Response to peer D2 (3167)

 Please, write a response to the following discussion by using one reference from an English titled, peer reviewed NURSING journal less than 5 y/o.

When you do research you are looking for answers. The reason for this discussion is to write about what the strength of research study is. With most nursing research the patient is the main focus. Evidence-based practices (EBP) were constructed because nurses started asking questions about the standard methods of care that were originally introduced. Along with the EBP, scholars have written articles with studies that have provided others with data that has made an effect on a population. Literature has been published or shared regarding studies and their results.

From the information I gathered, the strength of a research study is the ability to documentation data that was collected upon completion of the study. With the literature that is gathered it is then available to other nurses and providers that may have questions. Research is done to solve problems and show proof with the evidence obtained (Polit & Beck, 2018). By using explanations of the methods being used to conduct the study, the people that are reading can get an in-depth understanding of what theory was used, the subjects in the study, the reason why the study was conducted, and the end results to determine if the study answered any questions that could improve the quality of care of the subjects.

Through research many ideas can be made. With any information collected through studies, that can help providers comes up with care plans to have the patient have better outcomes. The goals of research is to focus on getting the best outcomes and results possible. Research studies are read by peers and later published by nursing databases like CINAHL. That database can help nurses that may want to start a research study by providing articles written done be other nurse researchers. If nurses plan to get into research there are programs that can help you with the resources to gather your information and start documenting about findings to help the future nurses. They even provide a research mentor (Walton, Sankey, & Jensen, 2017).

Response to peer D2 (3119)

Please, write a response to the following discussion by using one reference from English peer-reviewed Journal that is not older than 5 years.

 

Hardiness Theory

It is of no surprise that many nurses who start working in the profession feel a sense of stress and burnout after working a long fast-paced shift in the hospital. The responsibility of making sure that every patient is receiving the highest level of care can be quite overwhelming when also being responsible for responding to the answers of concerned family members, receiving medical orders from doctors, delegating tasks to the patient care assistant, managing the pain of a trauma or post op patients, and ensuring the safety of a confused patient. Although this profession can be very satisfying, given that it involves helping patients in their most vulnerable state, the level of stress that nurses have to endure can be quite alarming. It is for this reason that many theorists have come into play when seeking to find a way to help individuals cope with difficult situations in the workplace. Susan Kobasa’s non-nursing theory known as Hardiness Theory, has been incorporated into a nursing theory when seeking to help nurses deal with the stresses of the profession (Henderson, 2015). 

            The theory of hardiness states that individuals must possess all three hardy attitudes, commitment, control, and challenge, in order to withstand any difficult life or professional situation and must learn how to turn any negative experience into an opportunity for personal and professional growth (Henderson, 2015). Commitment, being the first component of the theory of hardiness states that an individual must be active in every situation that comes in the way. In other words, the individual must never ignore the problem, but must instead be a participant in problem solving (Henderson, 2015). Control, is when an individual believes that his/her actions can result in a positive or negative outcome. The person has a sense of power over the situation (Henderson, 2015). Lastly, challenge is when an individual accepts the difficulties that comes along and uses them as opportunities to become a stronger and wiser (Henderson, 2015). 

            The components of this theory have been incorporated into a nursing theory because it has been used to provide nurses with effective strategies to manage the ongoing stresses that they face in the workplace. The humanistic nursing theory also includes the concept of authentic commitment, which means the nurse is actively present both personally and professionally in the decisions that are made when caring for a patient (George, 2011). It is highly important to implement the components of the theory presented because it serves as a tool to help reduce the incidence of developing any physical or mental illness (Henderson, 2015). 

