What do you consider to be the difference between independent t-test and dependent t-test?What non-parametric statistical analysis can you use if the data do not meet the assumptions of parametric analysis.When do you use ANOVA?

 
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need help with going over my answers about Neuromuscular stimulation to treat dysphagia in patients with Parkinson?s disease

 
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Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA  formatCASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort. Reflective Questions 1. What are some of the stresses on Sandra’s middle-aged sisters and their families? 2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra? 3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer

 
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Benchmark Capstone Change ProposalIn  this assignment, students will pull together the change proposal project  components they have been working on throughout the course to create a  proposal inclusive of sections for each content focus area in the  course. At the conclusion of this project, the student will be able to  apply evidence-based research steps and processes required as the  foundation to address a clinically oriented problem or issue in future  practice.Students will develop a 1,250-1,500 word (word count does not include references)  paper that includes the following information as it applies to the  problem, issue, suggestion, initiative, or educational need profiled in  the capstone change proposal:BackgroundProblem statementPurpose of the change proposalPICOTLiterature search strategy employedEvaluation of the literatureApplicable change or nursing theory utilizedProposed implementation plan with outcome measuresIdentification of potential barriers to plan implementation, and a discussion of how these could be overcomeAppendix section, if tables, graphs, surveys, educational materials, etc. are created (I am not sure what an appendix section is but if you know please add something. I do know it should come AFTER the references)All reference resources are attached. Please use the Literature Review paper as just a REFERENCE.Prepare this assignment according toAPA Style Guidelines. An abstract is not required.This assignment uses arubric (ATTACHED). Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 
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I NEED A RESPONSE TO THIS ASSIGNMENT2 REFERENCESPrescribing for Older AdultsMajor depressive disorder (MDD) is a common condition that affects approximately 2.6 million Americans annual. Depression in older adults is not a normal part of the aging population. Depression in older adults differs from depression in the general adult population. In older adults, depression typically takes place concurrently with other comorbidities. The United States Food and Drug Administration has approved Sertraline (Zoloft) in the treatment of depression. According to Katona et al. (2014). Selective serotonin reuptake inhibitors (SSRIs), such as sertraline, are the first-line treatment for older adults. Research shows that studies lasting ten weeks or more showed more significant superiority for active drugs over placebo than studies lasting 6-8 weeks, supporting the belief that antidepressant response may take longer to emerge in older people. Buspirone (Buspar) which is FDA approved for the treatment of anxiety, can be used off-labeled to treat depression. Research shows that at higher doses, Buspirone has significant antidepressant efficacy (Howland, 2015). MDD can be a serious threat to elderly individuals and difficult to treat. However, with adequate treatment, these individuals can thrive and make a full recovery. Cognitive behavior therapy is a nonpharmacological intervention that can be used as a first-line treatment for depression. Older clients tend to have a positive attitude regarding psychotherapy and prefer it instead of pharmacological therapy. Research has demonstrated that psychotherapy is an effective evidence-based practice to treat depression in the elderly (Carter et al., 2021)An SSRI such as sertraline is relatively safe to use in elderly individuals. The advantages of these drugs are that they have lower anticholinergic effects and are well tolerated by patients with cardiovascular disease. There is also a decreased risk for overdose. The risks of taking SSRIs are an increased risk of falls, hyponatremia, and gastrointestinal bleed. The benefits of Buspar are the safety profile, lack of dependence and withdrawal, lack of weight gain, and the lack of sexual dysfunction. The risk associated with this medication is that it should not be used in patients with renal and hepatic impairment (Stahl, 2014). The American Psychological Association (2019) practice guidelines recommend using SSRIs such as escitalopram or sertraline in the elderly population because it has lower anticholinergic side effects. It also recommends cognitive-behavioral therapy as an initial treatment for treating minor or major depressive disorder.ReferencesAmerican Psychological Association. (2019). Clinical practice guideline for the treatment ofdepression across three age cohorts.APA Depression GuidelineCarter, J. D., Jordan, J., McIntosh, V. V., Frampton, C. M., Lacey, C., Porter, R. J., & Mulder, R.T. (2021). Long-term efficacy of metacognitive therapy and cognitive behaviour therapy for depression. The Australian and New Zealand Journal of Psychiatry, 48674211025686. https://doi-org.ezp.waldenulibrary.org/10.1177/00048674211025686Howland, R. H. (2015). Buspirone: Back to the future. Journal of Psychosocial Nursing andMental Health Services, 53(11), 21–24.https://doi-org.ezp.waldenulibrary.org/10.3928/02793695-20151022-01Katona, C., Bindman, D. C., & Katona, C. P. (2014). Antidepressants for older people: What canwe learn from the current evidence base? Maturitas, 79(2), 174–178.https://doi-org.ezp.waldenulibrary.org/10.1016/j.maturitas.2014.05.016Stahl, S. M. (2014). The prescriber’s guide (5th ed.). Cambridge University Press

