Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay

ORDER  HERE A PLAGIARISM-FREE PAPER HERE

Course Info: Tuesdays 4 (10:40-11:30am) and Thursdays 4&5 (10:40am-12:35pm)
T: MAT 0009, R: TUR 1208H
Instructor: Stephanie Bogart, Ph.D.
Office: B137 Turlington Hall
Email: [email protected]
Office Hours: T 1-2:30pm, W 10:30am-12pm
Course Content: This is an interdisciplinary course discovering the evolutionary, cultural, and
environmental factors in the emergence and existence of human diseases with a focus on the
Darwinian (evolutionary medicine) examination of illness.
Course Objectives:
• To develop a deeper comprehension of the central and cross-disciplinary concepts of
human biology, which include, but are not limited to genetics, metabolic adaptations,
origins of human and pathogen diversity, as well as social behaviors; and how these
factors shape human medicine.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
• To foster the students’ process of identifying, exploring, assessing and solving real world
problems through independent study and self-directed group projects that solidify their
understanding of the scientific method, and basic scientific principles.
• To demonstrate understanding of ecological and evolutionary processes including the
role of genetic variation, heredity, and natural selection as well as the implications these
processes have for the origins and evolution of modern humans and their biology.
• To place biological knowledge into a socio-cultural context, especially how biology can
contribute to the resolution of social, medical, and environmental issues.
Student Learning Outcomes:
• Identify, describe, explain, and apply factual, conceptual, and procedural knowledge in
human evolution relating to medicine and disease.
• To understand and apply the scientific method and develop critical thinking skills from an
evolutionary framework to investigate human variation in its biological, social, and
cultural dimensions.
• Integrate different sources and types of knowledge into holistic perspectives about
diseases and medicine.
• Develop skills in reading and facilitating discussions over recent primary scientific
literature, as well as public speaking skills.
Required Materials:
Principles of Evolutionary Medicine
by Gluckman, Beedle, Buklijas, Low, and Hanson (2016) Second Edition
Oxford University Press, ISBN: 978-0199663934
Grading: ***grades will not be rounded***
Midterm I (Week 5) 20%
Midterm II (Week 9) 20%
Midterm III (Finals week) 20%
Articles and Discussion
Article analysis 10%
Participation 10%
Project (Due Week 14) 20%
University of Florida Fall 2019
Letter grades assigned based on total percent of points according to normal grade scale
system. A = 93.0 or above; A- = 90-92.9; B+ = 87-89.9; B = 83-86.9; B- = 80-82.9; C+ = 77-
79.9; C = 73-76.9; C- = 70-72.9; D+ = 67-69.9; D = 63-66.9; D- = 60-62.9; E = <59.9
UF grading policy: https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies/
Midterms: Midterms will be non-cumulative, covering the material since the last exam (or
from the start of term for midterm I). The exam will consist of several types of questions:
fill-in-the-blank, multiple choice, and critical thinking essays. Make-up exams can be
scheduled only with proper documentation for an appropriate excuse.
Articles and Discussions: Articles will be assigned over the term. Students will write a
guided analysis (1 page max, Single-spaced) of EACH article and participate in studentled discussions, which will generally be during Thursday’s long period unless otherwise
noted. Article Analyses are to be uploaded to Canvas and are due by 10:30am the
day they will be discussed. The following elements should be in your analysis (each
article analysis is worth 10pts):
• What is the research question(s) and hypothesis?
• Consider the methodology & design: Which type of research design was used? What
are the advantages and disadvantages of using this design? How could you have
used other designs? What limitations can you recognize about the particular
methodology used in this article?
• Conclusions: Are the authors’ conclusions warranted based on the findings? Do you
agree with the conclusions of the paper? What are the strengths and limitations of
this study?
• Future: Think about how you would choose to follow up this research. What would be
the best next study to test this phenomenon?
• How do you cite and reference this article using APA style?
ALL students must read the articles and be prepared to discuss. Participation in
discussions of EVERY article is graded using the following guidelines:Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
0 – Unexcused absence or you fell asleep
1 – Made little to no effort to contribute (spoke once or not at all)
2 – Made few contributions (at least twice).
3 – Made many contributions (at least three times): asked questions, responded to
professor or other students, gave opinion, etc.
**If there are two articles discussed in one class period you will be graded for EACH
article, thus the total participation points for that particular day would be 6pts.**
Project: Students will work in small groups of two or three individuals. Each group will
choose a disease from a guided list to thoroughly investigate in terms of evolution,
previous and current treatments, genetic impacts/coevolution, and possible future
