Instructions

Explore: Databases

Evaluation Title: Exploring Databases and Creating a Research Strategy

This assignment will develop your understanding of how to best use the databases that are located within the Herzing University Library. 

Please download the Unit 4 Assignment Worksheet (below) to your computer. Navigate to the Herzing University Library. Follow the directions and answer the questions on the worksheet.

Your assignment submission should be a Word document that fully adheres to the instructions listed above.  Be sure to proofread your assignment. This assignment is worth a possible 70 points.

Estimated time to complete: 3 hours

Assignment File(s)

• Unit 4 Assignment Worksheet [Word document]

Rubric

EN111 Unit 4 Assessment – Exploring Databases and Creating a Research StrategyEN111 Unit 4 Assessment – Exploring Databases and Creating a Research StrategyCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentEN111-CO142.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.38.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.34.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses these area.29.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.25.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions42.0 pts
This criterion is linked to a Learning OutcomeTechnology18.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.16.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.14.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.12.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.10.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.18.0 pts
This criterion is linked to a Learning OutcomeWriting10.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.8.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling  with minor grammatical errors that impair the flow of communication.6.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication4.0 ptsLevel 2The assignment exhibits a  limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.2.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.10.0 pts
Total Points: 70.0PreviousNext

Respond to this post with a positive response :

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Use  references

                                           Main Question Post:

                                      Using the Walden Library   

            During research for another assignment, I came across an interesting article about suicide and substance abuse in the Walden Library. I was looking for how substance abuse related to suicide if at all and was delighted with the search results. In this post, I will discuss a summary of the study, its strengths and limitations, and my search experience.              

            The study was conducted in Denmark using their national registration systems. The registers can track who has had psychiatric treatment for a mental health disorder as well as co-occurring disorders such as substance abuse. The purpose of the study was to determine links between substance use and completed suicides and attempted suicides. The study used the registry data to conclude that substance use increased the risk of completing suicide by triple (Ostergaard, Nordentoft, & Hjorthoj, 2017). Although this is valuable information, it has limitations. For example, the study outcome may apply in Denmark, but it is not representative of mental health populations outside of Denmark. A strength present in the study was the use of national registers that allowed the study conductors to follow individuals over an extended period versus a randomized controlled trial where time to study is often short.

            The use of the Walden Library has become more comfortable over time. Finding the study was relatively easy as I mentioned above that I was looking for how substance abuse and suicide relate. According to Walden University (n.d.), splitting your topic into keywords and avoiding phrases are vital strategies for searching for articles. I typed “substance abuse” and “suicide” into the search bar, and this study was number two on the list under the CINAHL Plus database. Using keywords is the best-kept secret to successful searching. Also, I like to take advantage of citations that are included in the library resources. Walden University (n.d.) suggests checking the citations from the library before using in your works as they do have errors. I have found errors when using the built-in citations, so this is excellent advice.

References

Ostergaard, M. L. D., Nordentoft, M., & Hjorthoj, C. (2017). Associations between substance use disorders and suicide or suicide attempts in people with mental illness: a Danish nation-wide, prospective, register-based study of patients diagnosed with schizophrenia, bipolar disorder, unipolar depression or personality disorder. Addiction, 112(7), 1250–1259. https://doi-org.ezp.waldenulibrary.org/10.1111/add.13788

Walden University. (n.d.). Academic Guides: Foundations – Library Resources: Searching & Retrieving Materials in the Databases. Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

Walden University. (n.d.). Academic Guides: Foundations – Library Resources: Identifying & Evaluating Online Resources. Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/IdentifyingEvaluating

Case Studies

Each student will be assigned two of the case studies below. Your post should be approximately 250 words in length and contain substantive information that contributes to an understanding of the disorder under discussion. You may post graphics from online sources, but please do NOT simply cut and paste entire entries from the internet. You are expected to provide references for all the information cited.

Discussion Questions

1. Relate history to the diagnosis. What risk factors are present, and how does each predispose to disease?

2. Explain the cause of the disease in this patient.

3. How could this disease have been prevented in this patient?

4. Discuss the complications that might develop in this patient.

5. Discuss the treatments available to the patient.

6. What is the probable prognosis for this patient?

Case Study# 1: A 27-year-old male who works on a construction site visits his family physician three days after suffering a puncture wound from a nail gun in his foot.  The site of the injury is painful, red, warm and swollen with evidence of pus. There are reddish streaks extending up his ankle and lower leg. His temperature is 101 °F.

_______________________________

Discussion: Sleep/Wake Disorders order code 0070004002019BB

Subject Area

Coursework

task (TSE) A new Task-

No.of pages/Wordcount

2 page

Urgency 6 to 12 hours. 

Citation Style

APA Style

Assignment Details

Discussion: Sleep/Wake Disorders
It is not uncommon to experience a night or two of disrupted sleep when there is something major going on in your life. However, sleep/wake disorders are much more than an occasional night of disrupted sleep. A recent report from the Centers for Disease Control and Prevention estimated that between 50 and 70 million American have problems with sleep/wake disorders (CDC, 2015). Although the vast majority of Americans will visit their primary care provider for treatment of these disorders, many providers will refer patients for further evaluation. For this Discussion, you consider how you might assess and treat the individuals based on the provided client factors.