DQ2 2 RESPONSE

Eugenia Uzoechi    4 posts   Re: Topic 2 DQ 2  Issue when addressing a solution to evidence-based nursing practice  There have been reports of considerable improvement in wellbeing result for patients who are treated through evidence-based practices. All around structured investigations have demonstrated that improved patient results are bound to be acknowledged when medical caretakers use evidence-based practice in dealing with patients; however, there are several issues which have made it hard to execute EBP in healthcare organizations (Fineout-Overholt, Melnyk & Schultz, 2015). One of the greatest issues facing implementation of EBP is lack of knowledge on use of evidence-based practices. It has been demonstrated that most medical attendants need more learning to coordinate research discoveries in their practices. Research discoveries demonstrates that there is little proof that demonstrates that most medical caretakers, particularly novice nurses have learning on the usage of EBP in their practices (Fineout-Overholt, Melnyk & Schultz, 2015).  The first step in addressing and resolving this issue  The first step of solving the above issue is by having specific research education. A research by Rosenfeld (2019) found out that there was variance in EBP knowledge among the nurses. Therefore, nursing professionals who are seeking to improve their clinical skills and expand their knowledge base and career options ought to consider getting an additional nursing education in programs which focus on EBP (Rosenfeld et al., 2019). Nursing professionals should have a solid comprehending of how to carry research. Since evidence-based practices place an emphasis on the knowledge, skills and experience of the nursing professional, nursing professionals have been given more responsibility and respect than ever before (Rosenfeld et al., 2019). EBP focuses on particular nursing skills such as critical decision-making grounded in evidence and research. Therefore, registered nurses need strong analytic and academic research skills for complementing clinic skills and hands-on patient care (Rosenfeld et al., 2019).  References  Fineout-Overholt, E., Melnyk, B. M., & Schultz, A. (2015). Transforming health care from the inside out: advancing evidence-based practice in the 21st century. Journal of professional nursing, 21(6), 335-344.  Rosenfeld, P., Duthie, E., Bier, J., Bowar-Ferres, S., Fulmer, T., Iervolino, L., … & Roncoli, M. (2019). Engaging staff nurses in evidence-based research to identify nursing practice problems and solutions. Applied Nursing Research, 13(4), 197-203.

DQ response

Nimmy James     Re: Topic 7 DQ 1  response 

The main objective of dissemination is to rise and encourage to spread the knowledge regarding evidence- based interventions. The main goal of enhancing better applications and patient outcome. There are various internal and external methods of disseminating evidence- based project. However, the method applied should be effective. The effectiveness characterized by positive engagement of the targeted audience, which enhances awareness, understanding and motivation to implement in the workplace. One of the hardest aspects of evidence-based practice (EBP) is making sure that the change we wanted to occur actually happens. So, evaluation of the results is a major component of evidence-based practice. It shows the progress that you have made throughout the process, it shows the failures and it also shows the success. As Ginex p states “Share the outcomes but also the process of your project: what worked, what didn’t, what you learned, and what you would do (or not do!) again” (Ginex, 2018).  “Dissemination can occur in many forms within your organization and beyond, and it should be part of the planning process for the full project” (Ginex, 2018). One internal method of dissemination of the project can be the hospital board, nurses and physicians and other professionals involved in patient care. These people have the most power to make the most change necessary to make the EBP successful. An internal method of disseminating of my EBP is through my unit counsel group and policy committee. These groups to ensure my EBP project will be implemented according to unit needs. One external method of dissemination can be the patients and families. External dissemination doesn’t even have to be through people it can be used through posters or even through on-line media. The internal and external groups are very important to facilitate sharing knowledge and data in the nursing field. Moreover, when reporting the finding to the groups would facilitate constructive criticism of the result, it will provide the opportunity to improve before implementation.     References:   Ginex, P. K. (2018). Use these methods to evaluate EBP outcomes and disseminate results. Oncology Nursing Society Voice.           

   Retrieved from https://voice.ons.org/news-and-views/use-these-methods-to-evaluate-ebp-outcomes-and-disseminate-results

Reference must include doi or retrieval URL 

Discussion #2

Discussion Board  2: End of Life Care.  Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management  Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.  Practice   1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.   2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.   3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.   4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.      Education   1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.   2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.   3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.   4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.      Research   1. Increase the integration of evidence-based care across the dimensions of end-of-life care.   2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.   3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.   4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.   5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.      Administration   1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.   2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.   3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or an injury.   4. Support the development and integration of palliative care services for all in- and outpatients and their families.

