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What does a Research Hierachy looks like – 2025 Before you get started with this assignment please complete the Research Hierarchy Activity
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What does a Research Hierachy looks like – 2025
Before you get started with this assignment, please complete the Research Hierarchy Activity to provide context for the assignment.
Now that you have completed the Research Hierarchy activity, you can see how each type of research fits in a particular hierarchy. This is important because it provides information about each type of research study: its validity, rigor, soundness, reliability, and so on. With this context in mind, you will now examine the twenty articles provided here to give you practice in determining which article goes with each level of research hierarchy.
Overview
Here is a list of twenty nursing journal articles that are available to you through the Regis Library. These articles are from a wide range of study types; from randomized controlled trials (RCT) to expert opinions.
Assignment Instructions
Please refer to the Grading Rubric for details on how this activity will be graded.
To Submit Your Assignment:
Writing Assignment Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.
Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.
All instruction requirements noted.
30 pointsThe writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.
Cites four references.
All instruction requirements noted.
26 pointsThe writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.
Cites three references.
Most instruction requirements are noted.
23 pointsAbsent application to evidence-based practice, theory, or role development. Use of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Content of paper is inaccurately portrayed or missing.
Cites two or fewer references.
Missing some instruction requirements.
20 points30Analysis and Synthesis of Paper Content and MeaningThrough critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentation of the required content.
Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.
All instruction requirements noted.
30 pointsPaper is complete, providing evidence of further synthesis of course content via scholarly resources.
Information is synthesized to help fulfill paper requirements. The content supports at least one viewpoint.
All instruction requirements noted.
26 pointsPaper lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. The paper’s content may be confusing or unclear, and the summary may be incomplete.
Most instruction requirements are noted.
23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Missing some instruction requirements.
Submits assignment late.
20 points30Application of KnowledgeThe summary of the paper provides information validated via scholarly resources that offer a multidisciplinary approach.
The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application is provided.
All questions posed within the assignment are answered in a well-developed manner with citations for validation.
All instruction requirements noted.
30 pointsA summary of the paper’s content, findings, and knowledge gained from the assignment is presented.
Student indicates how the information will be used within their professional practice.
All instruction requirements noted.
26 pointsObjective criteria are not clearly used, allowing for a more superficial application of content between the assignment and the broader course content.
Student’s indication of how they will apply this new knowledge to their clinical practice is vague.
Most instruction requirements are noted.
23 pointsThe application of knowledge is significantly lacking.
Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.
Missing several instruction requirements.
Submits assignment late.
20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 pointsOrganized content with an informative purpose statement and supportive content and summary statement. Argument content is developed with minimal issues in content flow.
4 pointsPoor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted.
3 pointsIllogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No purpose statement.
Submits assignment late.
2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).
Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
There are no spelling, punctuation, or word-usage errors
5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.
There are minimal to no grammar, punctuation, or word-usage errors.
4 pointsThree to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.
Multiple grammar, punctuation, or word usage errors.
3 pointsFive or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous.
Submits assignment late.
2 points5Total Points100
Common Illnesses and the Use of CAM – 2025 Purpose The Course Outcome covered this week is CO1 CO1 Identify theories concepts
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Common Illnesses and the Use of CAM – 2025
Purpose
The Course Outcome covered this week is CO1.
CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)
Discussion
We encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). Our readings this week are very helpful.
Note: Do not discuss an illness or condition about which a classmate has already posted. The diversity will lead to a more robust discussion. There are many examples you may discuss, including sickle-cell disease in African Americans, constipation in the elderly people, or the use of Reiki for mental and emotional healing by Japanese people. Think of others from your practice settings or prelicensure experiences.
professor’s comment:
Hello All,
This is one week I am really looking forward to because you are all experts in this area from all of your work with the patients and families you care for. We all encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). I look forward to your choice for an illness that affects an ethnic group that you have worked with and the CAM therapies you identify.
Example: Class and Professor,
One not so common illness discussed is depression amongst Chinese population. There are cultural differences that must not be overlooked within this population when dealing with depression. While sadness may be reported, it also may not and it was repeated in multiple studies that often other symptoms are more prominent. “In a study to differentiate somatic versus psychological symptoms as a cultural expression of depression, Chinese outpatients reported more somatic symptoms compared to Euro-Canadians, who reported more psychological symptoms” (Andrews & Boyle, 2016). As a health care provider it is important to recognize the differences.
Unlike persons living in the general U.S. population, Chinese and Chinese Americans often do not report feeling sad when they are depressed. Depression-related signs and symptoms that are commonly reported by Chinese patients include the following: Boredom, discomfort, pain fatigue, unexplained physical abnormalities” (Smith, 2018). Frequently, signs will be down-played or ignored by the patient for fear of embarrassment of diagnosis of a mental health condition. “There is a strong social stigma and sense of shame in Chinese culture regarding depression” (Smith, 2018). Because of this seeking care may not be an option and care may be delayed.
Other than being prescribed medications as what seems last resort for depression, complementary and alternative medicine (CAM )therapies may be used. CAM therapies that are explored are Chinese herbal therapy, acupuncture, and movement therapy known as t’ai chi. As noted by Smith (2018), they are the most commonly used interventions for treatment of depression that is also known as “shenjing” in Chinese culture. There was such noted success with movement therapy, a study was formally recognized showing huge improvement of signs and symptoms among participants over a 12 week course (Smith, 2018). Movement therapy, specifically T’ai Chi should be explored as a recommendation for individuals who are capable and willing to try it before prescribing medications that often come with side effects.
-Allyson
Reference: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Andrews, M. M., & Boyle, J. S. (2016). Transcultural concepts in nursing care (7th ed.). Philadelphia: PA: Wolters Kluwer.
Assignment: Ethical Concerns – 2025 CASE STUDY 2 A 49 year old woman with advanced stage cancer has been admitted to the emergency room with cardiac
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Assignment: Ethical Concerns – 2025
CASE STUDY 2 A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.
As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?
In this Lab Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
To Prepare
Review the scenarios provided by your instructor for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your scenarios.
The Lab Assignment
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
zero Plagiarism
five references not more than five years
Week 1 Term 4 – 2025 What does leadership mean to you Additionally how do leadership and leadership responsibilities differ between health care
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Week 1 Term 4 – 2025
What does leadership mean to you? Additionally, how do leadership and leadership responsibilities differ between health care administration leaders and managers? The difference between health care administration leadership and health care management may be highlighted by the way in which each uses a systems approach in solving health issues. Although health care administration leadership and health care management may use a systems approach differently, the use of a systems approach provides leaders and managers with access to more resources for solving health problems. To illustrate this point, think of the role a system plays in preventing a pandemic outbreak and how access to additional resources may assist health care administration leadership effectiveness. As a result, think about how a systems thinking approach might impact your definition of health care administration leadership.
For this Discussion, review the Learning Resources. Consider how you define health care administration leadership and how your definition applies a systems thinking approach. Also, think about the differences between health care administration leadership and health care management. Think of an example to illustrate this difference.