Tag: Homework Solution

  • [Solved] Research

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **EHR-Integrated AI-Enabled Medication Safety Automation to Reduce Adverse Drug Events in Home and Community-Based Care**

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **EHR-Integrated AI-Enabled Medication Safety Automation to Reduce Adverse Drug Events in Home and Community-Based Care**

  • [Solved] Business Finance – Accounting HOMEWORK

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) **files (3)** – ## HSE490ASSIGNMENT4INSTRUCTIONS.docx – ## HSE490ASSIGNMENT3FEEDBACK2.docx – ## HSE490ASSIGNMENT4RUBRIC.pdf **## HSE490ASSIGNMENT4INSTRUCTIONS.docx** Week Four Assignment Top of Form | | | | –…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    **files (3)**

    – ## HSE490ASSIGNMENT4INSTRUCTIONS.docx

    – ## HSE490ASSIGNMENT3FEEDBACK2.docx

    – ## HSE490ASSIGNMENT4RUBRIC.pdf

    **## HSE490ASSIGNMENT4INSTRUCTIONS.docx**

    Week Four Assignment

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/business-finance-accounting-homework-20966609)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | By the end of the week, submit draft of Chapter Two. |

    Bottom of Form

    Bottom of Form

    ## image1.gif

    **## HSE490ASSIGNMENT3FEEDBACK2.docx**

    **Summary of Feedback**

    1. Your voice is missing

    · You are summarizing sources too much.

    · The professor wants more of your opinion, analysis, and interpretation, not just what the article says.

    2.

    3. Don’t end paragraphs with a source

    · Ending with a citation makes it look like you’re only summarizing.

    · You need to tie the source back to your topic or argument in your own words.

    4.

    5. Weave sources into your discussion

    · Instead of dumping information all at once, mix the research into your explanation.

    · Connect the facts to your problem statement or research focus.

    6.

    7. Some facts need citations

    · The professor noticed statements without sources.

    · If it’s factual, it needs a reference.

    8.

    9. Some paragraphs are too long / run-on

    · Break long paragraphs into smaller ones.

    · Make each paragraph focus on one idea.

    10.

    **What the professor really wants overall**

    · Less summary

    · More analysis

    · More connection to your topic

    · Better paragraph structure

    · Proper citations everywhere needed

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

    **## HSE490ASSIGNMENT4INSTRUCTIONS.docx**

    Week Four Assignment

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/business-finance-accounting-homework-20966609)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | By the end of the week, submit draft of Chapter Two. |

    Bottom of Form

    Bottom of Form

    ## image1.gif

    **## HSE490ASSIGNMENT3FEEDBACK2.docx**

    **Summary of Feedback**

    1. Your voice is missing

    · You are summarizing sources too much.

    · The professor wants more of your opinion, analysis, and interpretation, not just what the article says.

    2.

    3. Don’t end paragraphs with a source

    · Ending with a citation makes it look like you’re only summarizing.

    · You need to tie the source back to your topic or argument in your own words.

    4.

    5. Weave sources into your discussion

    · Instead of dumping information all at once, mix the research into your explanation.

    · Connect the facts to your problem statement or research focus.

    6.

    7. Some facts need citations

    · The professor noticed statements without sources.

    · If it’s factual, it needs a reference.

    8.

    9. Some paragraphs are too long / run-on

    · Break long paragraphs into smaller ones.

    · Make each paragraph focus on one idea.

    10.

    **What the professor really wants overall**

    · Less summary

    · More analysis

    · More connection to your topic

    · Better paragraph structure

    · Proper citations everywhere needed

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

    **## HSE490ASSIGNMENT4INSTRUCTIONS.docx**

    Week Four Assignment

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/business-finance-accounting-homework-20966609)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | By the end of the week, submit draft of Chapter Two. |

    Bottom of Form

    Bottom of Form

    ## image1.gif

    **## HSE490ASSIGNMENT3FEEDBACK2.docx**

    **Summary of Feedback**

    1. Your voice is missing

    · You are summarizing sources too much.

    · The professor wants more of your opinion, analysis, and interpretation, not just what the article says.

    2.

    3. Don’t end paragraphs with a source

    · Ending with a citation makes it look like you’re only summarizing.

    · You need to tie the source back to your topic or argument in your own words.

    4.

    5. Weave sources into your discussion

    · Instead of dumping information all at once, mix the research into your explanation.

    · Connect the facts to your problem statement or research focus.

    6.

    7. Some facts need citations

    · The professor noticed statements without sources.

    · If it’s factual, it needs a reference.

    8.

    9. Some paragraphs are too long / run-on

    · Break long paragraphs into smaller ones.

    · Make each paragraph focus on one idea.

    10.

    **What the professor really wants overall**

    · Less summary

    · More analysis

    · More connection to your topic

    · Better paragraph structure

    · Proper citations everywhere needed

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

  • [Solved] Nursing excel assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As a nursing student in CCN, you will be required to analyze patient care data using Excel. If you are unfamiliar with Excel, you may want to review the study materials at Microsoft's website. There are numerous online tutorials and resources for manipulating data and using formulas in Excel such as…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    As a nursing student in CCN, you will be required to analyze patient care data using Excel. If you are unfamiliar with Excel, you may want to review the study materials at Microsoft's website. There are numerous online tutorials and resources for manipulating data and using formulas in Excel such as [Excel Easy: Data Analysis](https://www.excel-easy.com/data-analysis.html) and [14 Essential Microsoft Excel Functions for Data Analysis.](https://www.guidingtech.com/microsoft-excel-functions-data-analysis/)

    1. Review the rubric for grading criteria linked in the right menu.
    2. Review the [Excel Demonstration [4:21]](https://mediasite.ccs.ua-net.ua.edu/Mediasite/Play/4ae34e0ce64c403496b54b1a428a046f1d) for tips and directions on how to complete the Excel spreadsheet assignment.
    3. Reference the Case Study [DOCX] below for directions on how to complete the assignment and analyze the data found in the Patient Data Spreadsheet. Note in the directions that the average LOS is the amount of time that you would expect the patient to stay.
    4. Download the Patient Data Spreadsheet [XLSX] below.
    5. Save your assignment as yourname-excel.
    6. Upload your assignment to the submission box and select "Submit".