Nursing Standardized Simulation (David Montanari)

  

                                    SCENARIO OVERVIEW

David Montanari is a 19-year-old male who suffered a T4-T5 burst fracture and a right scapula fracture as a result of a motorcycle accident on Sunday. He underwent spinal fusion on Sunday evening and has had an uneventful recovery period. David has no sensation or movement below the nipple line and is bedbound. He is frustrated and anxious about his condition and is refusing postoperative interventions, including pain medication and use of the incentive spirometer. 

REVIEW AND COMPLETE PRIOR TO THE START OF PRE-BRIEFING: 

In order to prepare for the simulation, you are required to complete the pre-briefing questions below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation. 

Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills. 

                                           Questions

1. What are three nursing interventions for a post-operative patient? 

2. What patient findings might you notice for a patient with immobility issues? 

3. Describe complications that can occur as a result of immobility for all body systems.

PLEASE USE APA FORMAT AND INCLUDE REFERENCES LESS THAN 5 YEARS OLD

nursing leadership

 Week 1

 For 6 years I worked with whom I consider the best nurse leader I could ever had. Participative (Democratic) style describes exactly how she was. She always took into consideration the staff’s opinions before making any decision, she was humble enough to tell us “hey, great idea! thanks for helping me with your opinion to get to a final determination”. On this theory, everyone is given the opportunity to participate, ideas are exchanged freely, and discussion is encouraged. While the democratic process tends to focus on group equality and the free flow of ideas, the leader of the group is still there to offer guidance and control. The democratic leader is charged with deciding who is in the group and who gets to contribute to the decisions that are made (Kendra Cherry, 2014)

How has your experience been with the nurse leader? Provide a description of your interactions with him or her?

As I mention in the question above, I consider this nurse the best nurse leader I could ever had, besides being an excellent leader she was a great mentor for my professional growth, when I moved from Colombia as a Paramedic to Miami I met her at the first job I had for 6 years, it was a clinical research company and I had no idea this even existed, I just wanted a job, I was recently married and this job was looking for people with experience in the medical field to draw blood, admit patients, etc. I got my EMT but I wanted more, I wanted to go to school for something else, but I was kind of lost in regards to which school should I go? can I rollover some classes from Paramedic school? how can I start?  and this great nurse leader had faith on me, she DROVE me to Miami Dade College, she stayed there for almost 3 hours with me waiting for an advisor to help me get the information needed and during the entire program she never let me drop out even though sometimes that’s all I wanted to do, I started nursing school with a 3 month old and it was extremely hard to keep up with home, baby, full time job and school; but this leader was always there. She thought me throughout those years that being a great leader is not synonym of being a selfish leader, work wise she always had the best from me, and research have found that the democratic leadership style is one of the most effective types and leads to higher productivity, better contributions from group members, and increased group morale and this is EXACTLY what she obtained from me. Now, I’m the charge nurse at the GI center where I work and I consider myself to be a democratic leader as well since I totally understood this was the best way to get the whole team involved and to receive their best production. 

Discussion: Assessing the Heart, Lungs, and Peripheral Vascular System

I need 1 reply comment to each post with a credible sources, citation and years above 2013 in APA format.

Post 1

CHIEF COMPLAINT: Shortness of Breath and cough

Subjective:  Pt presents with complaints of shortness of breath and productive cough.  Pt relates he is coughing up thick green sputum with occasional bloody sputum. Pt relates that he has increased shortness of breath with walking.  Patient relates that he is also short of breath at rest. Pt also relates that he has had some chills and sweats and felt like he may have a fever.  He states that he has taken Tylenol for those symptoms. 

