Golden Oaks is located on the grounds of Marion General Hospital, owned and operated by the hospital board of directors.

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Golden Oaks is located on the grounds of Marion General Hospital, owned and operated by the hospital board of directors.

A nursing assistant wheels Margie Whitson back to her room at Golden Oaks Rehabilitation Center and helps her back into bed. Golden Oaks is located on the grounds of Marion General Hospital, owned and operated by the hospital board of directors.

It has been a very difficult day. Margie takes a deep sigh as she leans back into bed and says, “I’ll get into night clothes in a few minutes if that’s alright. I’d just like to sit here and think for a little while.” The nursing assistant nods in agreement

Margie has just attended the funeral of her son William, who died this week after several years of poor life quality in the same nursing facility. William’s first stroke happened 3 years prior; two more strokes followed, and he lingered in poor health at the center over the intervening time. Margie is now 95 years of age, and William was 73 when he passed this week.

The last 5 years have simply been devastating for Margie. First her husband Earl passed on at the age of 88. They had been married for 68 years, most of them wonderful and successful years together, until the medical problems began. They had one other son, Jacob, who died in a motor vehicle accident in his 30s.

As Margie sits in the quiet of her nursing home room, she faces the reality that she is utterly and completely alone in the world. She and Earl had hoped for grandchildren, but that never happened, and Margie’s family is simply all gone now. Margie’s own health is poor. A hip fracture 10 years ago slowed her down significantly, and a heart attack 2 years ago nearly took her life. But she survived due to good emergency medical care and quick placement of an electronic pacemaker. Margie’s heart rhythm is now 100% paced, meaning that her heart will not function effectively without the pacemaker; she is completely dependent on the pacemaker for her survival.

Margie is a woman of great personal faith, raised that way, and she raised her sons that way. She believes strongly that Earl, William, and Jacob are waiting for her in heaven. And as she sits alone in her nursing home room, the realization comes to her—the only thing keeping her from joining her family in heaven is this pacemaker. And the pacemaker is nothing more than an electrical device. It was turned on to save her life 2 years ago, and now it can be turned off. She should have the right to turn it off! Margie presses the nurse call button and says, “I need to see that lady who’s in charge of this place, and right now please.”

When Nursing Home Administrator Cindy Mackin enters the room and listens to Margie, she can hardly believe what she is hearing. “I’m telling you I just want you to turn it off. I’ve had enough; there is nothing left for me here on earth and I just need to go now and be with my family.” Cindy responds, “Now, Margie, you’ve had a terrible time lately, and naturally you are grieving the loss of your son right now. Things will look better tomorrow.” But Margie does not think so. She says, “Call Dr. Vijay for me; he turned this thing on, and he can turn it off. I insist.”

Cindy realizes that Margie does have a right to discuss this or any other matter with her doctor, and she arranges a visit for the following week. At the cardiology clinic, Margie is increasingly insistent about her demand to deactivate the pacemaker. Dr. Vijay comments, “Margie, I’ve practiced cardiology for nearly 20 years now, and frankly I have never had this request. The pacemaker is keeping you alive, and that is of course what we do in medicine—we save lives. I do not feel that I can ethically deactivate your pacemaker. I know that you have had some very difficult experiences lately, and perhaps you will feel differently with a little time passing.”

 

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research-based evidence that are relevant to a significant clinical nursing issue that is important to you.

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research-based evidence that are relevant to a significant clinical nursing issue that is important to you.

Order Description

locate and document research databases that relate to a significant clinical nursing issue of your choice. The research databases may be labeled as such, or may be collections of research studies and reports. You are not looking for research or articles, you are looking for new databases.

research-based evidence that are relevant to a significant clinical nursing issue that is important to you.

 

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What do you believe was the intent of the researcher who designed the survey?

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What do you believe was the intent of the researcher who designed the survey?

Access the following information. You may read the PDF online or download it.

American Nurses Association. (2014). Fast facts: The nursing workforce 2014: Growth, salaries, education, demographics & trends. Retrieved fromhttp://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/Fast-Facts-2014-Nursing-Workforce.pdf

Review these facts and describe what the results say about this sample of the nursing workforce. What do you believe was the intent of the researcher who designed the survey?