    _Please Note:_ These are the two **formulas** that are on the rubric for this assignment. You have to show formulas for difference in LOS and mean age (item 1 in the rubric). When the instructor downloads your spreadsheet and clicks the cells where you entered the mean age and difference in LOS, the formulas that you used to calculate the mean age and differences in LOS should appear in the bar. If you enter the whole number (instead of the formula) for mean age in the cell, this is incorrect. You will perform the other calculations in this assignment and use those values in your PowerPoint assignment. Please contact your instructor if you have any questions.

    **Case Study.docx**

    – [\
    \
    Spreadsheets-case-study.docx](https://www.sweetstudy.com/files/spreadsheets-case-study-docx "Spreadsheets-case-study.docx")
    – [\
    \
    Patient-Data-Spreadsheet1.xlsx](https://www.sweetstudy.com/files/patient-data-spreadsheet1-xlsx "Patient-Data-Spreadsheet1.xlsx")

  • [Solved] Healthcare policy and Economics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Competency:** This formative assessment builds toward demonstrating mastery of evaluating healthcare policies and their impact on social determinants of health and disparities. It develops critical analysis and professional communication skills necessary for advocating for equitable policies and a…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Competency:**

    This formative assessment builds toward demonstrating mastery of evaluating healthcare policies and their impact on social determinants of health and disparities. It develops critical analysis and professional communication skills necessary for advocating for equitable policies and addressing systemic health inequities. Engaging in this activity prepares nurse leaders to influence policy decisions and drive meaningful change in healthcare systems, essential for advancing social justice and improving population health outcomes.

    **Description:**

    This formative assessment involves analyzing how a specific healthcare policy addresses social determinants of health and health disparities. You will present your evaluation, and this will enhance your critical thinking and professional communication skills, preparing you for advocacy and leadership roles in promoting health equity.

    **Instructions:**

    **Select a Healthcare Policy:**

    – Choose a policy that directly or indirectly targets social determinants of health and health disparities. Examples include the Affordable Care Act (ACA), Medicaid expansion, or local public health initiatives.

    **Analyze the Policy:**

    – Describe the policy’s primary objectives and the populations it aims to serve.
    – Evaluate how the policy addresses social determinants of health such as access to care, housing, education, or economic stability.
    – Assess the policy’s effectiveness in reducing health disparities and promoting equity.
    – Identify any challenges, gaps, or unintended consequences of the policy.

    **Prepare a Presentation:**

    – Create a 5–7-minute recorded presentation that includes:
    – A brief overview of the policy and its objectives.
    – An analysis of its impact on social determinants of health and health disparities.
    – Examples of successes or challenges associated with the policy.
    – Recommendations for improving the policy to better promote health equity.
    – Use visual aids such as slides or an infographic to support the presentation.

    **Submit Your Work:**

    – Upload the video recording and any supporting materials (e.g., slides) to the course platform.

    ### Document Type/Template

    – You may use the presentation platform with a video recording option of your choice.

  • [Solved] Nursing End of life assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    when View the films End Game (Epstein & Friedman, 2018) and Extremis (Krauss, 2016) 1. When describing scenes from the films provide specific details about the interprotessional health care team members, patients, and family members including names

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    when View the films End Game (Epstein & Friedman, 2018) and Extremis (Krauss, 2016)

    1. When describing scenes from the films provide specific details about the interprotessional health care team members, patients, and family members including names

  • [Solved] number 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## number2.docx **## number2.docx** For this assignment, students will critique both a quantitative and a qualitative research article. Select from the articles posted in Week 4 Module. **Assignment Criteria:** 1. Select a One Qualitative and One Quantitative research article provid…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## number2.docx

    **## number2.docx**

    For this assignment, students will critique both a quantitative and a qualitative research article. Select from the articles posted in Week 4 Module.

    **Assignment Criteria:**

    1. Select a One Qualitative and One Quantitative research article provided in the Week 4 Module.

    2. Critique the articles using the appropriate research grid for each

    3. Copy and paste each research critique grid found in Week 4 into a new Word document.

    4. Complete each section of the research both critique grids. The “Analysis” section of the research critique grids should be specific for both of the critiques.  Use bullet points for this section and support each yes/no analysis with comments. Include evidence of what makes the research study quantitative or qualitative in your analysis.

    5. The research critique grids should be added as an appendix to this paper.

    6. The scholarly paper should be in narrative format 3-4 pages, excluding the title, reference and appendix pages. Discussion should include the differences between qualitative and quantitive studies, why the respective method was chosen and the value and reliability of the study for nursing.

    7. Include an introductory paragraph, purpose statement, body (summary page) and a conclusion.

    8. Include level 1 and 2 headings to organize the paper.

    9. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify: I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used.

    10. Include the chosen articles in the reference page.

    11. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).

    12. Submit the assignment to Turnitin prior to the final submission, review the originality report, and make any needed changes.

    13. Submit by the posted due date.

    ![A screenshot of a cell phone AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/number-2-20966603)![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/number-2-20966603)

    Vinson, J. (2019). Be the change: Understanding quantitative, qualitative, & mixed methods in Holistic Nursing Research.
    _Beginnings_,
    _39_(5), 14–16.