Objective: Temperature 100.9, Respiratory rate 20, Heart rate 82, Blood pressure right arm 128/70, Oxygen saturation 89% on room air, Weight 210 pounds, EKG shows normal sinus rhythm, Chest radiograph

Assessment:  Skin is warm and moist. Thorax is symmetrical with diminished breath sounds with rales and expiratory wheezes throughout, negative for rhonchi. Wet productive cough noted during exam. Heart is regular sinus rhythm with rate of 82. Good S1, S2; negative S3 or S4 and negative for murmur. Abdomen protuberant with normoactive bowel sounds auscultated in all four quadrants. No pedal edema noted. 2+ dorsalis pedis pulses bilaterally. Neurologic: Patient is awake, alert and oriented to person, place and time. Chest radiograph shows infiltrate in the right middle lobe. 

Priority diagnosis includes 1. Pneumonia 2. Myocardial Infarction 3. Pulmonary embolism   4. Congestive Heart Failure 5. Asthma

1. Pneumonia: The patient presents with productive cough and shortness of breath with exertion.  Patient has elevated temperature and low oxygen saturations along with diminished breath sounds, rales and expiratory wheezes which are all consistent symptoms with community acquired pneumonia. (Lynn, 2017).  Chest radiograph shows right middle lobe infiltrate which is also consistent with pneumonia. (Kaysin and Viera, 2016). 

2. Myocardial Infarction: The patient presents with shortness of breath and low oxygen saturations.  Pt states that his shortness of breath is worse with exertion but is present at rest also.  Dyspnea is a frequent associated symptom with MI. (Lawesson, Thylen, Ericsson, Swahn, Isaksson and Angerud, 2018). The patient did have an EKG completed that revealed a normal sinus rhythm at a rate of 80 with no obvious signs of ectopy.  Evaluation of troponin level would assist in ruling out MI as a diagnosis for this patient. (Berliner, Schneider, Welte and Bauersachs, 2016). 

3. Pulmonary Embolism: Dyspnea is the primary symptom for patients with PE. (Garcia-Sanz, Pena-Alvarez, Lopez-Landeiro, Bermo-Dominguez, Fonturbel and Gonzalex-Barcala, 2014). Onset of dyspnea with PE is typically sudden and further history for this patient related to onset of symptoms.  Evaluation of any extremity pain and swelling, D-dimer or chest angiography would also assist in determining if this was a more likely diagnosis. (Berliner, Schneider, Welte and Bauersachs, 2016).

4. Congestive Heart Failure: Dyspnea is also a common symptom with congestive heart failure.  Fatigue, diminished exercise tolerance and fluid retention are also common symptoms of CHF. (Berliner, Schneider, Welte and Bauersachs, 2016). The patient has rales noted upon auscultation which could be consistent with congestive heart failure however coupled with the remainder of the exam including productive cough with thick green sputum and fever, CHF would not be the primary diagnosis. Further evaluation of extremities of abdomen and extremities for signs of fluid retention would be indicated as well as labs such as BNP. 

5. Asthma: The patient has expiratory wheezes and shortness of breath which are both consistent with asthma; however the patient also has fever and productive cough which are not consistent asthma symptoms. (Huether and McCance, 2017). 

Plan: Not indicated

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. & Reinhold, J. A.  (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby. 

Berliner, D., Schneider, N., Welte, T., & Bauersachs, J. (2016). The Differential Diagnosis of Dyspnea. Deutsches Aerzteblatt International113(49), 834. doi:10.3238/arztebl.2016.0834

Debasis, D., & David C., H. (2009). Chest X-ray manifestations of pneumonia. Surgery Oxford, (10), 453. doi:10.1016/j.mpsur.2009.08.006

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

García-Sanz, M., Pena-Álvarez, C., López-Landeiro, P., Bermo-Domínguez, A., Fontúrbel, T., & González-Barcala, F. (2014). Original article: Symptoms, location and prognosis of pulmonary embolism. Revista Portuguesa De Pneumologia20194-199. doi:10.1016/j.rppneu.2013.09.006

Post  2

S:

Chief Complaint: “I am having chest pain at this time”

History of Present Illness: Pleasant, Caucasian male experiencing an acute onset of sharp, constant chest pain when taking a deep breath.  Denies any alleviating factors. Yesterday his wife noticed his RT leg was edematous with erythema, denies any injury. Recently he returned from a vacation with an 8-hour plane ride. The patient was not asked if his pain radiated or if he had nausea or dizziness.

