Category: English

topic : Select a qualitative research article, different than the one you used in Topic 1, focusing on a clinical nursing problem of your choice. Use this research article to address the following questions:
Provide an APA reference of the article including a GCU permalink or working link used to access the article.
Study design: How did you determine that the article is qualitative? What study methodology is used?
Using the “CASP Qualitative Checklist,” found in topic Resources, evaluate the study. Based on your findings, summarize the critical appraisal of the selected research article.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Example 1 (Rena ) Simonovich, S. D., Bush, N. M., Mueller Wiesemann, L., & Pineros-Leano, M. (2023). Qualitative study of the experience of caring for women during labor and birth during the first wave of the COVID-19 pandemic. Journal of Obstetric, Gynecologic & Neonatal Nursing, 52(3), 202-210. https://doi.org/10.1016/j.jogn.2022.12.006
The primary research article presented above adopts a qualitative design due to the methods adopted, data collection approaches, data analysis, and results presentation. Specifically, the study adopts a subgroup analysis. The analysis involves the splitting of participant data into groups, enhancing comparisons between them (Ding et al., 2022). The data was collected through semi-structured interviews, which involves the collection of in-depth data. The researchers collected qualitative data from 100 nurses who narrated and explained their experiences of providing patient care in labor and delivery (L & D) settings during the 1st wave of the COVID-19 pandemic. The study also adopted a thematic network analysis that helps in the identification of the main themes within the qualitative data collected (Simonovich et al., 2023). The tool is critical in analyzing and interpreting robust and in-depth qualitative data. Based on the thematic analysis, the process identified five major themes.
Using the Critical Appraisal Skills Programme, the research article can be analyzed to evaluate its viability, accuracy, and reliability (Long et al., 2020). First, the study clearly outlines the aim, which is to examine the experiences of L & D nurses and certified nurse-midwives who provided care to patients in the first wave of the COVID-19 pandemic. Considering the study wanted to have an in-depth understanding of nurses’ experiences, the qualitative design was appropriate in addressing the main objective (Simonovich et al., 2023). The study also adopted purposive recruitment, which is critical in the collection of in-depth and detailed information about the phenomena under study. The collection of data among nurses was appropriate, considering they were the professionals tasked with the role of providing care to COVID-19 patients. In addition, the adoption of semi-structured interviews was appropriate, considering the study wanted to have a detailed understanding of the nurses’ experiences. The study also explained the details of the study to the participants and promoted ethical considerations by maintaining confidentiality and autonomy throughout the research process (Long et al., 2020). The data analysis was rigorous through thematic network analysis, resulting in the identification of 5 major themes. Finally, the study presents a clear statement of findings that is critical to understanding the value of the study (Simonovich et al., 2023). The study is valuable in understanding the various challenges that nurses, pregnant mothers, and their newborns faced during patient care in the first phase of the COVID-19 pandemic.
References
Ding, Q., Wan, S., & Dowling, T. C. (2022). Research and scholarly methods: Subgroup analysis. Journal of the American College of Clinical Pharmacy, 5(5), 551-558.
Long, H. A., French, D. P., & Brooks, J. M. (2020). Optimising the value of the critical appraisal skills programme (CASP) tool for quality appraisal in qualitative evidence synthesis. Research Methods in Medicine & Health Sciences, 1(1), 31-42.
Simonovich, S. D., Bush, N. M., Mueller Wiesemann, L., & Pineros-Leano, M. (2023). Qualitative study of the experience of caring for women during labor and birth during the first wave of the COVID-19 pandemic. Journal of Obstetric, Gynecologic & Neonatal Nursing, 52(3), 202-210. https://doi.org/10.1016/j.jogn.2022.12.006
Example 2 ( Letha ) Nursing Problem: The experience of a family caregivers of individuals with Alzheimer’s disease and how they cope with the challenges of care giving.