    Yarcheski, A., & Mahon, N. E. (2013). Characteristics of quantitative nursing research from 1990 to 2010.
    _Journal of Nursing Scholarship_,
    _45_(4), 405–411. https://doi.org/10.1111/jnu.12038

    Ryan, F., Coughlan, M., & Cronin, P. (2007). Step-by-step guide to critiquing research. Part 2: Qualitative research.
    _British Journal of Nursing), 16_(12), 738-744. (
    **Historic but current and relevant).**
    **_Literature Review:_**

    Critiquing quantitative and qualitative research articles. (2020, January 1). SAGE Publications, Ltd. https://doi.org/10.4135/9781529725759

    **Quantitative articles**

    Da Silva, F. C., Souza, T. J. N., Borges, T. P., Kuba, G., & Turrini, R. N. T. (2025). Association between stress mindset, work‐related stress and burnout in nursing professionals: Empirical research quantitative.
    _Nursing Open_,
    _12_(7), 1–9. https://doi.org/10.1002/nop2.70268

    Dougal, R. L. (2020). RN Perceptions of medication administration and medication errors: Results from a quantitative nursing research study.
    _RN Idaho_,
    _43_(1), 7–9.

    Nadelson, S. G., & Nadelson, L. S. (2020). Curiosity and caring levels in undergraduate nursing education: A relational investigation toward understanding empathetic curiosity.
    _International Journal for Human Caring_,
    _24_(3), 202–212. https://doi.org/10.20467/HumanCaring-D-19-00059Jeon, J., & Choi, S. (2024).

    Mediating effect of stress response and grit on the relationship between stress and depression In nursing students: Emperical research quantitative.
    _Nursing Open_,
    _11_(11), 1–11. https://doi.org/10.1002/nop2.70096

    Yuliawan, D., Widyandana, D., & Nur Hidayah, R. (2020). Utilization of nursing education progressive web application (NEPWA) Media in an education and health promotion course using Gagne’s Model of Instructional Design on nursing students: Quantitative research and development study.
    _JMIR Nursing_,
    _3_(1), e19780. https://doi.org/10.2196/19780

    **Qualitative articles**

    O’ Regan-Hyde, M., Dalton-O Connor, C., Flynn, A., Murphy, A., McCarthy, V. J. C., & Liu, X. (2024). Nurses’ Experiences of the Caring Role during the COVID‐19 Pandemic: A Scoping Review of Qualitative Research.
    _Journal of Nursing Management_,
    _2024_, 1–24. https://doi.org/10.1155/2024/7147203

    Leah M. Jones Schneblin. (2024). Student Satisfaction as a Predictor of Progression and Retention in Undergraduate Nursing: A Qualitative Action Research Study. In
    _Online Submission_.

    Wynne, S., & Garrow, A. (2024). Exploring the motivations, expectations, and experience of graduate-entry nursing students: A qualitative research study.
    _Nurse Education Today_,
    _142_. https://doi.org/10.1016/j.nedt.2024.106342

    Thornton, E., Moseley, L., Noll, K., & Lambert, A. W. (2025). Recognizing grace in grief through reflection in nursing education: A qualitative research study.
    _Journal of Hospice & Palliative Nursing_,
    _27_(2), 81–86. https://doi.org/10.1097/NJH.0000000000001094

    Gong, J., Chen, M., & Li, Q. (2022). The sources of research self-efficacy in postgraduate nursing students: A qualitative study.
    _Healthcare (2227-9032)_,
    _10_(9), 1712. https://doi.org/10.3390/healthcare10091712

    ## image1.png

    ## image2.png

    **## number2.docx**

    For this assignment, students will critique both a quantitative and a qualitative research article. Select from the articles posted in Week 4 Module.

    **Assignment Criteria:**

    1. Select a One Qualitative and One Quantitative research article provided in the Week 4 Module.

    2. Critique the articles using the appropriate research grid for each

    3. Copy and paste each research critique grid found in Week 4 into a new Word document.

    4. Complete each section of the research both critique grids. The “Analysis” section of the research critique grids should be specific for both of the critiques.  Use bullet points for this section and support each yes/no analysis with comments. Include evidence of what makes the research study quantitative or qualitative in your analysis.

    5. The research critique grids should be added as an appendix to this paper.

    6. The scholarly paper should be in narrative format 3-4 pages, excluding the title, reference and appendix pages. Discussion should include the differences between qualitative and quantitive studies, why the respective method was chosen and the value and reliability of the study for nursing.

    7. Include an introductory paragraph, purpose statement, body (summary page) and a conclusion.

    8. Include level 1 and 2 headings to organize the paper.

    9. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify: I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used.

    10. Include the chosen articles in the reference page.

    11. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).

    12. Submit the assignment to Turnitin prior to the final submission, review the originality report, and make any needed changes.

    13. Submit by the posted due date.

    ![A screenshot of a cell phone AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/number-2-20966603)![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/number-2-20966603)

    Vinson, J. (2019). Be the change: Understanding quantitative, qualitative, & mixed methods in Holistic Nursing Research.
    _Beginnings_,
    _39_(5), 14–16.

    Yarcheski, A., & Mahon, N. E. (2013). Characteristics of quantitative nursing research from 1990 to 2010.
    _Journal of Nursing Scholarship_,
    _45_(4), 405–411. https://doi.org/10.1111/jnu.12038

    Ryan, F., Coughlan, M., & Cronin, P. (2007). Step-by-step guide to critiquing research. Part 2: Qualitative research.
    _British Journal of Nursing), 16_(12), 738-744. (
    **Historic but current and relevant).**
    **_Literature Review:_**

    Critiquing quantitative and qualitative research articles. (2020, January 1). SAGE Publications, Ltd. https://doi.org/10.4135/9781529725759

    **Quantitative articles**

    Da Silva, F. C., Souza, T. J. N., Borges, T. P., Kuba, G., & Turrini, R. N. T. (2025). Association between stress mindset, work‐related stress and burnout in nursing professionals: Empirical research quantitative.
    _Nursing Open_,
    _12_(7), 1–9. https://doi.org/10.1002/nop2.70268

    Dougal, R. L. (2020). RN Perceptions of medication administration and medication errors: Results from a quantitative nursing research study.
    _RN Idaho_,
    _43_(1), 7–9.