Past Medical History: Denies taking any medications. Allergies, surgeries, past medical conditions “not provided.” History of cancer or deep vein thrombosis not provided.

Social History: Married

Review of symptoms:

General: Feels short of breath when taking a deep breath, also having sharp lower RT rib pain.

Cardiovascular: Experiencing tachycardia. Peripheral edema started yesterday in RT lower leg.

Pulmonary: Reports having sharp pain when taking a deep breath with no relief measures noted. Complains of dyspnea with productive hemoptysis cough this morning.

            Gastrointestinal: “not provided.”

O:

VS: BP 148/88 RT arm; P 112 and irregular; R 32 and labored; T 97.9 orally; Pulse Ox 90% on RA; His current weight is stable at 210 pounds.

General: Well-nourished, a well developed Caucasian male who is alert and cooperative. He is a good historian and answers questions appropriately. Patient sitting upright at the side of the cot appears anxious with labored breathing. Guarding noted in the anterior, distal RT rib area.

Cardiovascular: Skin is pallor, cool and diaphoretic. Heart rate is tachycardic. S1 and S2 irregular with no S3, S4, or murmur auscultated. RT calf with erythema, 2+ edema, warmth, and tender with palpation. LT leg with no edema, tenderness, or erythema noted. Bilateral 2+ dorsalis pedis pulse. Telemetry showing a sinus arrhythmia.

Gastrointestinal: Protuberant abdomen with active bowels x 4 quadrants.

Pulmonary: LT Lung clear to auscultation, RT middle and lower lobes with diminished breath sounds. No rales, rhonchi, or wheezing auscultated. Respirations labored. Respiratory excursion symmetrical.

Diagnostic results: CXR, ECG, venous doppler studies and ultrasound for DVT, V/Q scan, CT of the chest, labs- sputum culture, cardiac enzymes. Telemetry.

A:

Differential Diagnosis:

1.) Pulmonary Embolism

2.) Pneumonia

3.) Lung Cancer

4.) Myocardial Infarction

5.) Cardiac Arrythmia

P: “not required”

Evidence and Justification of Differential Diagnosis and Diagnostic Tests

Gruettner J. et al. (2015) report the Wells risk score assesses the history of a previous

DVT or PE in a patient. Assessment of tachycardia, recent surgeries or immobilization,

observation of DVT signs, an alternative diagnosis less likely than pulmonary embolism,

hemoptysis, and cancer are gathered.  Each area is assigned a score and the calculated total score

interprets the probability of having a pulmonary embolism. The patient calculated score

indicated a pulmonary embolism even though the history of cancer was unknown.

The diagnostic test of a CT angiography was found to be successful in the diagnosis of a

pulmonary embolism with Gruettner J. et al. (2015) research. The D-dimer, ABG, EKG, and

computed tomography showed little value in the diagnosis (Gruettner J. et al., 2015).

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016) indicate pneumonia causes the

2 art

The civilizations studied this week created impressive works of sculpture, with varying purposes and meanings. Carefully examine the following sculptures, and read about each one in your textbook, course and video lectures, and through reliable internet resources:

Stele of Naram-Sin, c. 2254-2218 BCE
Palette of Narmer, c. 3150-3125 BCE
Akhenaten and His Family, 1348-1336 BCE

Then, in a well-developed paragraph of at least 5-7 sentences, describe the composition of each sculpture, including the representation of figures, objects, and space. Consider whether the figures fit into the space around them, whether their movements seem believable, and/or whether their clothes fit their bodies properly. What does the way the figure and objects are represented tell us about the time and place in which the sculpture was created? What similarities or differences do you observe in the compositions of the three works?

