gap to practice Any concerns or weaknesses located in the evidence Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. Sharing of Evidence (20 points) (6e in Guidelines) 20 points 17 points 15 points 10 points 0 points Required Criteria 1. Who would you share the information with? How would you share this information? What resources would you need to accomplish this sharing of evidence? Why would it be important to share this evidence with the nursing profession? Includes 4 requirements for section. Includes 4 requirements for section. Includes 4 requirements for section. Includes 4 requirements for section. Includes 4 requirements for section. Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Conclusion (5 points) (6f in Guidelines) 5 points 4 points 3 points 1 point 0 points Required Criteria Summarizes the theme of the paper Information presented in logical sequence All key points addressed Conclusion shows depth of understanding of topic Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. APA Style (10 points) (6g in Guidelines) 10 points 8 points 7 points 4 points 0 points Required criteria APA style used properly for citations APA style used properly for references APA style used properly for quotations All references are cited, and all citations have references *NOTE: Must adhere to current APA guidelines and formatting. Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. Writing Mechanics (5 points) (6h in Guidelines) 5 points 4 points 3 points 1 point 0 points Required criteria No spelling errors No grammatical errors, including verb tense and word usage No writing errors, including sentence structure, and formatting Must be all original work Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented. Total Points Possible = 100 points NR449_Skills_Module_Nutrition ®2022 Chamberlain University. All Rights Reserved 3

Group therapy can be very beneficial for clients. In fact, research has shown that for many clients, group therapy is as effective as individual therapy. Members of groups are not only able to influen
NRNP_6645_Week3_Assignment_Rubric NRNP_6645_Week3_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeDevelop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: ·   Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques. 25 to >22.0 pts Excellent 90%–100% The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques. 22 to >19.0 pts Good 80%–89% The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes evidence from the literature that supports the use of the demonstrated techniques. 19 to >17.0 pts Fair 70%–79% The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video…. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques. 17 to >0 pts Poor 0%–69% The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing…. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing. 25 pts This criterion is linked to a Learning Outcome·   Identify what the therapist did well. ·   Explain something that you would have handled differently. ·   Identify an insight that you gained form watching the therapist handle the group therapy. 25 to >22.0 pts Excellent 90%–100% The response accurately and thoroughly explains in detail what the therapist did well…. The response accurately and thoroughly explains something that could have been handled differently…. The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy. 22 to >19.0 pts Good 80%–89% The response accurately explains in detail what the therapist did well…. The response accurately explains something that could have been handled differently…. The response accurately explains an insight gained from watching the therapist handle the group therapy. 19 to >17.0 pts Fair 70%–79% The response somewhat vaguely or inaccurately explains in detail what the therapist did well…. The response somewhat vaguely or inaccurately explains something that could have been handled differently…. The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy. 17 to >0 pts Poor 0%–69% The response vaguely or inaccurately explains in detail what the therapist did well, or is missing…. The response vaguely or inaccurately explains something that could have been handled differently, or is missing…. The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing. 25 pts This criterion is linked to a Learning OutcomeImagine that you are leading your own group session. ·   Describe how would you go about handling a difficult group member. ·   Explain how you would elicit participation in your group. ·   Describe what you would anticipate to find in different phases of the group therapy. ·   Explain the benefits and challenges of group therapy. 25 to >22.0 pts Excellent 90%–100% The response includes a detailed and accurate description of how to handle a difficult group member…. The response accurately and thoroughly explains how to elicit participation in group therapy…. The response thoroughly and accurately describes anticipated findings in different phases of group therapy…. The response includes a thorough and accurate explanation the benefits and challenges of group therapy. 22 to >19.0 pts Good 80%–89% The response includes a description of how to handle a difficult group member…. The response explains how to elicit participation in group therapy…. The response describes anticipated findings in different phases of group therapy…. The response explains the benefits and challenges of group therapy. 