implications. Groups will present their findings during week 14. A handout with
further instructions will be presented in class. This project includes a mandatory
approval (5pts) for your topic at Week 6 (through Canvas) and a mandatory check-in
(10pts) with the professor at Week 13. During the check-in, your group should bring the
primary references you have found and a basic outline of your presentation. During the
meeting, you can address concerns about organization, citations, references, etc. This is
an opportunity to get input on finalizing your presentation (you should have half of it
done).
Requirements for class attendance and make-up exams, assignments, and other work in this
course are consistent with university policies that can be found at:
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx
University of Florida Fall 2019
Absences and late assignments: Every effort should be made to attend class, however,
attendance is not a grade component. Should a student miss an assignment or discussion
participation a University approved absence must be met in order to make up the points. These
include: Military Service, death or serious illness in your immediate family, serious personal
injury or illness, official school related function (i.e. school sporting event) or attending to
academic conferences. You will be permitted to make up any missed points, should the
appropriate documentation be provided. It is the student’s responsibility to contact the instructor
and inform them of the emergency either before the class or within a 24-hour period
following the missed class. E-mails are strongly encouraged.
SCHEDULE: (Subject to revision)
Week & Dates Lecture Topic Textbook Chapter
WK 1: Aug 20 & 22 Intro & Evolution Medicine 1
WK 2: Aug 27 & 29 Evolution Basics 2
WK 3: Sept 3 & 5 Genetics & Development 3 & 4
WK 4: Sep 10 & 12 Life Histories & Human diversity
Article analysis & discussions
5 & 6
WK 5: Sep 17 & 19 T: Midterm I,
R: EM Principles and Pathways 7
WK 6: Sep 24 & 26 Disease – Reproduction
Article analysis & discussions
Group Project topic approval
8
WK 7: Oct 1 & 3 Disease – Reproduction & Nutrition
Article analysis & discussions
8 & 9
WK 8: Oct 8 & 10 Disease – Nutrition
Article analysis & discussions
9
WK 9: Oct 15 & 17 T: Midterm II, Disease – Coevolution 10
WK 10: Oct 22 & 24 Disease – Coevolution, infection, immunity
Article analysis & discussions
10
WK 11: Oct 29 & 31 Disease – Psychology & Behavior
Article analysis & discussions
11
WK 12: Nov 5 & 7 Disease – Psychology & Behavior, Cancer
Article analysis & discussions
11 & 12
WK 13: Nov 12 & 14 Disease – Cancer, Check in 12
WK 14: Nov 19 & 21 Student Presentations
WK 15: Nov 26 & 28 Medical Practice
Thanksgiving
13
WK 16: Dec 3 Society and Future 14
Midterm III: Thursday, December 12th 7:30-9:30am
Article Schedule:
Sept 12: Life History & Diversity
• Pontzer, H., Brown, M. H., Raichlen, D. A., Dunsworth, H., Hare, B., Walker, K., … &
Plange-Rhule, J. (2016). Metabolic acceleration and the evolution of human brain size
and life history. Nature, 533(7603), 390-393.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay doi:10.1038/nature17654
• Gluckman PD, Hanson MA, Low FM. 2019 Evolutionary and developmental mismatches
are consequences of adaptive developmental plasticity in humans and have implications
University of Florida Fall 2019
for later disease risk. Phil. Trans. R. Soc. B 374: 20180109.
http://dx.doi.org/10.1098/rstb.2018.0109
Sept 26: Reproduction
• Williams TC, Drake AJ. 2019 Preterm birth in evolutionary context: a predictive adaptive
response? Phil. Trans. R. Soc. B 374: 20180121.
http://dx.doi.org/10.1098/rstb.2018.0121
• Hu, H., Xiao, H., Zheng, Y., & Yu, B. B. (2019). A Bayesian spatio-temporal analysis on
racial disparities in hypertensive disorders of pregnancy in Florida, 2005–2014. Spatial
and spatio-temporal epidemiology, 29, 43-50. https://doi.org/10.1016/j.sste.2019.03.002
Oct 3 Reproduction and/or nutrition
• Adynski, H., Zimmer, C., Thorp Jr, J., & Santos Jr, H. P. (2019). Predictors of
psychological distress in low‐income mothers over the first postpartum year. Research in
nursing & health, 42(3), 205-216. DOI: 10.1002/nur.21943
• West-Eberhard, M. J. (2019). Nutrition, the visceral immune system, and the
evolutionary origins of pathogenic obesity. Proceedings of the National Academy of
Sciences, 116(3), 723-731.
Oct 10: Nutrition
• Chan, E. Y., & Zlatevska, N. (2019). Is meat sexy? Meat preference as a function of the
sexual motivation system. Food quality and preference, 74, 78-87.
https://doi.org/10.1016/j.foodqual.2019.01.008
• Skodje, G. I., Minelle, I. H., Rolfsen, K. L., Iacovou, M., Lundin, K. E., Veierød, M. B., &
Henriksen, C. (2019). Dietary and symptom assessment in adults with self-reported noncoeliac gluten sensitivity. Clinical nutrition ESPEN, 31, 88-94.
Oct 24: Coevolution
• Kim, K. H., Kabir, E., & Jahan, S. A. (2018). Airborne bioaerosols and their impact on
human health. Journal of Environmental Sciences, 67, 23-35.
• Abi-Rached, L., Jobin, M. J., Kulkarni, S., McWhinnie, A., Dalva, K., Gragert, L., … &
Kimani, J. (2011). The shaping of modern human immune systems by multiregional
admixture with archaic humans. Science, 334(6052), 89-94
Oct 31: Psychology and behavior
• Wu, X., Lu, Y., Zhou, S., Chen, L., & Xu, B. (2016). Impact of climate change on human
infectious diseases: Empirical evidence and human adaptation. Environment
international, 86, 14-23.