    Nadelson, S. G., & Nadelson, L. S. (2020). Curiosity and caring levels in undergraduate nursing education: A relational investigation toward understanding empathetic curiosity.
    _International Journal for Human Caring_,
    _24_(3), 202–212. https://doi.org/10.20467/HumanCaring-D-19-00059Jeon, J., & Choi, S. (2024).

    Mediating effect of stress response and grit on the relationship between stress and depression In nursing students: Emperical research quantitative.
    _Nursing Open_,
    _11_(11), 1–11. https://doi.org/10.1002/nop2.70096

    Yuliawan, D., Widyandana, D., & Nur Hidayah, R. (2020). Utilization of nursing education progressive web application (NEPWA) Media in an education and health promotion course using Gagne’s Model of Instructional Design on nursing students: Quantitative research and development study.
    _JMIR Nursing_,
    _3_(1), e19780. https://doi.org/10.2196/19780

    **Qualitative articles**

    O’ Regan-Hyde, M., Dalton-O Connor, C., Flynn, A., Murphy, A., McCarthy, V. J. C., & Liu, X. (2024). Nurses’ Experiences of the Caring Role during the COVID‐19 Pandemic: A Scoping Review of Qualitative Research.
    _Journal of Nursing Management_,
    _2024_, 1–24. https://doi.org/10.1155/2024/7147203

    Leah M. Jones Schneblin. (2024). Student Satisfaction as a Predictor of Progression and Retention in Undergraduate Nursing: A Qualitative Action Research Study. In
    _Online Submission_.

    Wynne, S., & Garrow, A. (2024). Exploring the motivations, expectations, and experience of graduate-entry nursing students: A qualitative research study.
    _Nurse Education Today_,
    _142_. https://doi.org/10.1016/j.nedt.2024.106342

    Thornton, E., Moseley, L., Noll, K., & Lambert, A. W. (2025). Recognizing grace in grief through reflection in nursing education: A qualitative research study.
    _Journal of Hospice & Palliative Nursing_,
    _27_(2), 81–86. https://doi.org/10.1097/NJH.0000000000001094

    Gong, J., Chen, M., & Li, Q. (2022). The sources of research self-efficacy in postgraduate nursing students: A qualitative study.
    _Healthcare (2227-9032)_,
    _10_(9), 1712. https://doi.org/10.3390/healthcare10091712

    ## image1.png

    ## image2.png

  • [Solved] Heart

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Heart.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Please see attachments any use of AI will result in automatic 0 **files (2)** – ## DiscussionAssignmentInstructions45.docx – ## edwardsdq1.docx **## DiscussionAssignmentInstructions45.docx** CJUS 740 **Discussion Assignment Instructions** The student will complete 5 Discussions in this course. Th…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    ## Please see attachments any use of AI will result in automatic 0

    **files (2)**

    – ## DiscussionAssignmentInstructions45.docx

    – ## edwardsdq1.docx

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Discussion.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] stage 2 setting the goals

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (4)** – ## Stage2-SettingGoalsandObjectives.docx – ## MentalHealthCrisisResponseTeamprogramthesisabstract.docx – ## Stage1-Analyzingtheproblem.docx – SettingGoalsandObjectives.pdf **## Stage2-SettingGoalsandObjectives.docx** This week you will create your goals and objectives, which set the …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (4)**

    – ## Stage2-SettingGoalsandObjectives.docx

    – ## MentalHealthCrisisResponseTeamprogramthesisabstract.docx

    – ## Stage1-Analyzingtheproblem.docx

    – SettingGoalsandObjectives.pdf

    **## Stage2-SettingGoalsandObjectives.docx**

    This week you will create your goals and objectives, which set the stage for the remainder of your program or policy development. Goals represent the broad-based statement of what you seek to achieve; objectives are very specific and measurable statements of your intended outcome. Objectives must include:

    · a time frame for measuring impact,

    · a target population,

    · a key result intended, and

    · a specific criterion or measure of impact.

    You should also indicate how you reached those four components of each objective.

    Chapter 2 of Welsh and Harris text provides good examples of goals and objectives you should follow. The goal should be simple and structured as one sentence. Once you write your goals, then brainstorm for a bit and say:

    "What needs to happen for me to accomplish this?"

    Write out what needs to happen, and then 'tweak' them to include the four elements of an objective.

    You should have fewer goals than objectives. One goal and multiple objectives is acceptable. If your program is multi-faceted, you will need to have at least one goal for each component of your program, and then objectives relating to each goal.

    Please note: When you begin to develop your program design in the next phase, you will refer to your goals and objectives for guidance on what your program must include to achieve your objectives. In the later stages of program implementation and program monitoring, you will refer to your goals and objectives to measure whether the program has been implemented properly and whether it has successfully addressed the criminal justice problem that you initially identified. This is why the development of your goals and objectives is a critical component of your program development. Be sure to refer to the steps in Stage 2 included in the Appendix of Welsh and Harris text on page 255.

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    **## MentalHealthCrisisResponseTeamprogramthesisabstract.docx**

    1

    5

    **Mental Health Crisis Response Team Program**

    **Thesis Statement**

    Police officers are often involved in mental health crisis response, even though they do not have specific training on how to respond to behavioral health crises. A Mental Health Crisis Response Team (MHCRT) program in which trained police officers are engaged to work with mental health practitioners can result in better outcomes of the crisis, fewer unwarranted arrests, and provide people with mental health crises with proper care.

    **Abstract**

    The rising issue in the criminal justice system is the rising number of mental health crises that are being dealt with by law enforcement officers, as these officers do not have the specialized training to respond efficiently. With mental illness, such people often find themselves in the criminal justice system when there is a behavioral health crisis and can become victims of unwarranted activity in arrest, use-of-force, or imprisonment, instead of the needed treatment. It is a policy that puts pressure on law enforcement bodies, prisons, and community resources without having to address the underlying mental health requirements of individuals in crisis. This inevitably leads to the need to have a well-designed policy response, which will enhance the management of emergency cases related to mental health.