 
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Assignment: Pharmacotherapy for Cardiovascular Disorders…heart disease remains the No. 1 killer in America; nearly half of all Americans have high blood pressure, high cholesterol, or smoke?some of the leading risk factors for heart disease??Murphy et al., 2018Despite the high mortality rates associated with cardiovascular disorders, improved treatment options do exist that can help address those risk factors that afflict the majority of the population today.Photo Credit: Getty Images/Science Photo Library RFAs an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors.Reference: Murphy, S. L., Xu, J., Kochanek, K. D., & Arias, E. (2018). Mortality in the United States, 2017. Retrieved from https://www.cdc.gov/nchs/products/databriefs/db328.htmTo PrepareReview the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece.Review the case study assigned by your Instructor for this Assignment.Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.Reflect on how the factor you selected might influence the patient?s pharmacokinetic and pharmacodynamic processes.Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient?s recommended drug therapy.Think about how you might improve the patient?s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.By Day 7 of Week 2Write a 2- to 3-page paper that addresses the following:Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.Describe how changes in the processes might impact the patient?s recommended drug therapy. Be specific and provide examples.Explain how you might improve the patient?s drug therapy plan and explain why you would make these recommended improvements.Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.Learning ResourcesRequired Readings (click to expand/reduce)Rosenthal, L. D., & Burchum, J. R. (2021). Lehne?s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.Chapter 33, ?Review of Hemodynamics? (pp. 285?289)Chapter 37, ?Diuretics? (pp. 290?296)Chapter 38, ?Drugs Acting on the Renin-Angiotensin-Aldosterone System? (pp. 297?307)Chapter 39, ?Calcium Channel Blockers? (pp. 308?312)Chapter 40, ?Vasodilators? (pp. 313?317)Chapter 41, ?Drugs for Hypertension? (pp. 316?324)Chapter 42, ?Drugs for Heart Failure? (pp. 325?336)Chapter 43, ?Antidysrhythmic Drugs? (pp. 337?348)Chapter 44, ?Prophylaxis of Atherosclerotic Cardiovascular Disease: Drugs That Help Normalize Cholesterol and Triglyceride Levels? (pp. 349?363)Chapter 45, ?Drugs for Angina Pectoris? (pp. 364?371)Chapter 46, ?Anticoagulant and Antiplatelet Drugs? (pp. 372?388)Required Media (click to expand/reduce)Cardiovascular DisordersMeet Dr. Norbert Myslinski as he discusses ACE inhibitors, angiotensin inhibitors, beta-blockers, calcium channel blockers, and diuretics as different categories of hypertension drugs. What potential drugs might be best recommended for patients suffering from hypertension? (8m)Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcriptuse 5 resources for this assignment. Introduction and conclusion parts are very important, thanks

 
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Here is the attachment info to complete the work.

 
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PLEASE READ ALL THE INSTRUCTIONS AND DO IT. IF YOU DONT READ ALL THE INSTRUCTIONS AND DONT FOLLWO IT, PLEASE DONT DO IT. I NEED THE POST ON TIME MENTIONED IN THE POST. ALL DOCUMENTS AND REFERENCES ARE ATTACHED.Discussion: Preparing for Professional TransitionsConsider the following scenario:Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.Consider the following questions:What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?What challenges are you likely to encounter as you transition into a new role?What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.Review the information in the Introduction to the Practicum (in this week?s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.Review the suggestions for developing effective learning objectives provided in the Learning Resources.Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:SpecificMeasurableAttainableResults-focusedTime-focusedReflective of the higher-order domains of Bloom?s Taxonomy (i.e., Application level and above)Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week?s Application Assignment.)Reflect on how you could achieve each objective through your Practicum Experience.Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.Read a selection of your colleagues? responses.Respond to at least two of your colleagues on two different days, using one or more of the following approaches:Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.Offer suggestions for refining their practicum professional objective(s).Required ReadingsNote: 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.Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286?289.Note: Retrieved from the Walden Library databases.?Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care? (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406?409.Note: Retrieved from the Walden Library databases.This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150?153.Note: Retrieved from the Walden Library databases.The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.S?rensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421?430.Note: Retrieved from the Walden Library databases.?Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity? (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35?38.Note: Retrieved from the Walden Library databases.The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists? involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236?246.Note: Retrieved from the Walden Library databases.In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/Vanderbilt University provides this overview of Bloom?s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.Clark, D. (2013). Bloom?s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.htmlThis article addresses three domains of learning: cognitive, affective, and psychomotor.University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomyThis resource outlines elements of Bloom?s Taxonomy.Document: Practicum Professional Experience Plan (Word Document)Use this form to develop your Practicum Professional Experience Plan as outlined this week.Document: Practicum Professional Experience Plan (Word Document)Use this form to develop your Practicum Professional Experience Plan as outlined this week.Document: Practicum Journal (Word Document)During your Practicum Experience, you are ÿrequired to submit your time log and three journal entries. You will use this ÿform to complete your journal reflections.Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)This comprehensive manual outlines all of the requirements for the Practicum Experience.Clinical ResourcesDocument: Introduction to Clinical Experiences (PowerPoint)Document: Practicum Manual (PDF)Required MediaLaureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media].Note: Retrieved from the Walden Library databases.In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.Please click here for the Transcript (PDF).Laureate Education (Producer). (2012b). Professional best practices [Interactive media].Note: Retrieved from the Walden Library databases.In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.Please click here for the Transcript (PDF).Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].Note: Retrieved from the Walden Library databases.What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.Please click here for the Transcript (PDF).

 
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Abortion is one of the most difficult and controversial moral issues we will consider. Listen to both sides, even if it is difficult to do. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. The goal of this discussion is not to convince you to accept one position over the other, but to help you to understand both sides. As you consider this difficult issue, it is important to distinguish two questions:Is abortion morally wrong?Should abortion be illegal?Choose one of the questions above and argue both sides with supporting evidence.

 
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need a PowerPoint

 
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