• Thompson, R. N., Thompson, C. P., Pelerman, O., Gupta, S., & Obolski, U. (2019).
Increased frequency of travel in the presence of cross-immunity may act to decrease the
chance of a global pandemic. Philosophical Transactions of the Royal Society
B, 374(1775), 20180274.
Nov 7: Cancer
• Rosenheim, J. A. (2018). Short‐and long‐term evolution in our arms race with cancer:
Why the war on cancer is winnable. Evolutionary applications, 11(6), 845-852.
• Koufaris, C. (2016). Human and primate‐specific microRNAs in cancer: Evolution, and
significance in comparison with more distantly‐related research models: The great
potential of evolutionary young microRNA in cancer research. BioEssays, 38(3), 286-
294.
Accommodation
Students with disabilities requesting accommodations should first register with the Disability
Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate
documentation. Once registered, students will receive an accommodation letter which must be
presented to the instructor when requesting accommodations. Students with disabilities should
University of Florida Fall 2019
follow this procedure as early as possible in the semester. Ideally, student accommodation
should be communicated to the Instructor before the end of AUGUST.
Course Evaluations – GatorEvals
Students in this class are participating in the new course evaluation system called GatorEvals.
The new evaluation system is designed to be more informative to instructors so that teaching
effectiveness is enhanced and to be more seamlessly linked to UF’s CANVAS learning
management system. Students can complete their evaluations through the email they receive
from GatorEvals, in Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
Please note your other classes this semester may be evaluated in the current GatorRater online
evaluation system at https://evaluations.ufl.edu . Thank you for serving as a partner in this
important effort.
Student Conduct and Academic Honesty and Integrity
UF students are bound by The Honor Pledge which states:
https://sccr.dso.ufl.edu/students/student-conduct-code/
We, the members of the University of Florida community,
pledge to hold ourselves and our peers to the highest
standards of honor and integrity by abiding by the Honor
Code. On all work submitted for credit by students at the
University of Florida, the following pledge is either required
or implied: “On my honor, I have neither given nor
received unauthorized aid in doing this assignment.”
Cheating, copying other’s work, plagiarism, and other acts of
academic misconduct are unethical. UF and the instructor
consider these to be serious offenses. The Honor Code specifies
a number of behaviors that are in violation of this code and the
possible sanctions. Furthermore, you are obligated to report any
condition that facilitates academic misconduct to appropriate
personnel. If you have any questions or concerns, please consult
with the Instructor Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
Harassment and Discrimination
“Harassment” is defined as conduct that (1) is of any type (written, oral, graphic, or physical), (2)
is directed towards or against a person because of their personal status (i.e., race, religion, sex,
sexual orientation, political affiliation, national origin, age, disability, marital status, pregnancy or
others), and that (3) unreasonably interferes with the individual’s work, education, or
participation in activities or programs at UF or creates a working or learning environment that a
reasonable person would find threatening. “Discrimination” is defined as a conduct that (1)
adversely affects any aspect of an individual’s employment, education, or participation in
activities or programs at UF, and (2) is based on one or more personal characteristics listed
above. Any student who feels that his/her rights have been violated may speak to the instructor
who will direct the complaint through the proper university channels, or the student may directly
file a complaint with UF Department of Human Resources.
Campus Resources
Students experiencing personal problems that are interfering with their academic performance
are encouraged to contact the Counseling and Wellness Center:
https://counseling.ufl.edu/about/location-hours-contact/
• Health and Wellness U Matter, We Care: If you or a friend is in distress, please contact
[email protected] or (352) 392-1575 so that a team member can reach out to the student.
• Counseling and Wellness Center: https://counseling.ufl.edu/, 392-1575
CLASS CONDUCT
No photography or recording
allowed during lecture
(without prior permission)
Cell phones should be off or
in silent mode
Use of a phone will result in
point deductions
Laptops are permitted ONLY
for notetaking
Use of social media, email, or
non-course related work will
result in point deductions
University of Florida Fall 2019
o Students experiencing personal problems that are interfering with their academic
performance are encouraged to contact the Counseling and Wellness Center.
Academic Resources
• E-learning technical support, 352-392-4357 (select option 2) or e-mail to
[email protected]. https://lss.at.ufl.edu/help.shtml
• Library Support, http://cms.uflib.ufl.edu/ask. Various ways to receive assistance with
respect to using the libraries or finding resources.
• Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing
papers. http://writing.ufl.edu/writing-studio