    This paper suggests the introduction of the program of Mental Health Crisis Response Team (MHCRT) to the local law enforcement agencies. The program would have specially designed response teams, which would be the trained police officers and licensed mental health practitioners who would serve jointly. Such teams would undergo further training on crisis intervention, de-escalation techniques, and mental evaluation. The program would also forge links with the local hospitals, mental health clinics, and providers of community services to make sure that those in the crisis get immediate support and long-term treatment facilities.

    MHCRT is a criminal justice program in the sense that it creates a systematic operational framework in the law enforcement agencies to enhance the response to cases associated with mental health. The program encompasses the principles of planned change, namely identifying a particular systemic issue, introducing a systematic intervention, and measuring results in the area of fewer arrests, fewer incidences of use of force, and better access to mental health services. The program will help to attain safer relations between the police and community members, as well as enhance the efficiency and more humane crisis management by incorporating mental health expertise into the law enforcement responses.

    **## Stage1-Analyzingtheproblem.docx**

    1

    5

    **Analyzing The Problem**

    **Mental Health Crisis Response in the Criminal Justice System**

    Introduction and Thesis

    There is a growing role of criminal justice in addressing a mental health crisis, where police officers have no specific training to respond to an act of behavioral intervention. Therefore, when individuals are undergoing a mental health crisis, they are typically criminalized and not treated. The necessary reform must be implemented at the level of the whole system that reveals the main causes of these results, analyzing the previous intervention, including the collaboration of stakeholders. A Mental Health Crisis Response Team (MHCRT) model is a better, more humane, and evidence-based approach to better crisis outcomes and unnecessary arrests.

    **Setting the Problem and Change Requirement**.

    One of the primary problems in the criminal justice system is that the cases that require addressing by the police officers are increasing due to mental health-related cases. Instead, law enforcement has assumed the innate role of the first responder during an emergency involving someone with mental health issues, despite the officers being generally trained on the concept of community safety as opposed to clinical intervention (Welsh & Harris, 2016).

    Such a mismatch tends to have adverse consequences doing things like arresting people who are not supposed to be arrested, use of force, and putting people in jail who need medical or psychological assistance. The high rate of incarceration of mentally ill people is indicative of an institutional failure. In a situation where people in crisis are subjected to criminal justice systems rather than being treated, the root causes of the crises are not changed, and this will lead to the recurrence of such crises.

    The necessity of the change can be seen in the pressure on the law enforcement agencies, prisons, and communal resources. And unless it is reformed, the system will still give short-term control over long-term recovery, resulting in cycles of crisis and criminalization.

    **Additional reasons for the issue**

    The issue lies in a combination of several factors. It is partly because mental health services are hardly available and affordable in most communities. People facing a crisis normally do not get good intervention before situations deteriorate to emergency levels, where police are involved.

    Also, law enforcers are generally given little training on how to address mental health crises. In the absence of effective de-escalation and behavioral assessment equipment, the officers can perceive the signs of mental illness, like confusion, agitation, or noncompliance, as a criminal act or danger to the public.

    The fact that poverty, lack of homes, and substance use disorders are socioeconomic conditions further complicates the issue. Such circumstances raise the risk of a mental health crisis and contact with the police. Due to their relationship, focusing on one of the aspects, say policing, without considering the mental health infrastructure, is not effective.

    **History of Interventions**

    Traditionally, the criminal justice system has been based on punitive techniques to treat persons in crisis. Traditional policies on crime that were tough have a focus on arrest and incarceration, even in the case of mental illness (Welsh & Harris, 2016). Although they were aimed at keeping people safe, these strategies did not support the clinical requirements of the people, and they also added to the overcrowded prisons.

    Later reforms have tried to fill this gap. Crisis Intervention Team training and other initiatives have been implemented to enhance the response of the officers to mental health crises. Also, certain jurisdictions have established diversion programs as well as mental health courts that take people out of jails and direct them toward treatment.

    These interventions, although a step forward, in most cases are squandered. In the case of CIT training, officer awareness is enhanced, although mental health professionals are not well included in the response process. Consequently, there are still loopholes in the clinical support process in case of crisis.

    **Systems Analysis**

    A systems analysis shows that the problem is not limited to law enforcement, but it is a multi-faceted system, composed of various interrelated elements such as healthcare systems, community services, courts, and correctional institutions.

    Poor coordination between these entities usually leads to breakdowns. As an example, during one of the crises, people can be arrested because of the unavailability of mental health specialists at the location. Once they are in the system, they can progress in the court and jails without proper treatment and end up in the community having another crisis.

    This division reflects ineffectiveness in distributing the resources and communication. These gaps can be resolved through a more integrated approach, with the law enforcers working directly with mental health providers. The MHCRT model can be implemented into this system's framework as it establishes an interdisciplinary response that enhances immediate and long-term outcomes (Jr., 2019).

    **Stakeholders and Barrier to Change.**

    In this case, there are several stakeholders whose perspectives and interests vary. Law enforcement agencies have the responsibility for the safety of the people but might not have the resources or training to be able to handle mental health crises (Jr., 2019). Psychiatrists recommend interventions that are based on treatment but may have restricted funding and access.

    The other stakeholders are the policymakers, community organizations, individuals who are mentally ill, and their families. Sometimes, advocacy groups can advocate reform, or some political actors/ citizens may oppose reform because of safety or cost reasons.

    The impediments to rolling out such programs as MHCRT are financial constraints, institutional pressures, and logistical difficulties in organizing multiple agencies. Moreover, the reform can be supported by the lack of social acceptance of mental illness and its stigma. Nonetheless, despite these difficulties, the increased awareness of the concern and the evidence of the approaches to collaboration opens the prospects of meaningful change.