Learning Objectives
Students will:
Assess client factors and history to develop personalized therapy plans for clients with sleep/wake disorders
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for sleep/wake disorders
Evaluate efficacy of treatment plans for clients presenting for sleep/wake therapy
Apply knowledge of providing care to adult and geriatric clients presenting for sleep/wake disorders
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 11, “Disorders of Sleep and Wakefulness and Their Treatment”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

For insomnia

alprazolam
amitriptyline
amoxapine
clomipramine
clonazepam
desipramine
diazepam
doxepin
flunitrazepam
flurazepam
hydroxyzine
imipramine
lorazepam
nortriptyline
ramelteon
temazepam
trazodone
triazolam
trimipramine
zaleplon
zolpidem

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Note: Retrieved from Walden Library databases.

Davidson, J. (2016). Pharmacotherapy of post-traumatic stress disorder: Going beyond the guidelines. British Journal of Psychiatry, 2(6), e16-e18. doi:10.1192/bjpo.bp.116.003707. Retrieved from http://bjpo.rcpsych.org/content/2/6/e16

To prepare for this Discussion:

Note: By Day 1 of this week, your Instructor will have assigned you to one of the following case studies to review for this Discussion. To access the following case studies, click on the Case Studies tab on the Stahl Online website and select the appropriate volume and case number.

Case 1: Volume 2, Case #16: The woman who liked late-night TV

Case 2: Volume 2, Case #11: The figment of a man who looked upon the lady

Case 3: Volume 1, Case #5: The sleepy woman with anxiety

Review this week’s Learning Resources and reflect on the insights they provide.
Go to the Stahl Online website and examine the case study you were assigned.
Take the pretest for the case study.
Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.
Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).
Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.
Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.
Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient.
Review the posttest for the case study.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

By Day 3
Post a response to the following:

Provide the case number in the subject line of the Discussion.
List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.
Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.
List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.
List two pharmacologic agents and their dosing that would be appropriate for the patient’s sleep/wake therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.
Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations.
Read a selection of your colleagues’ responses.

Respond to this post with a positive response :

Ask a probing question, substantiated with additional background information, evidence or research

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Use  references

EXAMPLE OF A REFERENCE:

If you cannot locate a doi number, this is how the reference should look: 

Quelly, S. B. (2017). Characteristics Associated with School Nurse Childhood Obesity Prevention Practices. Pediatric Nursing, 43(4). Retrieved from https://www.pediatricnursing.net/issues/17julaug/abstr5.html

                                                     MAIN POST

                               Scholarly Writing and Plagiarism

Learning is a journey and not a destination. A part of this journey was to use Grammarly and SafeAssign. I will discuss my experience with those two platforms as well as my perception of paraphrasing and plagiarism. The internet is full of resources, so I will be sharing an online resource that supports scholarly writing. Finally, I will share two American Psychological Association (APA) formatting rules that I believe are useful for academic writers.

 I have never used Grammarly before, but I like that I can check grammar in real time. I did not know such a tool was in existence and I will be using Grammarly for all my assignments going forward before sending. However, SafeAssign is not a new tool for me. When I went to Western Governors University, I used TurnItIn, which is similar to SafeAssign. It checks how much of your paper matches other known scholarly works. I wrote a sample paragraph with SafeAssign, and it was a 0% match. I like to see my works matching at 5% or less as a matter of philosophy. It is easy to avoid plagiarism if two things are remembered. Use thoughts that originate from your cranium and cite works according to APA rules and Walden University requirements. During this process, my insight was learning how to paraphrase better. Walden University (2012) states that paraphrasing is beyond simply rearranging a sentence and choosing synonyms. I realized paraphrasing is about turning the whole idea into your own words and then citing the author.

Scholarly writing is a term that can be confusing for many students. I had no idea what it meant until I researched the topic. According to Jackson State University (2015), scholarly writing is structured and seeks feedback from the audience. It would seem that this is the purpose of using discussion boards in an online learning environment. I believe that this online resource is useful, and I plan on adding it as a bookmark as a reminder of the essentials of scholarly writing.

As previously mentioned, proper APA style and formatting is essential in scholarly writing. A rule that I was not versed in was related to in-text citations with more than five authors. The APA Manual states, “when a work has six or more authors, cite only the surname of the first author followed by et al” (American Psychological Association, 2010, p. 175). Also, I did not know that the following rule existed. According to the American Psychological Association (2010, p. 170), presenting your existing work as new when it is not is the definition of self-plagiarism. I found this to be an interesting rule that I had not considered before and will make sure I never do.

                                             References

American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Jackson State University. (2015). What Is “Scholarly Writing”? Retrieved from http://www.jsums.edu/wrightcenter/2015/04/29/what-is-scholarly-writing/

Walden University. (2012). Walden University: Proofreading and revising. Retrieved from http://writingcenter.waldenu.edu/872.htm