Assignment: Using the Prospectus Template and Checklist
You will be writing your Prospectus by filling in the Prospectus Template. The first page of the template is the title page.
Additionally, each section of the Prospectus must contain specific material. A checklist is available to assure that each element is completed.
This week you will begin drafting your Prospectus. You will fill out the title page using the Prospectus template, write the first draft of your Background section, and fill out the checklist.
Note that this starts a cumulative process. Each week you will draft a new section of the Prospectus, adding it to the template from the previous week, and completing the associated section of the checklist.
To Prepare:
Review Section 2.01 of the APA Publication Manual, familiarizing yourself with the APA guidelines for paper titles.
Download the Prospectus Template from this week’s Learning Resources.
The Assignment
This is your first use of the Prospectus Template and you will be revising this document throughout different iterations of this course. To begin, create an MS Word document with title page for your study. Give your study a title, using the APA guidelines to inform your title creation.
You will continue to add text to and revise this template as the term progresses. This means that your title too, may go through various iterations as you refine your research, so change your title as needed throughout the course.
According to your Dissertation Prospectus Guide, the function of the Background section of the Prospectus is to:
“Provide a) the key words or phrases that you searched, and the databases used; and b) a representative list of scholarship and findings or annotated bibliography that support and clarify the main assertions in the problem statement, highlighting their relationship to the topic, for example, “this variable was studied with a similar sample by Smith (2013) and Johnson (2014)” or “Jones’s (2012) examination of industry leaders showed similar trends in the same key segments.”
Some of these resources may have already been mentioned in the first sections of the Prospectus and can be included here, also. Provide 5 to 10 peer-reviewed articles most of which should have been published within the last five years and/or represent current information on the topic.”
As noted in the Student Guide to Alignment, located in the weekly Learning Resources,
as demonstrated in the sample prospectus contained within the Walden Dissertation Prospectus Guide, this can simply be a list of peer-reviewed articles that substantially relate to the social problem, research problem, constructs, variables, themes, theories, and so on. For each one, describe the essence of the article that relates to or guides your research.
Note: You will notice in this week and all future weeks in this course, that the instructions from the Prospectus Guide and the Alignment Guide are often repeated. This is provided as a convenience, but it is expected that you are reading and using the complete documents in the development of your Prospectus.
Using at least six of your references, create a first draft of your Background section. Also, complete the associated sections of the checklist.
You should revise this section regularly as needed but will be asked to work on this again in Week 9 after you have reviewed more articles in depth. Keep in mind that your chair may recommend you seek out additional library support, if he or she believes you may benefit from this. Remember, it is the chair’s job to consider what resources would best serve you, the student.
References Walden University. (2018). Office of Student Research Administration: PhD Dissertation Program. Center for Research Quality. Retrieved from…
Redo the assignment speak more about stroke and the psychosocial stressors. This is to help with my dissersation topic. All info is attached.
Nursing interventions needed for improving the quality of life of African American stroke patients
Rosalyn Moore
Premise: Nursing interventions needed for improving the quality of life of African American stroke patients
Problem statement
Stroke is one of the leading global courses of death and permanent disabilities. Stroke is estimated to cause the death of over 6 million people annually while leaving the rest to survive on therapy and a painful recovery process that requires care, understanding, and a lot of empathy for caregivers (Jamieson, Brady, & Peacock, 2010). The burden of stroke causes financial, social, and emotional constraints to families, individuals, and public healthcare as a whole. It has been observed that around 3% of the total worldwide expenditure was used upon stroke patients. For developing countries, 4% of the healthcare costs were used on stroke patients (Jamieson, Brady, & Peacock, 2010). Stroke has been seen as a condition among all categories of people, be it the young, the old, black, and white. It does not choose color or age (Jamieson, Brady, & Peacock, 2010). Nurses are the practitioners who work closely with stroke patients; for this reason, they play a significant role in stroke management. They are uniquely placed on recognizing early signs of stroke and giving a solution. Stroke management involves the nurse’s planning and setting of goals that help the patients to recover from the disease quickly through avoiding complications and errors. Therefore, having quality nursing interventions will enhance the lives of many, including the elderly. The purpose of this paper is to describe the nursing interventions needed for improving the quality of life of stroke patients (Jamieson, Brady, & Peacock, 2010). The research question was: What nursing interventions are needed to improve the quality of life in stroke patients?
Approach to the study
The research involved interviews with professionals from Harvard Medical School. The interview involved open-ended questions that helped to gather all the information required through self-elaboration. The discussion was based on pre-arranged appointments that were conducted in private rooms (Creswell & Creswell, 2017). A conversation analysis involved inductive coding was applied to examine the transcribed interview data. Analyzing the data included the comparative method in steps as follows. First, reading and listening and getting of the general picture after which the words were read and their meanings extracted. Then the units with similar coding were condensed and coded, after which the codes were abstracted and grouped based on common characteristics and their sub-categories. Finally, the main categories were extracted by combining their similarities and association (Creswell & Creswell, 2017). The use of credibility and dependability built trustworthiness during the interviews. The peer debriefing method was applied to ensure data credibility while the research participant checked the data findings to ensure the reliability of the data. All the ethical considerations were followed including informed consent, anonymity, the confidentiality of data, participants’ rights to withdraw from the study and to obtain permission from the relevant university and research environment
The findings of this research involved several themes that were narrowed down to four main themes (Creswell & Creswell, 2017). The ideas for nurses’ interventions include: assessing the stroke risk factors, having a patient plan and center care, determining early signs of stroke and complications in the patient, and lastly, collaborating with the patient’s family to build the patient emotionally. Ethical considerations were made to ensure that the thesis gives the facts while at the same time acknowledging its limitations (Creswell & Creswell, 2017). Findings from this thesis can be used by nurses handling the patients with stroke. They can also be used as a foundation for further research on the same. Other researchers can also use the findings to build a study of different designs from the conclusions of this paper.
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE Publications.
Jamieson, K., Brady, M., & Peacock, C. (2010). Urinary dysfunction: assessment and management in stroke patients. Nursing Standard, 25(3), 49-56. doi:10.7748/ns.25.3.49.s50

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