    **Conclusion**

    Analysis Stage 1 points to the necessity of the systemwide change in addressing mental health crises in the criminal justice system. The existing situation, under which law enforcement becomes the main responding organization without proper training and assistance, is ineffective and causes only negative results. Balancing the baseline issues, probing of the previous intervention, and analysis of inefficiencies throughout the system, one can realize that a more unified strategy is required. The Mental Health Crisis Response Team model is a different development in tackling these challenges, forcing a unified response that incorporates both the enforcement of law and mental health expertise.

    **References**

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
    [https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)

    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)

    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)

    **## Stage2-SettingGoalsandObjectives.docx**

    This week you will create your goals and objectives, which set the stage for the remainder of your program or policy development. Goals represent the broad-based statement of what you seek to achieve; objectives are very specific and measurable statements of your intended outcome. Objectives must include:

    · a time frame for measuring impact,

    · a target population,

    · a key result intended, and

    · a specific criterion or measure of impact.

    You should also indicate how you reached those four components of each objective.

    Chapter 2 of Welsh and Harris text provides good examples of goals and objectives you should follow. The goal should be simple and structured as one sentence. Once you write your goals, then brainstorm for a bit and say:

    "What needs to happen for me to accomplish this?"

    Write out what needs to happen, and then 'tweak' them to include the four elements of an objective.

    You should have fewer goals than objectives. One goal and multiple objectives is acceptable. If your program is multi-faceted, you will need to have at least one goal for each component of your program, and then objectives relating to each goal.

    Please note: When you begin to develop your program design in the next phase, you will refer to your goals and objectives for guidance on what your program must include to achieve your objectives. In the later stages of program implementation and program monitoring, you will refer to your goals and objectives to measure whether the program has been implemented properly and whether it has successfully addressed the criminal justice problem that you initially identified. This is why the development of your goals and objectives is a critical component of your program development. Be sure to refer to the steps in Stage 2 included in the Appendix of Welsh and Harris text on page 255.

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    **## MentalHealthCrisisResponseTeamprogramthesisabstract.docx**

    1

    5

    **Mental Health Crisis Response Team Program**

    **Thesis Statement**

    Police officers are often involved in mental health crisis response, even though they do not have specific training on how to respond to behavioral health crises. A Mental Health Crisis Response Team (MHCRT) program in which trained police officers are engaged to work with mental health practitioners can result in better outcomes of the crisis, fewer unwarranted arrests, and provide people with mental health crises with proper care.

    **Abstract**

    The rising issue in the criminal justice system is the rising number of mental health crises that are being dealt with by law enforcement officers, as these officers do not have the specialized training to respond efficiently. With mental illness, such people often find themselves in the criminal justice system when there is a behavioral health crisis and can become victims of unwarranted activity in arrest, use-of-force, or imprisonment, instead of the needed treatment. It is a policy that puts pressure on law enforcement bodies, prisons, and community resources without having to address the underlying mental health requirements of individuals in crisis. This inevitably leads to the need to have a well-designed policy response, which will enhance the management of emergency cases related to mental health.

    This paper suggests the introduction of the program of Mental Health Crisis Response Team (MHCRT) to the local law enforcement agencies. The program would have specially designed response teams, which would be the trained police officers and licensed mental health practitioners who would serve jointly. Such teams would undergo further training on crisis intervention, de-escalation techniques, and mental evaluation. The program would also forge links with the local hospitals, mental health clinics, and providers of community services to make sure that those in the crisis get immediate support and long-term treatment facilities.

    MHCRT is a criminal justice program in the sense that it creates a systematic operational framework in the law enforcement agencies to enhance the response to cases associated with mental health. The program encompasses the principles of planned change, namely identifying a particular systemic issue, introducing a systematic intervention, and measuring results in the area of fewer arrests, fewer incidences of use of force, and better access to mental health services. The program will help to attain safer relations between the police and community members, as well as enhance the efficiency and more humane crisis management by incorporating mental health expertise into the law enforcement responses.

    **## Stage1-Analyzingtheproblem.docx**

    1

    5

    **Analyzing The Problem**

    **Mental Health Crisis Response in the Criminal Justice System**

    Introduction and Thesis

    There is a growing role of criminal justice in addressing a mental health crisis, where police officers have no specific training to respond to an act of behavioral intervention. Therefore, when individuals are undergoing a mental health crisis, they are typically criminalized and not treated. The necessary reform must be implemented at the level of the whole system that reveals the main causes of these results, analyzing the previous intervention, including the collaboration of stakeholders. A Mental Health Crisis Response Team (MHCRT) model is a better, more humane, and evidence-based approach to better crisis outcomes and unnecessary arrests.

    **Setting the Problem and Change Requirement**.

    One of the primary problems in the criminal justice system is that the cases that require addressing by the police officers are increasing due to mental health-related cases. Instead, law enforcement has assumed the innate role of the first responder during an emergency involving someone with mental health issues, despite the officers being generally trained on the concept of community safety as opposed to clinical intervention (Welsh & Harris, 2016).

    Such a mismatch tends to have adverse consequences doing things like arresting people who are not supposed to be arrested, use of force, and putting people in jail who need medical or psychological assistance. The high rate of incarceration of mentally ill people is indicative of an institutional failure. In a situation where people in crisis are subjected to criminal justice systems rather than being treated, the root causes of the crises are not changed, and this will lead to the recurrence of such crises.

    The necessity of the change can be seen in the pressure on the law enforcement agencies, prisons, and communal resources. And unless it is reformed, the system will still give short-term control over long-term recovery, resulting in cycles of crisis and criminalization.

    **Additional reasons for the issue**

    The issue lies in a combination of several factors. It is partly because mental health services are hardly available and affordable in most communities. People facing a crisis normally do not get good intervention before situations deteriorate to emergency levels, where police are involved.

    Also, law enforcers are generally given little training on how to address mental health crises. In the absence of effective de-escalation and behavioral assessment equipment, the officers can perceive the signs of mental illness, like confusion, agitation, or noncompliance, as a criminal act or danger to the public.

