Harding Capstone Paper 2025 PDF

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON NURSING INTERVENTIONS: ENHANCING CARE THROUGH TECHNOLOGY. by Sean Parker Whitfield A professional paper submitted in partial fulfillment of the requirements for the degree of Bachelor's of Science in Nursing HARDING UNIVERSITY Searcy, Arkansas 2025...

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON NURSING INTERVENTIONS: ENHANCING CARE THROUGH TECHNOLOGY. by Sean Parker Whitfield A professional paper submitted in partial fulfillment of the requirements for the degree of Bachelor's of Science in Nursing HARDING UNIVERSITY Searcy, Arkansas 2025 ©COPYRIGHT by Sean Parker Whitfield 2025 All Rights Reserved DEDICATION Delete if not using. Dedication may be no longer than one page and should precede the acknowledgments page. The "Front Matter Title" accessibility style is used on this page's title. There is no space above the title and a triple space below. Paragraphs on this page are left aligned or justified, with the first line indented, and single spaced. There should be no additional space between paragraphs. ACKNOWLEDGEMENTS Delete if not using. Acknowledgments are limited to one page. Consider that you may need to include a funding acknowledgement. The "Front Matter Title" accessibility style is used on this page's title. There is no space above the title and a triple space below. Paragraphs on this page are left aligned or justified, with the first line indented, and double spaced. There should be no additional space between paragraphs. VITA and/or AMERICAN INDIAN HERITAGE Delete if not using. If you include a vita, it can include background information such as full name of author, education, place of birth, and family heritage. The vita should be written in essay form in the third person and may not exceed one single-spaced page. Note that your document will be published in an open access database and that this information will be public. American Indian/Alaska Native students wishing to include heritage and tribal information may do so as part of a vita or as a separate single-spaced page. The "Front Matter Title" accessibility style is used on this page's title. There is no space above the title and a triple space below. Paragraphs on this page are left aligned or justified, with the first line indented, and single spaced. There should be no additional space between paragraphs. TABLE OF CONTENTS 1. INTRODUCTION AND BACKGROUND 1 Context of the Study 1 Focus Statement/Question 1 First Level Heading 1 Second Level Heading 1 Third Level Heading 1 2. CONCEPTUAL FRAMEWORK 2 Style Formats 2 Tables and Figures 2 More Figure/Table Examples 3 3. METHODOLOGY 4 Demographics 4 Treatment 4 Data Collection and Analysis Strategies 4 4. DATA ANALYSIS: CLAIMS AND EVIDENCE 5 Results 5 5. VALUE: REASONING AND REFLECTION 6 Claims From the Study 6 Value of the Study and Consideration for Future Research 6 Impact of Action Research on the Author 6 REFERENCES CITED 7 APPENDICES 12 APPENDIX A: TITLE 13 APPENDIX B: TITLE 15 TABLE OF CONTENTS CONTINUED   LIST OF TABLES Table Page 1. 6. Table 2. Any tables or figures in the Appendices need to have titles and captions like they do in the body text. 15 LIST OF TABLES CONTINUED Table Page LIST OF FIGURES Figure Page 1. 7. Figure 2. Overview of the 5E learning cycle model (Adapted from *Knowledge Quest*). 3 8. Figure 3. Normalized gains for concept mastery and scientific reasoning, (*N*=10). *Note.* FORT: Montana State University formal reasoning test. FMCE: Force and motion conceptual evaluation. EMCS: Energy and momentum conceptual survey. 3 LIST OF FIGURES CONTINUED Figure Page GLOSSARY or NOMENCLATURE Delete if not using. If using, match spacing of entries to List of Tables/List of Figures where each entry is single spaced, but there is a double space between entries. ABSTRACT Begin abstract here. **Single spaced and no more than 350 words**. Indent first line one full tab. The abstract must contain the following elements: (1) statement of the problem, (2) procedure or methods, (3) results, and (4) conclusions. Mathematical formulas, abbreviations, diagrams, and other illustrative materials should not be included. It should be written to be understood by a person who does not have expertise in the field. CHAPTER ONE INTRODUCTION AND BACKGROUND Context of the Study Paragraph text. Focus Statement/Question Paragraph text. First Level Heading **Please follow [standard option formatting rules](about:blank) while using this template**. You are expected to follow all the rules laid out on the Sample Pages. This template is a reduced version of the Sample Pages for ease of use. Second Level Heading The Styles in the Home tab are pre-set for all titles and headings, plus table and figure captions and long quotes. See the accessibility guidelines and template video on the [standard option formatting rules webpage](about:blank) for information on using these headings. [Third Level Heading]. If you have technical questions on formatting, visit our ["How Do I..." formatting help page](about:blank) or use any search engine (such as Google) for additional information. If you need clarification on formatting rules, please feel free to reach out to the MSSE formatting advisor in the MSSE Office. CHAPTER TWO CONCEPTUAL FRAMEWORK Style Formats Tables and Figures With The Graduate School's template, you can use the format styles for the chapter titles; first, second, and third level headings; long