Next, in a second paragraph of at least 5-7 sentences, describe the overall subject matter of each sculpture; the meaning of some of the objects in the painting; and any social, historical, political, and/or religious factors that are important to understanding the painting. Explain what the subject of the sculpture tells us about the society and culture in which it was created. Be sure to provide citations for any outside sources you reference in this part of your response.

Question 2: Monumental Architecture

The cultures we studied this week produced grand architectural structures. Carefully examine the following structures, and read about each one in your textbook, course and video lectures, and through reliable internet resources:

Nanna Ziggurat, Ur, c. 2100-2050 BCE
Great Pyramids, Giza, c. 2601-2515 BCE
Lion Gate, Mycenae, c. 1250 BCE

Then, in a minimum of 3 well-developed paragraphs, answer the following questions about each structure:

  1. Who created each structure? Who commissioned its creation?
  2. What was the function of the structure?
  3. What historical events or social or cultural influences affected the creation of each structure?
  4. How do the visual characteristics of each structure contribute to or enhance its message or meaning?
  5. How do the reasons these structures were created compare with those of a more modern example of monumental art work, such as Mount Rushmore, the 9/11 Memorial, etc.?

Be sure to provide citations for any outside sources you reference in this part of your response.

Respond to both questions as thoroughly as possible, making sure to use information from this week’s readings, lectures, and additional resources. All responses should be in complete sentence form, using proper spelling and grammar.

As soon as possible, review and comment on the work of two of your peers. In your comments, consider areas you would suggest for expansion or clarification.

Submission Details:

NSG 6101

Please write at least 2 paragraph to support this post. APA, citation and reference.. 

Notably, the learning objectives for the term have been based on nursing research methods with a focus on the ways of carrying out research that is evidence-based and beneficial to the nursing profession. As such, it is vital to review and reflect on what has been covered because through this one can draw on their strengths and realize their weaknesses. Through reflection, any concepts that were not addressed appropriately can be given more emphasis by setting goals to achieve them shortly. My topic has been based on oncology, and all the learning outcomes were met through discussions centered on the subject.

Discussion

The learning objective of ethics in research was met by reviewing the article on protecting human research participants outlined in the National Institute of Health (NIH). I learned about the requirements for carrying out qualitative research and how participants in a study on oncology should be treated with dignity and respect. In an oncology unit, patients often suffer psychological problems just as much as physical pain is experienced as well. Treating the patient with utmost dignity while alleviating their suffering is critical in ensuring the nurse and patient build a trusting relationship (Ford, 2014). The learning outcome of the problem statement was met by developing a PICOT question with a focus on my population, which was patients with oncology needs. The patient characteristics were explained with two interventions being compared to determine which was best for the care of the patient. I came up with a statement of the problem for my topic on oncology with an emphasis on facts that depict the existence of a problem that needs to be addressed to ensure patients with cancer are cared for using standard practice. The research purpose was indicated by highlighting the vitality of the subject in the society because oncology is fast becoming an area that should be addressed by all, making awareness crucial.

A theoretical and conceptual framework based on the subject was achieved by reviewing previously documented theories on the subject of oncology. In the recent years, there has been a surge of information on cancers and their proposed forms of management because it has become a public health concern. Through the analysis of the theories cited by various authors, I was able to construct a conceptual map narrowing precisely on the subject. I learned many aspects of oncology since it is a widely researched topic with many angles of patient management and treatment options as well. Research design learning outcome was met by identifying a design that was most appropriate with chosen research questions. I was able to identify various strengths and weaknesses of the design and relate to my topic. A research outcome is dependent on the design was chosen because quantitative and qualitative research designs are different and often provide results that could be significantly different. Through reading on the research designs and selecting an appropriate one for my topic, I was able to identify the most suitable design to use on the subject of oncology.

Through the problem statement, I came up with a method to select the sample size and sample characteristics based on the topic. A sampling technique is crucial in determining if, at the end of the research process, the results will be generalized to the entire population. I came up with a research question to help in addressing the research topic with the information on the existing instrument that would be used to address the research question. All the learning outcomes were successfully met through a proper literature review on the topic of oncology and the research of the appropriate research design.