    The fact that poverty, lack of homes, and substance use disorders are socioeconomic conditions further complicates the issue. Such circumstances raise the risk of a mental health crisis and contact with the police. Due to their relationship, focusing on one of the aspects, say policing, without considering the mental health infrastructure, is not effective.

    **History of Interventions**

    Traditionally, the criminal justice system has been based on punitive techniques to treat persons in crisis. Traditional policies on crime that were tough have a focus on arrest and incarceration, even in the case of mental illness (Welsh & Harris, 2016). Although they were aimed at keeping people safe, these strategies did not support the clinical requirements of the people, and they also added to the overcrowded prisons.

    Later reforms have tried to fill this gap. Crisis Intervention Team training and other initiatives have been implemented to enhance the response of the officers to mental health crises. Also, certain jurisdictions have established diversion programs as well as mental health courts that take people out of jails and direct them toward treatment.

    These interventions, although a step forward, in most cases are squandered. In the case of CIT training, officer awareness is enhanced, although mental health professionals are not well included in the response process. Consequently, there are still loopholes in the clinical support process in case of crisis.

    **Systems Analysis**

    A systems analysis shows that the problem is not limited to law enforcement, but it is a multi-faceted system, composed of various interrelated elements such as healthcare systems, community services, courts, and correctional institutions.

    Poor coordination between these entities usually leads to breakdowns. As an example, during one of the crises, people can be arrested because of the unavailability of mental health specialists at the location. Once they are in the system, they can progress in the court and jails without proper treatment and end up in the community having another crisis.

    This division reflects ineffectiveness in distributing the resources and communication. These gaps can be resolved through a more integrated approach, with the law enforcers working directly with mental health providers. The MHCRT model can be implemented into this system's framework as it establishes an interdisciplinary response that enhances immediate and long-term outcomes (Jr., 2019).

    **Stakeholders and Barrier to Change.**

    In this case, there are several stakeholders whose perspectives and interests vary. Law enforcement agencies have the responsibility for the safety of the people but might not have the resources or training to be able to handle mental health crises (Jr., 2019). Psychiatrists recommend interventions that are based on treatment but may have restricted funding and access.

    The other stakeholders are the policymakers, community organizations, individuals who are mentally ill, and their families. Sometimes, advocacy groups can advocate reform, or some political actors/ citizens may oppose reform because of safety or cost reasons.

    The impediments to rolling out such programs as MHCRT are financial constraints, institutional pressures, and logistical difficulties in organizing multiple agencies. Moreover, the reform can be supported by the lack of social acceptance of mental illness and its stigma. Nonetheless, despite these difficulties, the increased awareness of the concern and the evidence of the approaches to collaboration opens the prospects of meaningful change.

    **Conclusion**

    Analysis Stage 1 points to the necessity of the systemwide change in addressing mental health crises in the criminal justice system. The existing situation, under which law enforcement becomes the main responding organization without proper training and assistance, is ineffective and causes only negative results. Balancing the baseline issues, probing of the previous intervention, and analysis of inefficiencies throughout the system, one can realize that a more unified strategy is required. The Mental Health Crisis Response Team model is a different development in tackling these challenges, forcing a unified response that incorporates both the enforcement of law and mental health expertise.

    **References**

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
    [https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)

    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)

    **## Stage2-SettingGoalsandObjectives.docx**

    This week you will create your goals and objectives, which set the stage for the remainder of your program or policy development. Goals represent the broad-based statement of what you seek to achieve; objectives are very specific and measurable statements of your intended outcome. Objectives must include:

    · a time frame for measuring impact,

    · a target population,

    · a key result intended, and

    · a specific criterion or measure of impact.

    You should also indicate how you reached those four components of each objective.

    Chapter 2 of Welsh and Harris text provides good examples of goals and objectives you should follow. The goal should be simple and structured as one sentence. Once you write your goals, then brainstorm for a bit and say:

    "What needs to happen for me to accomplish this?"

    Write out what needs to happen, and then 'tweak' them to include the four elements of an objective.

    You should have fewer goals than objectives. One goal and multiple objectives is acceptable. If your program is multi-faceted, you will need to have at least one goal for each component of your program, and then objectives relating to each goal.

    Please note: When you begin to develop your program design in the next phase, you will refer to your goals and objectives for guidance on what your program must include to achieve your objectives. In the later stages of program implementation and program monitoring, you will refer to your goals and objectives to measure whether the program has been implemented properly and whether it has successfully addressed the criminal justice problem that you initially identified. This is why the development of your goals and objectives is a critical component of your program development. Be sure to refer to the steps in Stage 2 included in the Appendix of Welsh and Harris text on page 255.

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    **## MentalHealthCrisisResponseTeamprogramthesisabstract.docx**

    1

    5

    **Mental Health Crisis Response Team Program**

    **Thesis Statement**

    Police officers are often involved in mental health crisis response, even though they do not have specific training on how to respond to behavioral health crises. A Mental Health Crisis Response Team (MHCRT) program in which trained police officers are engaged to work with mental health practitioners can result in better outcomes of the crisis, fewer unwarranted arrests, and provide people with mental health crises with proper care.

    **Abstract**

    The rising issue in the criminal justice system is the rising number of mental health crises that are being dealt with by law enforcement officers, as these officers do not have the specialized training to respond efficiently. With mental illness, such people often find themselves in the criminal justice system when there is a behavioral health crisis and can become victims of unwarranted activity in arrest, use-of-force, or imprisonment, instead of the needed treatment. It is a policy that puts pressure on law enforcement bodies, prisons, and community resources without having to address the underlying mental health requirements of individuals in crisis. This inevitably leads to the need to have a well-designed policy response, which will enhance the management of emergency cases related to mental health.

    This paper suggests the introduction of the program of Mental Health Crisis Response Team (MHCRT) to the local law enforcement agencies. The program would have specially designed response teams, which would be the trained police officers and licensed mental health practitioners who would serve jointly. Such teams would undergo further training on crisis intervention, de-escalation techniques, and mental evaluation. The program would also forge links with the local hospitals, mental health clinics, and providers of community services to make sure that those in the crisis get immediate support and long-term treatment facilities.