APA reference of the article: Tambunan, E. H., & Simbolon, I. (2023). Experiences of Family Caregivers Caring for Patient with Alzheimer’s Disease: A Hermeneutic Phenomenological Study. Journal of caring sciences, 12(3), 136–143. https://doi.org/10.34172/jcs.2023.33098
Study design: The article is qualitative in nature as it employs narrative interviews with family caregivers and utilizes a phenomenological hermeneutic approach for analysis, focusing on understanding the lived experiences and meanings attributed by the participants. Additionally, the study aims to explore the subjective experiences of family caregivers in caring for relatives with Alzheimer’s disease, emphasizing the richness and depth of their experiences rather than quantifying numerical data.
The study methodology used in the given article is a qualitative approach with an interpretive phenomenological framework. It involved narrative interviews with family caregivers to explore their lived experiences caring for a family member with Alzheimer’s disease, which were then analysed using a phenomenological hermeneutic approach developed by Lindseth and Norberg.
CASP Qualitative Checklist
Was there a clear statement of the aim of the research?
Yes, there was a clear statement of the aims of the research, which was to illuminate the meaning of family caregivers’ lived experiences caring for a family member with Alzheimer’s disease from the perspective of Indonesians.
Is a qualitative methodology appropriate?
Yes, a qualitative methodology is appropriate for addressing the research goal as it allows for an in-depth exploration of the lived experiences and perspectives of family caregivers in caring for individuals with Alzheimer’s disease, which aligns with the aim of illuminating the meaning of their experiences.
Was the research design appropriate to address the aims of the research?
Yes, the research design was appropriate to address the aim of the research as it utilized a qualitative approach, specifically an interpretive phenomenological methodology, which allowed for an in-depth exploration of the lived experiences of family caregivers.
What was the recruitment strategy appropriate to the aims of the research? Yes, the recruitment strategy appears appropriate to the aim of the research. The researcher explained how participants were selected based on their experience of caring for relatives with AD, ensuring relevance to the research topic. They also provided details about the participants’ characteristics and their connection to the Indonesian Christian Religious Community in Bandung, aligning with the aim of capturing experiences from the perspective of Indonesian family caregivers.
Was the data collected in a way that addressed the research issue?
Yes, the data collection method, which involved narrative interviews with family caregivers, effectively addressed the research issue by capturing their lived experiences of caring for a family member with Alzheimer’s disease.
Has the relationship between researcher and participants been adequately considered?
Yes, the relationship between the researcher and participant has been adequately considered, as evident from the ethical considerations mentioned regarding informed consent, confidentiality, and optional withdrawal from the study.
Have ethical issues been taken into consideration?
Yes, ethical issues have been taken into consideration, as evidenced by obtaining written consent from all participants, ensuring confidentiality of their identities, and allowing for optional withdrawal from the study. Additionally, interviews were conducted during non-spiritual activity hours to minimize any interference with participants’ religious practices.
Was the data analysis sufficiently rigorous?
Yes, the data analysis appears to have been sufficiently rigorous, as it was conducted according to the phenomenology-hermeneutic methodology developed by Lindseth and Norberg, involving multiple steps to ensure comprehensive understanding of the data.
Is there clear statement of finding?
Yes, the clear statement finding is that family caregivers caring for patients with Alzheimer’s disease (AD) experience a journey characterized by descent and ascent, from denial to acceptance, from lack of patience to compassion, from using to not using medications, and a sense of desperate yet responsibility. Additionally, they undergo a process of life learning through ongoing care, gaining valuable lessons for life.
How valuable is the research?
The research provides valuable insights into the lived experiences of family caregivers caring for individuals with Alzheimer’s disease in Indonesia, highlighting the challenges, coping mechanisms, and lessons learned, which can inform the development of more effective support systems and interventions for caregivers in similar contexts worldwide.