Nurs 6052 week 10 Assignments

NURS 5052/NURS 6052: Essentials of Evidence-Based Practice

ORDER  HERE NOW

Course Project Overview

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the course project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review this document, which contains information about all three parts of the Course Project.

Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.

Course Project: Part 1–Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase the likelihood of obtaining meaningful results.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay

In this first component of the course project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the weekly Learning Resources to design your questions.

To prepare:

• Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for Week 2. Focus on the PICOT model for guiding the development of research questions.

• Review the section beginning on page of the course text, 75 titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
• Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
• Generate at least 5 questions that relate to the issue that you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
• Formulate a preliminary PICOT question—one that is answerable—based on your analysis. What are the PICOT variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
• Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
To complete:
Write a 3- to 4-page paper that includes the following:
• A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
• The 5 questions that you have generated, and a description of how you analyzed them for feasibility
• Your preliminary PICOT question and a description of each PICOT variable relevant to your question
• At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
Part 1 of the Course Project is due by Day 7 of Week 2. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.
Reference:
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Course Project: Part 2—Literature Review

The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question that you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.

To prepare:

• Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.

• Using the question that you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay

• Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.

• Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
To complete:
Develop a 2- to 3-page literature review that includes the following:
• A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
o Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
• Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
• Your literature review summary table with all references formatted in correct APA style Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.
Part 2 of the Course Project is due by Day 7 of Week 5. It will also be a component in your portfolio assignment in this course, which is due by Day 7 of Week 10.
Course Project Part 3 – Translating Evidence Into Practice
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
• Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?

• With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay

• Explore possible consequences of failing to adopt the evidence-based practice that you identified.

• Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?

To complete:
In a 3- to 4-page paper:
• Restate your PICOT question and its significance to nursing practice.

• Summarize the findings from the articles that you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.

• Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.

• Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay
Part 3 of the Course Project is due by Day 7 of Week 10. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project.

For this final iteration you will need to:

• Submit your paper to Grammarly and Turnitin through the Walden Writing Center. Based on the Grammarly and Turnitin reports, revise your paper as necessary.

• Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.
Note: The Course Project will be your Portfolio Assignment for this course. Nurs 6052 week 10 Assignments,Nurs 6052 week 9 Assignments Essay