 

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how you would create a survey to assess patient satisfaction with the services your organization provides

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Data collection is an important part of both quantitative and qualitative research. Although the actual approach to gathering information may vary, for either research design, researchers need to plan

Data collection is an important part of both quantitative and qualitative research. Although the actual approach to gathering information may vary, for either research design, researchers need to plan in advance how the data will be gathered, reported, and stored, and they need to ensure that their methods are both reliable and valid. As nurses review research when considering a new evidence-based practice, it is important to be familiar with sound collection practices in order to ascertain the credibility of the data presented.

Consider the following scenario:

Nurses and other health care professionals are often interested in assessing patient satisfaction with health care services. Imagine that you are a nurse working in a suburban primary care setting that serves 10,000 patients annually. Your organization is very interested in understanding the patient’s point of view to help determine areas of care that can be improved. With this focus in mind, consider how you would create a survey to assess patient satisfaction with the services your organization provides. You may wish to consider variables such as the ease of accessing care, patient wait time, friendliness of the staff, or the likelihood that a patient would recommend your organization to others.

For this Discussion, you generate questions and an overall plan for data collection that would be appropriate for a patient satisfaction survey in relation to the above scenario.

To prepare:

· Consider the guidelines for generating questions presented in this week’s Learning Resources.

· Review the scenario and formulate at least five questions that you could use to evaluate patient satisfaction.

· Reflect on the different methods or instruments that can be used for gathering data described in Chapter 13 and Chapter 23 of the course text.

· Which methods or instruments would work well for the scenario? Determine an appropriate sample size for the scenario.

Post the questions that you created for gathering information about patient satisfaction based on the above scenario. Explain which method or instrument you would use to gather data. Describe the sample size appropriate for the population and how you would select participants. Provide a rationale for your choices, and explain how you can ensure high standard of reliability and validity.

 
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Course Project: Part 1–Identifying a Researchable Problem

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Introduction to Course Project

Course Project Overview

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the course project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review this document, which contains information about all three parts of the Course Project.

Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.

Course Project: Part 1–Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question. —Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase the likelihood of obtaining meaningful results.

In this first component of the course project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the weekly Learning Resources to design your questions.

To prepare:

  • Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for Week 2. Focus on the PICOT model for guiding the development of research questions.
  • Review the section beginning on page of the course text, 75 titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
  • Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
  • Generate at least 5 questions that relate to the issue that you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
  • Formulate a preliminary PICOT question—one that is answerable—based on your analysis. What are the PICOT variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
  • Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:

Write a 3- to 4-page paper that includes the following:

  • A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
  • The 5 questions that you have generated, and a description of how you analyzed them for feasibility
  • Your preliminary PICOT question and a description of each PICOT variable relevant to your question
  • At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

Part 1 of the Course Project is due by Day 7 of Week 2. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.

Reference: Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review the Course Project Overview document located in this week’s Learning Resources.

Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.

Course Project: Part 1—Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.

—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

    • Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
    • Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
    • Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
    • Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
    • Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

  • Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:

Write a 3- to 4-page paper that includes the following:

  • A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
  • The 5 questions you have generated and a description of how you analyzed them for feasibility
  • Your preliminary PICOT question and a description of each PICOT variable relevant to your question
  • At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

By Day 7

Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.

Reference:

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 
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consider how the work of each individual has built upon the work of earlier pioneers in the informatics field.

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You will focus on the following individuals:

  • Joan Ash
  • Nancy Lorenzi
  • Ben Shneiderman
  • Diane Forsythe
  • Chuck Friedman
  • Sue Bakken
  • Patty Brennan
  • Diane Skiba
  • Danny Sands
  • Lucian Leape

To prepare:

  • Select and read at least one article from this week’s Learning Resources for at least five individuals listed above.
  • Consider how the work of each individual has built upon the work of earlier pioneers in the informatics field.
  • Assess the areas of growth in informatics research from the informatics pioneers you researched last week to the individuals you read about this week, and the ways in which health informatics has continued to evolve.
  • Select one individual from this week you found to be of particular interest, and read at least one additional article written by him or her from the list provided in the Learning Resources.
  • Conduct further research to determine recent contributions or additions to the individual’s research.