Reference:
GCU. CASP Qualitative Checklist. Accessed on May 15, 2024. https://casp-uk.net/checklists/casp-qualitative-studies-checklist-fillable.pdf
Tambunan, E. H., & Simbolon, I. (2023). Experiences of Family Caregivers Caring for Patient with Alzheimer’s Disease: A Hermeneutic Phenomenological Study. Journal of caring sciences, 12(3), 136–143. https://doi.org/10.34172/jcs.2023.33098
Example 3 ( Dickson) Title: “Patient and carer experience of living with a pressure injury: A meta-synthesis of qualitative studies” Authors: Adam Burston, Sandra J. Miles, Paul Fulbrook Journal: Journal of Clinical Nursing Publication Date: 2022 DOI: 10.1111/jocn.16431
In this meta-synthesis, the authors aimed to describe the experiences of patients and their carers living with pressure injuries. Pressure injuries are a significant cause of harm, contributing to increased mortality and financial burden on the healthcare system. While there is substantial research on pressure injury risk assessment, prevention, and treatment, limited research has explored the lived experiences of those affected by pressure injuries1.
Themes:Loss of Autonomy and Independence: Patients and carers described the impact of pressure injuries on their independence and autonomy. The loss of control over daily activities and self-care was a common theme.
Psychological Effects: The psychological burden of pressure injuries included feelings of frustration, anxiety, and depression. Social isolation and avoidance behaviors were also reported.
Adjustment: Patients and carers discussed how they adapted to life with a pressure injury. Clinical Implications:
The study highlights the importance of considering the psychology and mindset of individuals affected by pressure injuries.
Support to navigate the challenges arising from pressure injuries is crucial.
Interventions should address all facets of the experience, including emotional, social, and physical aspects. study design of the article “Patient and carer experience of living with a pressure injury: A meta-synthesis of qualitative studies” was determined to be qualitative based on the following characteristics:Data Collection Method:The study used qualitative data collection methods, specifically a meta-synthesis of existing qualitative studies.
Meta-synthesis involves systematically reviewing and synthesizing findings from multiple qualitative studies to gain a deeper understanding of a particular phenomenon.
Inclusion of Qualitative Studies:The authors included primary qualitative research studies in their analysis.
These studies likely used methods such as interviews, focus groups, or content analysis to explore the experiences of patients and carers living with pressure injuries.
Synthesizing Qualitative Findings:The study aimed to synthesize the qualitative findings from various studies to create a comprehensive understanding of the patient and carer experience related to pressure injuries. Critical Appraisal of the Selected Research Article: “Patient and Carer Experience of Living with a Pressure Injury: A Meta-Synthesis of Qualitative Studies”Research Question and Aim:The study aimed to explore the experiences of patients and carers living with pressure injuries.
The research question was relevant and focused on a specific clinical nursing problem.
Study Design and Methodology:The study design was a meta-synthesis, which involved synthesizing findings from existing qualitative studies.
Meta-synthesis is appropriate for exploring complex phenomena and gaining a deeper understanding by integrating multiple qualitative studies. references
Sharif, F., & Masoumi, S. (2005). A qualitative study of nursing student experiences of clinical practice. BMC Nursing, 4, Article number: 6. Link to Article
Adam Burston, Sandra J. Miles, Paul Fulbrook Journal: Journal of Clinical Nursing Publication Date: 2022 DOI: 10.1111/jocn.16431
Example 4 (Yavvone ) Ajoudani, F., Baghaei, R., & Lotfi, M. (2019). Moral distress and burnout in Iranian nurses: The mediating effect of workplace bullying. Nursing Ethics, 26(6), 1834–1847. https://doi-org.lopes.idm.oclc.org/10.1177/0969733018779210
Permalink: https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cul&AN=138497476&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1
This article is qualitative research because it aims at understanding experiences and opinions of the study sample in question. This article sheds light on the healthcare issue of nurse bullying and its relationship with nurse burnout. These are emerging issues in healthcare. The research used interviews and questionnaires to gather information. The information received from the nurses who participated is subjective since it is based off their experiences and views. This qualifies the article as qualitative. Thematic analysis has been used in the research. A qualitative research technique called general-purpose theme analysis (henceforth referred to as thematic analysis) is frequently applied to interview and focus group data in order to comprehend people’s opinions, experiences, and ideas around a certain subject ( Jowsey et al., 2021). CASP qualitative checklist:
Aim of study: The objective of this study was to study the relationship between a group of Iranian nurses’ moral distress and their burnout, as mediated by their perceptions of workplace bullying.