quotes; and figure/table captions (above and below). A screenshot of the style headings in Word. Figure 1. A screenshot of the format styles. Highlight your text and apply a style. There is a "caption above" or "caption below" format style for figure/table captions. Your text would continue with a triple space between the caption and the body text. Captions can be above or below -- just be consistent. Figures and tables fit inside the page margin requirements. To use the third level style heading, put heading on separate line, apply Third level, move your cursor to the end of the heading and click "Ctrl+Alt+Enter." [] More Figure/Table Examples  Figure 2. Overview of the 5E learning cycle model (Adapted from Knowledge *Quest*). There should be a triple space between figure/title captions. Be sure to add Alt Text to tables and figures. Normalized gains for concept mastery and scientific reasoning \ Figure 3. Normalized gains for concept mastery and scientific reasoning, (*N*=10). *Note.* FORT: Montana State University formal reasoning test. FMCE: Force and motion conceptual evaluation. EMCS: Energy and momentum conceptual survey. Table 1. Data Triangulation Matrix. +-----------------+-----------------+-----------------+-----------------+ | **Watershed** | **Data Source | **Data Source | **Data Source | | | \#1** | \#2** | \#3** | +=================+=================+=================+=================+ | **How does the | Pre- and Post- | Lab Quiz | Formative | | incorporation | Tests | Results | Assessments via | | of an anchoring | | | CATs | | phenomenon to | | | | | drive** | | | | | | | | | | **instruction | | | | | via the 5E | | | | | Learning Cycle | | | | | affect student | | | | | growth** | | | | +-----------------+-----------------+-----------------+-----------------+ | **What affect | Engagement | Student Surveys | | | does the | Tally Sheet | and Interviews | | | incorporation | | | | | of an anchoring | | | | | phenomenon to | | | | | drive** | | | | | | | | | | **instruction | | | | | via the 5E | | | | | Learning Cycle | | | | | have on student | | | | | engagement?** | | | | +-----------------+-----------------+-----------------+-----------------+ | **How does the | TOSRA Survey | Student Surveys | | | incorporation | | and Interviews | | | of an anchoring | | | | | phenomenon to | | | | | drive | | | | | instruction via | | | | | the 5E Learning | | | | | Cycle affect | | | | | students' | | | | | attitudes | | | | | toward** | | | | | | | | | | **science?** | | | | +-----------------+-----------------+-----------------+-----------------+ CHAPTER THREE METHODOLOGY Demographics Paragraph text. Treatment Paragraph text. Data Collection and Analysis Strategies Paragraph text. CHAPTER FOUR DATA ANALYSIS: CLAIMS AND EVIDENCE Results Paragraph text. CHAPTER FIVE VALUE: REASONING AND REFLECTION Claims From the Study Paragraph text. Value of the Study and Consideration for Future Research Paragraph text. Impact of Action Research on the Author Paragraph text. REFERENCES CITED References begin here. References are single-spaced with a double-space in between citations. Students choose their citation style, typically in discussion with their advisor. All references must follow the same, consistent citation style. This page is an example of how to format your references if you DO have appendices. Use a References Cited divider page as shown in this example ONLY if you also have appendices. Use the "End Matter Title" accessibility style for this title in order for it to feed correctly into the automatic Table of Contents at the beginning of the document. Smith, J. D. (2020). *The art of fiction: A comprehensive guide.* Fiction Publications. Johnson, A. B., & Thompson, C. D. (2019). The effects of examples on mental health. *Journal of Example Psychology*, *25*(2), 123-145. https://doi.org/ National Institute of Example Studies. (2022). Climate change and its impacts. https://www.example.gov/climate-change-impacts NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. The National Academies Press. NGSS Lead States. (2013). Next Generation Science Standards: For states, by states (insert specific section title(s) being used if not referring to entirety of the NGSS). https://www.nextgenscience.org/ The Wonder of Science. (n.d.). https://thewonderofscience.com/ APPENDICES [] [APPENDIX A] APPENDIX A TITLE Appendix A content begins here. Continue to follow ETD formatting in the Appendices where applicable. For example, original writing like a paragraph of text and a few figures should be formatted according to Graduate School guidelines. A copy of a letter that was sent as part of a student's research should be formatted exactly as it was sent. Table A1. Any tables or figures in the Appendices need to have titles and captions like they do in the body text. Fruit Quantity (per day) Color ------------ -------------------- -------- Apple 2 Red Banana 1 Yellow Orange 3 Orange Strawberry 10 Red Kiwi 2 Green Tables and figures in the appendices can be numbered in several different ways. They can continue numbering from the body text; they can restart numbering at 1; they can restart numbering but be proceeded by the letter of the appendix such as in this example. Pick one way of numbering and be consistent. [] [APPENDIX B] APPENDIX B TITLE Appendix B content begins here. [] [APPENDIX] APPENDIX TITLE Appendix content begins here. This is an example of how to format an appendix if you only have ONE appendix.