THEN

Post a brief summary of key contributions of the individual you selected. Explain which ideas/accomplishments you found to be most compelling, and why. Assess the evolution of the field of nursing informatics from the first group of pioneers (Week 1 Discussion) to the second generation of HIT nurse informaticists. Provide specific examples of how this evolution is evident in the field.
Helpful resources:
Ash, J. S., Berg, M., & Coiera, E. (2004). Some unintended consequences of information technology in health care: The nature of patient care information system-related errors. Journal of the American Medical Informatics Association, 11(2), 104–112.
Ash, J. S., Sittig, D. F., Poon, E. G., Guappone, K., Campbell, E., & Dykstra, R. H. (2007). The extent and importance of unintended consequences related to computerized provider order entry. Journal of the American Medical Informatics Association, 14(4), 415–423.

Ash, J. (1997). Organizational factors that influence information technology diffusion in academic health sciences centers. Journal of the American Medical Informatics Association, 4(2), 102–111.

 
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Review several of your colleagues’ posts and respond to at least two of your peers

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Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.
Task III
Literature Review II
For the course project task this week, thoroughly review the sources you selected in M2: Assignment 3, with in-depth reading, note taking, and information synthesis.
While the bulk of your time for this assignment will be spent evaluating the literature you’ve chosen, you will also compose brief descriptions of the relevance of each source and its application to your project. You are to submit an annotated bibliography, referencing all of your sources.
For each of the chosen sources, write a two- to three-paragraph annotation and description. Present it in Microsoft Word document format. Name the file SP6005_M3_A2_lastname_firstinitial.doc. By the due date assigned, submit it to the Submissions Area.
All written assignments and responses should follow APA rules for attributing sources.
2 Grading Criteria
Maximum Points
Evaluated your chosen literature.
1
Provided annotated bibliography of each chosen literature source
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation

Total:

 
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Health Care Agency

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PICOT Statement Paper

Week 3

Assignment for week 3

Question : Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

1. Evidence-Based Solution

2. Nursing Intervention

3. Patient Care

4. Health Care Agency

5. Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

RUBRIC

PICOT Statement Paper

RUBRIC FOR ASSIGMENT WK 3

  1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00%
80.0 %Content  
30.0 %Identification of Clinical Problem/Issue Clinical problem/issue is not identified, and resolution is not addressed. Clinical problem/issue is identified with little discussion of resolution or patient outcome. Clinical problem/issue is identified but not supported with clinical observations or evidence. The identified problem/issue can be resolved, or a patient outcome shows minimal improvement. Clinical problem/issue is identified based on clinical observation experience or evidence in literature. Articles are cited to support the need for change in nursing practice. The identified problem/issue can be resolved, or a patient outcome can be improved using nursing interventions. Clinical problem/issue is identified based on key concepts that define evidence-based practice or clinical experience. Articles are cited to support the need for change in nursing practice. The identified problem/issue can be resolved, or a patient outcome can show a marked improvement through a nursing intervention.
30.0 %Clinical Problem/Issue, Including Description, Evidence-Based Solution, Nursing Intervention, Patient Care, Health Care Agency, and Nursing Practice Clinical problem/issue is not described with clarity and the corresponding elements are not included. Clinical problem/issue description includes a basic understanding of the problem/issue and setting, with few of the following elements explained: evidence-based solution, nursing intervention, patient care, health care agency, and nursing practice. Clinical problem/issue description includes a basic understanding of the problem/issue, the setting, and the patient population. The following elements are explained: evidence-based solution, nursing intervention, patient care, health care agency, and nursing practice. Minimal rationale is provided to support the resolution of the clinical problem/issue. Clinical problem/issue description includes a thorough understanding of the problem/issue, the setting, the patient population, and why it is a problem/issue. The following elements are explained in detail: evidence-based solution, nursing intervention, and patient care consistent with specific health care agency and nursing practice. Sound rationale is provided supporting the clinical problem/issue resolution. Clinical problem/issue description includes a developed and thorough explanation of the problem/issue, the setting, the patient population, and the rationale for why it is a problem/issue. The identified clinical problem/issue explains the following elements with detail and clarity: evidence-based solution, nursing intervention, and improved patient care consistent with specific health care agency resulting in nursing practice change. Sound rationale is provided in the discussion of the clinical problem/issue resolution.
10.0 %PICOT Statement Focused on Resolution, Improvement, Application, and Intervention PICOT statement does not focus on resolution of a problem/issue, improvement of patient care or application of a nursing intervention. PICOT statement discusses a clinical problem/issue without a focus on improvement or intervention. PICOT statement focuses on the resolution of a clinical problem/issue that improves patient care through the application of a nursing intervention. PICOT statement focuses on the resolution of a clinical problem/issue, with discussion of improving patient care through the application of an evidenced-based nursing intervention. PICOT statement clearly focuses on the resolution of a clinical problem/issue and aims at improving patient care through the application of an evidenced-based nursing intervention.
10.0 %PICOT Statement Including Population, Intervention, Comparison, Outcomes, and Time Population, Intervention, Comparison, Outcomes, and Time are not included. Population, Intervention, Comparison, Outcomes, and Time are present, but lack detail or are incomplete. Population, Intervention, Comparison, Outcomes, and Time are present. Population, Intervention, Comparison, Outcomes, and Time are clearly provided and well developed. Population, Intervention, Comparison, Outcomes, and Time are comprehensive and thoroughly developed with supporting details.
15.0 %Organization and Effectiveness  
5.0 %Presentation Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
5.0 %Format  
2.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
5.0 %Format  
3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage  