Qualitative methodology is appropriate because the research study aims at gathering data from people;s views and experiences. The data is subjective based off what the questionnaires and interviews reveal.
The research design is thematic analysis and is appropriate as it brings to light opinions, views and experiences of nurses in Irani with regards to burnout and its relation to workplace bullying
The recruitment strategy was random selection of nurses in Iran from 5 teaching hospitals and only nurses with 1 year of experience. 11 nurses refused to participate but it is not mentioned why
The data was collected in an appropriate way because the questionnaires addressed subjective view of the Iran nurses experience and views The relationship between researcher and participants been adequately considered
Ethical issues have been considered. The study received approval from the Urmia University of Medical Sciences’ research ethics committee (ir.rec.umsu.1395.26). Additionally, the designers of each scale utilized in this study gave their consent for its usage. Every participant gave written agreement and was included voluntarily. Participants received guarantees about the privacy of their personal data. Ultimately, the explanation that they were not obliged to write their names on the questionnaires was given to them.
The data analysis was sufficient. SPSS and AMOS Ver. 23 were used for the data analysis. The frequency, percentage, mean, and standard deviation (SD) of the data were used to proportionally examine the participant demographics, the prevalence of bullying, the degree of burnout, and the moral distress. Pearson’s correlations were utilized to ascertain the associations among moral distress, burnout, and workplace bullying. The mediation effect was found using the two-step modeling method of Anderson and Gerbing[53].
There is a clear statement of findings. The mean of emotional exhaustion, depersonalization, and lack of personal fulfillment subscales were 35.55 ± 10.73, 21.78 ± 5.99, and 22.56 ± 7.84, respectively
The research is valuable as it highlights the burnout of nurses with workplace bullying as a major catalyst.
References
Jowsey, T., Deng, C., & Weller, J. (2021). General-purpose Thematic analysis: a Useful Qualitative Method for Anaesthesia Research. BJA Education, 21(12). https://doi.org/10.1016/j.bjae.2021.07.006
Ajoudani, F., Baghaei, R., & Lotfi, M. (2019). Moral distress and burnout in Iranian nurses: The mediating effect of workplace bullying. Nursing Ethics, 26(6), 1834–1847. https://doi-org.lopes.idm.oclc.org/10.1177/0969733018779210

Your analytical essay will be approximately 12 – 15 paragraphs with a clear introduction, at least 10-13 body paragraphs with properly formatted, relevant direct quotations, and a clear conclusion.
I will send the text for the essay to you

Check the DIRECTIONS file attached to analyze the “your utility meters”  technical communication file. USE THE DOCUMENT/ANALYSIS EXAMPLE FOR YOU TO FOLLOW.

The Assignment:  Create an informal response of 150 to 200 words.
Demonstrate your understanding of writing style (diction, syntax, figures of speech)
It may be helpful to direct your paragraph towards a specific audience and use a tone appropriate for the audience.  Suggestions:
Tones:  persuasive, humorous, ironic, sarcastic, conversational, impassioned, straight-forward
Audiences: friends, young children, teenagers, professionals, or academics
Suggested Writing Topics:  The following is a list of suggested topics, or you may choose a topic of your own.  You may support or refute the statement. 
The legal drinking age should be raised.
Social media is a great/terrible way for teens to interact.
Anxiety can/cannot be managed.
There is/is not life in outer space.
A topic of your choice
Guidelines for writing:  You must include one sentence of each of the following:
1. figure of speech
2. periodic
3. parallel
4. balanced
5. question (it may or may not be rhetorical)
6. short (it may or may not be inverted)

Write me an Argumentative Essay about Anti- Bullying. As a teenager what is your stand of this issue? How can you work with others to help support these concerns? 

