Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:

Reflect on the strategies presented in the Resources      this Module’s Learning Resources in support of locating and analyzing      research.
Use the Walden Library to identify and read one      peer-reviewed research article focused on a topic in your specialty field      that interests you.
Review the article you selected and reflect on the      professional practice use of theories/concepts described by the article.

The Assignment:
Using the “Module 4 | Part 4” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

Your topic of interest.
A correctly formatted APA citation of the article you selected, along with link or search details.
Identify a professional practice use of the theories/concepts presented in the article.
Analysis of the article using the “Research Analysis      Matrix” section of the template
Write a 2-paragraph justification stating whether you would recommend this article to inform professional practice.
Write a 3- to the 4-paragraph summary that you will add to      your Academic Success and Professional Development Plan that includes the      following:

Describe your approach to identifying and analyzing peer-reviewed research.
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
Identify at least one resource you intend to use in the future to find peer-reviewed research.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template 
Submit your analysis, including your completed section of the Academic Success and Professional Development Plan Template sections and your matrix and summary.Week 7 | Part 4: Research Analysis

Purpose paragraph goes here.

Research Analysis

Topic of Interest:

Suicide in Young adults

Research Article: Include full citation in APA format, as well as link or search details (such as DOI)

APA formatted citation, including hanging indention.
Christensen, K., Hom, M. A., Stanley, I. H., & Joiner, T. E. (2020). Reasons for living and suicide attempts among young adults with lifetime suicide ideation. Crisis: The Journal of Crisis Intervention and Suicide Prevention. https://doi-org.ezp.waldenulibrary.org/10.1027/0227-5910/a000705

Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article

Professional practice use:

1) Use technology to increase family engagement in patient care.

2) Use the technology as a tool to communicate with patient and their family.
3) Acceptance of the technology for use in the healthcare arena

Research Analysis Matrix

Add more rows if necessary

Strengths of the Research

Limitations/ Weaknesses of the Research

Relevancy to Topic of Interest

Notes

Peer reviewed

Focused to only one site so generalization to other settings may be limited.

Current research from 2017, adding to my knowledge of new technologies

Research statement clear and concise

Can make research results harder to analyze as they are impressions, opinions, and views which are not measurable.

Written well, not simplified but professional.

Identified the new technology, nurse’s perceptions, and the effects the technology had on both the patient and their families

Sample size, method, and participants

Not measurable in numbers. Usually results are perceptions or attitudes of the participants.

Used focus groups to gather information of nurses’ perceptions on the large scale interactive monitor (LCIM)

Sample size: High for a qualitative study: 55 nurses

Focus on a less studied area of nurses and pediatrics.

Focused on a single site, nursing, and new technology.

Qualitative research

Able to collect information from the nurses’ that describe their perceptions of the use of the new technology

Qualitative can be either a strength or a weakness.

Results

Perceptions, both negative and positive, included in results about the use of the LCIM in the pediatric ICU

Summary of Analysis

· Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

· Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.

· Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.

· Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the futRunning head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

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Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy

Hannah K. Greenbaum
Department of Psychology, The George Washington University
PSYC 3170: Clinical Psychology
Dr. Tia M. Benedetto
October 1, 2019

Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy

A majority of Americans experience stress in their daily lives (American Psychological Association, 2017). Thus, an important goal of psychological research is to evaluate techniques that promote stress reduction and relaxation. Two techniques that have been associated with reduced stress and increased relaxation in psychotherapy contexts are guided imagery and progressive muscle relaxation (McGuigan & Lehrer, 2007). Guided imagery aids individuals in connecting their internal and external experiences, allowing them, for example, to feel calmer externally because they practice thinking about calming imagery. Progressive muscle relaxation involves diaphragmatic breathing and the tensing and releasing of 16 major muscle groups; together these behaviors lead individuals to a more relaxed state (Jacobson, 1938; Trakhtenberg, 2008). Guided imagery and progressive muscle relaxation are both cognitive behavioral techniques (Yalom & Leszcz, 2005) in which individuals focus on the relationship among thoughts, emotions, and behaviors (White, 2000).
Group psychotherapy effectively promotes positive treatment outcomes in patients in a cost-effective way. Its efficacy is in part attributable to variables unique to the group experience of therapy as compared with individual psychotherapy (Bottomley, 1996; Yalom & Leszcz, 2005). That is, the group format helps participants feel accepted and better understand their common struggles; at the same time, interactions with group members provide social support and models of positive behavior (Yalom & Leszcz, 2005). Thus, it is useful to examine how stress reduction and relaxation can be enhanced in a group context.
The purpose of this literature review is to examine the research base on guided imagery and progressive muscle relaxation in group psychotherapy contexts. I provide overviews of both guided imagery and progressive muscle relaxation, including theoretical foundations and historical context. Then I examine guided imagery and progressive muscle relaxation as used on their own as well as in combination as part of group psychotherapy (see Baider et al., 1994, for more). Throughout the review, I highlight themes in the research. Finally, I end by pointing out limitations in the existing literature and exploring potential directions for future research.

Guided Imagery

Features of Guided Imagery

Guided imagery involves a person visualizing a mental image and engaging each sense (e.g., sight, smell, touch) in the process. Guided imagery was first examined in a psychological context in the 1960s, when the behavior theorist Joseph Wolpe hel




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