    MHCRT is a criminal justice program in the sense that it creates a systematic operational framework in the law enforcement agencies to enhance the response to cases associated with mental health. The program encompasses the principles of planned change, namely identifying a particular systemic issue, introducing a systematic intervention, and measuring results in the area of fewer arrests, fewer incidences of use of force, and better access to mental health services. The program will help to attain safer relations between the police and community members, as well as enhance the efficiency and more humane crisis management by incorporating mental health expertise into the law enforcement responses.

    **## Stage1-Analyzingtheproblem.docx**

    1

    5

    **Analyzing The Problem**

    **Mental Health Crisis Response in the Criminal Justice System**

    Introduction and Thesis

    There is a growing role of criminal justice in addressing a mental health crisis, where police officers have no specific training to respond to an act of behavioral intervention. Therefore, when individuals are undergoing a mental health crisis, they are typically criminalized and not treated. The necessary reform must be implemented at the level of the whole system that reveals the main causes of these results, analyzing the previous intervention, including the collaboration of stakeholders. A Mental Health Crisis Response Team (MHCRT) model is a better, more humane, and evidence-based approach to better crisis outcomes and unnecessary arrests.

    **Setting the Problem and Change Requirement**.

    One of the primary problems in the criminal justice system is that the cases that require addressing by the police officers are increasing due to mental health-related cases. Instead, law enforcement has assumed the innate role of the first responder during an emergency involving someone with mental health issues, despite the officers being generally trained on the concept of community safety as opposed to clinical intervention (Welsh & Harris, 2016).

    Such a mismatch tends to have adverse consequences doing things like arresting people who are not supposed to be arrested, use of force, and putting people in jail who need medical or psychological assistance. The high rate of incarceration of mentally ill people is indicative of an institutional failure. In a situation where people in crisis are subjected to criminal justice systems rather than being treated, the root causes of the crises are not changed, and this will lead to the recurrence of such crises.

    The necessity of the change can be seen in the pressure on the law enforcement agencies, prisons, and communal resources. And unless it is reformed, the system will still give short-term control over long-term recovery, resulting in cycles of crisis and criminalization.

    **Additional reasons for the issue**

    The issue lies in a combination of several factors. It is partly because mental health services are hardly available and affordable in most communities. People facing a crisis normally do not get good intervention before situations deteriorate to emergency levels, where police are involved.

    Also, law enforcers are generally given little training on how to address mental health crises. In the absence of effective de-escalation and behavioral assessment equipment, the officers can perceive the signs of mental illness, like confusion, agitation, or noncompliance, as a criminal act or danger to the public.

    The fact that poverty, lack of homes, and substance use disorders are socioeconomic conditions further complicates the issue. Such circumstances raise the risk of a mental health crisis and contact with the police. Due to their relationship, focusing on one of the aspects, say policing, without considering the mental health infrastructure, is not effective.

    **History of Interventions**

    Traditionally, the criminal justice system has been based on punitive techniques to treat persons in crisis. Traditional policies on crime that were tough have a focus on arrest and incarceration, even in the case of mental illness (Welsh & Harris, 2016). Although they were aimed at keeping people safe, these strategies did not support the clinical requirements of the people, and they also added to the overcrowded prisons.

    Later reforms have tried to fill this gap. Crisis Intervention Team training and other initiatives have been implemented to enhance the response of the officers to mental health crises. Also, certain jurisdictions have established diversion programs as well as mental health courts that take people out of jails and direct them toward treatment.

    These interventions, although a step forward, in most cases are squandered. In the case of CIT training, officer awareness is enhanced, although mental health professionals are not well included in the response process. Consequently, there are still loopholes in the clinical support process in case of crisis.

    **Systems Analysis**

    A systems analysis shows that the problem is not limited to law enforcement, but it is a multi-faceted system, composed of various interrelated elements such as healthcare systems, community services, courts, and correctional institutions.

    Poor coordination between these entities usually leads to breakdowns. As an example, during one of the crises, people can be arrested because of the unavailability of mental health specialists at the location. Once they are in the system, they can progress in the court and jails without proper treatment and end up in the community having another crisis.

    This division reflects ineffectiveness in distributing the resources and communication. These gaps can be resolved through a more integrated approach, with the law enforcers working directly with mental health providers. The MHCRT model can be implemented into this system's framework as it establishes an interdisciplinary response that enhances immediate and long-term outcomes (Jr., 2019).

    **Stakeholders and Barrier to Change.**

    In this case, there are several stakeholders whose perspectives and interests vary. Law enforcement agencies have the responsibility for the safety of the people but might not have the resources or training to be able to handle mental health crises (Jr., 2019). Psychiatrists recommend interventions that are based on treatment but may have restricted funding and access.

    The other stakeholders are the policymakers, community organizations, individuals who are mentally ill, and their families. Sometimes, advocacy groups can advocate reform, or some political actors/ citizens may oppose reform because of safety or cost reasons.

    The impediments to rolling out such programs as MHCRT are financial constraints, institutional pressures, and logistical difficulties in organizing multiple agencies. Moreover, the reform can be supported by the lack of social acceptance of mental illness and its stigma. Nonetheless, despite these difficulties, the increased awareness of the concern and the evidence of the approaches to collaboration opens the prospects of meaningful change.

    **Conclusion**

    Analysis Stage 1 points to the necessity of the systemwide change in addressing mental health crises in the criminal justice system. The existing situation, under which law enforcement becomes the main responding organization without proper training and assistance, is ineffective and causes only negative results. Balancing the baseline issues, probing of the previous intervention, and analysis of inefficiencies throughout the system, one can realize that a more unified strategy is required. The Mental Health Crisis Response Team model is a different development in tackling these challenges, forcing a unified response that incorporates both the enforcement of law and mental health expertise.

    **References**

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
    [https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)

    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)