Evidence Essays and Research Papers

Instructions for Evidence College Essay Examples

Title: Evidence based nursing practice role research How expect utilize nursing research kinds evidence future How anticipate affect work

  • Total Pages: 3
  • Words: 970
  • Sources:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Evidence-based nursing practice and the role of research in it. How do you expect to utilize nursing research and other kinds of evidence in the future? How do you anticipate this will affect others you work with?

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REFERENCES

Colyer, H., & Kamath, P. (1999), Evidence-based practice. A philosophical and political analysis: some matters for consideration by professional practitioners. Journal of Advanced Nursing, 29(1), 188 -- 193.

French, P. (1999), The development of evidence-based nursing. Journal of Advanced Nursing, 29(1), 72 -- 78.

Penz, K., & Bassendowski, S. (2006). Evidence-based nursing in clinical practices: implications for nurse educators. The Journal of Continuing Education in Nursing, 37(6), 250-254.

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Title: Week 1 Discussion 1

  • Total Pages: 2
  • Words: 544
  • References:2
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Evidence-based Leadership

How would you define evidence-based leadership? What applications of evidence-based leadership can you make to your present position? Cite specific example on how you have used evidence-based leadership.

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References

Steve Fleischman. Moving to Evidence-Based Professional Practice. Improving Professional Practice. March 2006. 63(6) pp 87-90. Web. 25 October, 2011

Principals Australia Incorporated. 2010. The L5 Frame and evidence-based leadership. Web. 25, October, 2010

http://www.principalsaustralia.edu.au/LL_APAPDC_STANDARDS

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Title: Evidence based research on pressure ulcers

  • Total Pages: 3
  • Words: 953
  • Works Cited:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Evidence-Based Project Implementation Issues
Before, during, and after implementation of your DNP Project, or any evidence-based project, it is critical to pay attention to various social, political, technological, and/or financial considerations. Using this framework, you can identify, analyze, and address issues that may affect the implementation of the project.

For this Discussion, you evaluate considerations that may promote or impede successful implementation of your DNP Project or another evidence-based project. As you do so, bear in mind that the specific factors are likely to differ from project to project, and may vary given the timing and context in which a project is implemented. During this Discussion, you also evaluate variances between activities, standards and guidelines, and what is considered ?best practice? in relation to the project.

MY DNP PROJECT IS ( "IF EVERY TWO HOURLY TURNING AND POSITIONING DECREASES THE DEVELOPMENT OF NEW PRESSURE ULCERS IN THE ELDERLY BED BOUND RESIDENTS/PATIENTS IN NURSING HOMES")

To prepare:

Consider the issues you have noticed while implementing the intervention and/or gathering data for your DNP Project or another evidence-based project. Bring to mind Dr. Mauk?s comments on social, political, technological, and/or financial considerations his article. Reflect on how these considerations have, or may, affect your implementation.

Think about any unexpected developments that arose (or may arise) during the implementation phase of your evidence-based project. What was the root cause of each development and its effect on your project?

Return to the literature and note any variances between your activities, relevant standards and guidelines, and what is considered ?best practice.?

Evaluate your original plan for developing and implementing your DNP project (regardless of where you are in the process right now) or another evidence-based project. What, if anything, would you change in order to improve the process, quality of data, etc.?

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References

Evidence-based practice and avoiding confusion. (2014). Health Leader's Media Council.

Retrieved from: http://www.healthleadersmedia.com/page-1/nrs-245879/EvidenceBased-Practice-and-Nursing-Research-Avoiding-Confusion

Haynes, B & Haines, A. (1998). Barriers and bridges to evidence-based clinical practice. BMJ,

317(7153): 273 -- 276. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1113594/

Lyder, C. & Ayello, E. (2008). Chapter 12: Pressure ulcers: A patient safety issue. Patient safety and quality: An evidence-based handbook for nurses. Rockville, MD: Retrieved from: http://www.ncbi.nlm.nih.gov/books/NBK2650/

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Title: Evidence based strategies and materials related to Classroom Management

  • Total Pages: 2
  • Words: 623
  • Bibliography:3
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Evidence-based strategies and materials related to classroom management, engagement, and motivation form a foundation from which teachers can create an emotionally safe classroom where all students can learn. This foundation includes designing classroom management plans, including procedures and policies (e.g., policy for late work, process for taking attendance, use of technology, managing misbehaviors) which promote self-awareness, self-management, self-efficacy, and self-esteem; and encourage interaction, motivation, and engagement.