19 to >17.0 pts Fair 70%–79% The response includes a somewhat vague or inaccurate description of how to handle a difficult group member…. The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy…. The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy…. The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy. 17 to >0 pts Poor 0%–69% The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing…. The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing…. The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing…. The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing. 25 pts This criterion is linked to a Learning Outcome• Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. 10 to >8.0 pts Excellent 90%–100% Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care. PDFs are attached. 8 to >7.0 pts Good 80%–89% Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. PDFs are attached. 7 to >6.0 pts Fair 70%–79% Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care. PDFs may not be attached. 6 to >0 pts Poor 0%–69% Resources selected are not peer-reviewed and evidence-based, or provide poor justification for reasoning; or resources are missing. 10 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 to >4.0 pts Excellent 90%–100% Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria. 4 to >3.5 pts Good 80%–89% Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. 3.5 to >3.0 pts Fair 70%–79% Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic. 3 to >0 pts Poor 0%–69% Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 to >4.0 pts Excellent 90%–100% Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 pts Good 80%–89% Contains 1 or 2 grammar, spelling, and punctuation errors. 3.5 to >3.0 pts Fair 70%–79% Contains 3 or 4 grammar, spelling, and punctuation errors. 3 to >0 pts Poor 0%–69% Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 to >4.0 pts Excellent 90%–100% Uses correct APA format with no errors. 4 to >3.5 pts Good 80%–89% Contains 1 or 2 APA format errors. 3.5 to >3.0 pts Fair 70%–79% Contains 3 or 4 APA format errors. 3 to >0 pts Poor 0%–69% Contains many (≥ 5) APA format errors. 5 pts Total Points: 100
Group therapy can be very beneficial for clients. In fact, research has shown that for many clients, group therapy is as effective as individual therapy. Members of groups are not only able to influen
0:16 I’m like I’m like if we could go back 0:19 still to that question on impression two 0:21 people have feelings people have right 0:24 here from what they’ve seen of one 0:25 another in the Indus in this meeting 0:28 anybody got any thoughts about that 0:32 well I’m a little worried about Alice 0:35 because she’s so quiet you just sit they 0:38 don’t have very much to say this 0:40 afternoon yeah it takes me a long time 0:43 to get comfortable in this kind of group 0:46 it just seems so intense here you know 0:50 like every word is being studied I’m 0:53 just afraid to whatever others will 0:56 think about me well um I saw you smiling 1:02 earlier Alice I I felt that you were 1:05 judging me being judgmental I didn’t get 1:10 there I just felt she didn’t want to be 1:13 put on a spot Ellen I noticed that you 1:17 attempted to take the focus off of Alice 1:19 during the introductory round you seem 1:21 to be very sensitive general discomfort 1:23 well I disagree with that I don’t 1:25 believe that he was being sensitive to 1:28 her I think she should have given her 1:30 the full time to say what she had to say 1:32 I think Alan may have actually just 1:36 wanted more time for himself how you 1:40 feel about that Alice let’s check that 1:42 out it’s not true I don’t want the 1:45 spotlight you know I’m very shy and um 1:48 in fact when I go to parties I make it a 1:51 point to come in late so that I could 1:53 help the hostess clean up the glasses 1:55 how was it for you today in group Alice 1:57 no glasses to clean here no I actually I 2:02 thought about being some coffee cake at 2:04 the next meeting there may be some 2:06 glasses 2:09 that’s a mortgage experience Ellis 2:18 I just interrupt you for a minute how 2:20 long cause I think something really 2:22 important happen here just a couple 2:23 minutes ago I want to just focus on just 2:25 a second I’m really interested bobbing 2:28 in what you just said about your own gay 2:30 experience when you were younger have 2:32 you ever said that before to anyone else 2:35 Oh once saw 10 years ago to my to my 2:40 therapist and until this moment this 2:44 group you’ve never told anyone else 2:45 never told peers and no I’ve never told 2:48 any group of people that no I have a 2:51 hunch that that was a real gift to Alan 2:54 I don’t know I guess I get so wrapped up 3:02 in my own emotions I don’t think about 3:05 other people’s feelings I I guess that’s 3:08 what Betty meant when she told me about 3:10 a couple of weeks ago but an Ellen I 3:14 don’t think you’re still acknowledging 3:16 Bob’s gift to you I guess you’re right 3:23 uh I don’t know why I so difficult for 3:28 me just to come out and say thank you I 3:32 mean thank you all because because you 3:35 all been supported and you’ve all helped 3:37 me I appreciate it I got it off my chest 3:45 guys did hell you feel if you’re 3:50 finished are there other parts that you 3:52 want to work on today well I well eat 3:57 you what no not no no not not not today 4:01 as far as you want to go today 4:06 you English (auto-generated) AllFrom PsychotherapyNetRelatedListenableWatched