Articles:
Vartanian, Hrag, and Valentina Di Liscia Hrag Vartanian. “First Impressions from the 2024 Whitney Biennial.” Hyperallergic, 14 Mar. 2024, hyperallergic.com/877662/first-impressions-from-the-2024-whitney-biennial/. 
“Whitney Biennial 2024: Even Better than the Real Thing.” Whitney Museum of American Art, whitney.org/exhibitions/2024-biennial?section=53#exhibition-feature. Accessed 3 May 2024. 
Benzine, Vittoria. “At the Whitney Biennial: Reaching for Utopia, without Protests.” Brooklyn Magazine, 18 Mar. 2024, www.bkmag.com/2024/03/18/at-the-whitney-biennial-reaching-for-utopia-without-protests/. 
Description:
Then, write one paragraph for each review (a total of 3 paragraphs). Using quotations, each paragraph should summarize, describe, and analyze each review.
Then, write one paragraph explaining your take on the reviews. Do the reviews agree or disagree with one another? Do they focus on similar or different parts of the exhibition? Which reviews do you personally agree or disagree with and why? How has your research altered your understanding of the exhibition?
Finally, write a “Works Cited” page. It should be in MLA format and listed in alphabetical order.

i need to write on the topic and the article is given in the attached file.
i need one more source which has to be legit for the essay.
every other instructions are mentioned in the files

Write a minimum three FULL pages (to the bottom of page 3) on a topic of your choice based on The Monkey and the Monk. The “Works Cited” page does not count as a page. Direct quotes from the text with proper citations are required (I recommend 2-3). Using chapters 1,2,3,4,5,6,7,14,15,16,17,18,19,29,30 and 31 
Paper Requirements:
3-4 pages (3 FULL pages minimum)
Double Spaced
MLA Format
Work Cited page
12 Point, Times New Roman font
I want a critical analysis. That means I want you to say something about the book that isn’t obvious to a casual reader. Assume that the reader of your paper has read the book so they will already know basic information about the story and characters. This means that you don’t need to explain or summarize these basic points. However, remember to tell your reader where and what you’re talking about (basic, “after Wukong is placed under the mountain”, “before he met the monk”, “when Wukong is fighting” etc.) as it relates to your critical points so they have the correct context. You can think of the paper as you explaining an interesting or complicated aspect of the text to your friend who also read the book, formalized in an essay. You do NOT need to address all the assigned chapters. You can use quotes from other parts of the book that were not assigned.

Outline -The Things They Carried/Vietnam War Research/Synthesis Essay
Prompt: How do O’Brien and other writers, artists, poets, and politicians characterize the Vietnam War?  Through these texts, draw a conclusion about the Vietnam War and/or its legacy in the United States (theme).
Your body paragraphs must include at least 5 different sources, including the following:
Min. 3 pieces of evidence from the novel (1 per paragraph)
At least 1 primary source (political source/government document)
At least 1 song or poem
At least 1 photograph
At least 1 of your own source(s)
Note: Your sources can come from class materials, but you are also allowed to use additional sources
The evidence in each paragraph should be united around a different motif/message.  Here are some possible topics for your paragraphs:
Reasons for going to war (this could include political arguments/justifications; a soldier’s reason for going; a soldier or civilian opinion on the reason for war)
The experiences of soldiers in Vietnam
The reactions of the American public
The sources and consequences of division
Aftermath (this could include the experience of soldiers returning home, as well as the lasting impact in America)
Working Thesis: What conclusion can you draw about the Vietnam War and/or its legacy in America based on what we’ve read/studied?
Outlining:
Body Paragraph 1
Topic Sentence (new motif)
TLQC (Evidence from Source A)
Analysis: How does the source reveal their opinion/ present their argument (rhetorical appeals, literary devices, etc)
TLQC (Evidence from Source B) — be sure to use a transition word/ phrase to convey how the sources are related
Analysis: How does the source reveal their opinion/ present their argument (rhetorical appeals, literary devices, etc)
Compare/Contrast Source B with A.  How are they similar/ different? What parallels or opposing arguments do you notice? What is the significance of the compare/contrast?