 
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Analyze how ethical issues might affect the implementation of MBTI personality assessment in the setting native to your chosen figure or character.  

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DUE 7/2/18
Personality Analysis Prior to beginning work on this assignment, review Chapter 3 in your textbook and the HumanMetrics Jung Typology Test website, and read the Choca (1999), Paris (2005), and Westen (1998) articles.
For this assignment, choose a historically important figure or a character from a movie, novel, or TV show, then address the following in your paper:

  • Examine your figure or character from the perspective of Jung’s theoretical approach to personality and describe your chosen figure or character based on the dichotomous facets of personality as defined by Jung.
  • Evaluate the current Myers-Briggs Type Indicator (MBTI) personality instrument, which is based on Jung’s theories, and provide your impression of your chosen figure or character through the major facets of the MBTI.
  • Analyze how ethical issues might affect the implementation of MBTI personality assessment in the setting native to your chosen figure or character.
  • Assess the MBTI and its use to provide results on your chosen figure or character and describe the efficacy and reliability of this assessment as it relates to your chosen person.
  • Summarize and present your opinion about how well this theory describes the person in question. Provide research to support your claims.

The Personality Analysis

  • Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must address the topic of the paper with critical thought.
  • Must use at least three peer-reviewed sources, including a minimum of three from the Ashford University Library.  These may include the required articles for the assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Due 7/16/18
Discipline-Based Literature Review
For this discipline-based literature review, you will research peer-reviewed articles that were published within the last 10 years in the Ashford University Library on the following major perspectives of personality.

 
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Explain the decision in the case with implications, present and future, for the practice of forensic psychology.

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Explain the decision in the case with implications, present and future, for the practice of forensic psychology.
Landmark Case Presentation

In this module, present your research findings on the landmark cases related to competency to stand trial (CST), criminal responsibility, the right to receive mental health treatment, the right to refuse psychiatric treatment, coercion to mental health treatment, and civil commitment and treatment of sex offenders.

Tasks:

Create a case report for each selected case, including the following headings:

Title and Citation: Provide the title of the case and in which court the case is involved.
Type of Action: Describe the type of the case.
Facts of the Case: Describe the key facts in the case with roles and responsibilities of forensic psychology professionals.
Contentions of the Parties: Explain the relevant points in the contentions of the parties.
Issue: Describe the issue from the viewpoint of the psycholegal question at hand.
Decision: Explain the decision in the case with implications, present and future, for the practice of forensic psychology.
Reasoning: Explain the reasoning provided by the trial judges or justices to arrive at the decision and dissenting opinions, if any.
Rule of Law: Describe the rule of law with regard to the practice of forensic psychology.
Click here for a sample case report, which you can also use as a template to write your individual case report.

Write the case reports in not more than a 6-page Microsoft Word document.

All written assignments and responses should follow APA rules for attributing sources.

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