You will use the following scenario to demonstrate your knowledge of evidence-based strategies and materials related to classroom management, engagement, and motivation and how to apply this knowledge to your licensure area. You may adapt or highlight specific aspects of the scenario to relate it more specifically to your licensure area (e.g., elementary school age students).

Scenario:

Ms. Zalogwe is a teacher with a class of 20 students who vary greatly in their academic and social skill levels. Some of the students are very good in all subjects, some are good in mathematics but do not read well, others are good readers but not do as well in mathematics, and a few are struggling with everything. Because Ms. Zalogwe has had problems in the past with students not completing homework on time or thoroughly, she has developed the following procedures to which she strictly adheres. She has a zero-tolerance policy.

At the beginning of the year, she verbally explains her homework policy. She also gives her students a handout for themselves and for their parents with all the information explained. Throughout the year, when students are not following the policies, she refers them back to the handout.

She has a section of the blackboard devoted to homework information. On this section, she details exactly what needs to be done, when it needs to be done, how many points it is worth, and any other pertinent information. She expects students to read and understand this without devoting class time to it.

All homework assignments must be put into the inbox on the right-hand side of her desk at the beginning of class. All late assignments without acceptable excuses have 5% deducted for each day late. The only excuses accepted are notes from parents or doctors with legitimate reasons for why the student could not have done the homework. Then, the new due date is up to the discretion of the teacher. Typically, a one- or two-day extension is granted.

All graded homework assignments must be picked up from the outbox on the left-hand side of her desk at the beginning of class. This is the responsibility of every student. If graded assignments are not picked up within two days, Ms. Zalogwe takes them out of the outbox, and students must ask her for them after class.

If students believe a mistake has been made in the grading of any assignment or exam, they may make a formal appeal. They have two class sessions after they get their work back to submit an appeal. The appeal should consist of a sentence or two explaining why they believe their answer is correct, and they must support this with the textbook, notes, or other reasoning. The original answer must be stapled to the back of the grade appeal.

ESSAY:

A. Evaluate whether the homework policy from the scenario would promote best practices for each of the following within your licensure area:

Rubric: The candidate provides a logical evaluation, with sufficient support, of whether the homework policy from the chosen scenario would promote best practices for positive social interaction within the candidate’s licensure area.

1. Positive social interaction (use 1 source)

Rubric: The candidate provides a logical evaluation, with sufficient support, of whether the homework policy from the chosen scenario would promote best practices for self-motivation within the candidate’s licensure area.

2. Self-motivation (use 1 source)

Rubric: The candidate provides a logical evaluation, with sufficient support, of whether the homework policy from the chosen scenario would promote best practices for active engagement within the candidate’s licensure area.

3. Active engagement (use 1 source)

Rubric: The candidate provides a homework policy, with sufficient detail, for the candidate’s licensure area using evidence-based strategies and materials.

B. Develop a homework policy for elementary education using evidence-based strategies and materials.

Rubric: The candidate provides a logical explanation, with sufficient support, of how the candidate’s homework policy promotes principles of intrinsic and extrinsic motivation.

1. Explain how your homework policy promotes principles of intrinsic and extrinsic motivation.


Note: You must cite the sources that contain the evidence-based strategies and materials that you use to develop your homework policy, as well as any other sources you use.

*When you use sources, include all in-text citations and references in APA format.

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Works Cited

Schunk, D. (1985). Self-Efficacy and Classroom Learning. Pschology in the Schools, 22(2), 208-223 retrieved from http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1985...

Simonsen, B. e. (2008). Evidence-Based Practices in Classroom Management: considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380 retrieved from http://www.mepbis.org/docs/cace-11-15-10-PBISclassroom.pdf.

Vygotsky. (2014). Social Development Theory (Vygotsky). Retrieved from Learning Theories.com: http://learning-theories.comvygotskys-social-learning-theory.html

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