TLQC (Evidence from Source C) — be sure to use a transition word/ phrase to convey how the sources are related
Compare/Contrast Source C with B and A.  How are they similar/ different? What parallels or opposing arguments do you notice? What is the significance of the compare/contrast?
What conclusion can you draw from comparing the three sources?
Body Paragraph 2
Topic Sentence (new motif)
TLQC (Evidence from Source D)
Analysis: How does the source reveal their opinion/ present their argument (rhetorical appeals, literary devices, etc)
TLQC (Evidence from Source E) — be sure to use a transition word/ phrase to convey how the sources are related
Analysis: How does the source reveal their opinion/ present their argument (rhetorical appeals, literary devices, etc)
Compare/Contrast Source E with D.  How are they similar/ different? What parallels or opposing arguments do you notice? What is the significance of the compare/contrast?
TLQC (Evidence from Source F) — be sure to use a transition word/ phrase to convey how the sources are related
Compare/Contrast Source F with E and D.  How are they similar/ different? What parallels or opposing arguments do you notice? What is the significance of the compare/contrast?
What conclusion can you draw from comparing the three sources?
Body Paragraph 3
Topic Sentence (new motif)
TLQC (Evidence from Source G)
Analysis: How does the source reveal their opinion/ present their argument (rhetorical appeals, literary devices, etc)
TLQC (Evidence from Source H) — be sure to use a transition word/ phrase to convey how the sources are related
Analysis: How does the source reveal their opinion/ present their argument (rhetorical appeals, literary devices, etc)
Compare/Contrast Source H with G.  How are they similar/ different? What parallels or opposing arguments do you notice? What is the significance of the compare/contrast?
TLQC (Evidence from Source I) — be sure to use a transition word/ phrase to convey how the sources are related
Compare/Contrast Source I with H and G.  How are they similar/ different? What parallels or opposing arguments do you notice? What is the significance of the compare/contrast?
What conclusion can you draw from comparing the three sources?
Conclusion
Restate the thesis in one sentence
Synthesis: Synthesize the analysis from the body paragraphs.  When you put it all together, what does it reveal about the Vietnam War?
Significance: Address the lasting effect of the Vietnam War in America. How was the country different after the war?
Closing Statement: End with a memorable statement on war or the Vietnam War that will leave your reader thinking.

write an informative, 2½-3 page essay, so 60-72 typed full lines of text. This is based on 24 typed lines per page at 12pt., Times New Roman font, 1″ margins, only one sided, and double spacing (manuscript format). A full line of text exceeds the halfway mark of the paper not including the parenthetical citation. The focus/goal of the topic must be conveyed in the thesis statement (which should not indicate specific points), and that focus will be subject to intense scrutiny for the content of the paper.
Research must be used and evident for the entire body of the paper (minus thesis statements & topic sentences), and proper 8″-edition MLA format must be used for a works cited page and parenthetical citations.
There should be NO in-text citations unless it pertains to a secondary source; all citations should be parenthetical citations. Checks to make sure that paraphrasing is effective need to be handled through Google Classroom. Each student may upload 3 times (without submitting) to check.
Quotation limits for the paper are as follows:
Quotation (4+-7 lines in length): 1 per paper (*different structure; see page 10 of packet)
Quotations (1- 4 lines in length): 5 lines minimum, 7 lines maximum
minimum of 3 sources for research with a variety of 2 different types of sources.
Various pages at the same web site count as only one source; quote sites and reference sites (dictionaries, encyclopedias used for word definitions) do not count as a source at all since no relevant research was gleaned. Students should follow the directions and sample works cited form from the MLA packet (page 11) to complete the works cited page and to cite sources correctly within the paper. If students use any online citation sites to provide formatting for the works cited page or parenthetical citations, students still are responsible to make sure that the formatting is correct and all relevant information is included. Papers utilizing APA formatting or any other format will receive an automatic score of “0” for the WC page & possibly the MLA citation scores. 
PLEASE MAKE A WORK CITED PAPER WITH ALL THE INFO GIVEN USING MLA