Quality of Life

* 30 % of the discussion post needs to be based on the following topics: • Historical Background, • Define the health-related quality of life concepts • Discuss the difference between the theory of quality of life and health-related quality of life
* 70% of the discussion QUESTION needs to be based on the following:
Discuss the underlying assumptions and potential ramifications of having proxy subjective health status or evaluation measures for children or those unable to speak for themselves (application of the theory to clinical practice)
You can find and use the information in the textbook used in our course which is:
Peterson, S. J., & Bredow, T. S. (2020). Middle range theories: Application to nursing research and practice. Wolters Kluwer.
If you can’t find the ebook, please write me and I can send you screenshots. Please use it in the references.
REQUIRED– at leats 4 (four) scholarly articles no more than 5 years old.– Please start the discussion with a brief Introduction and end the discussion with a Conclusion.
Rubric:The student provides an explanation of how the applicable Student Learning Outcomes were explored or related to the weekly discussion topic.
The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses key issues, questions, or problems related to the topic of discussion. The posting applies course concepts with examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice; the student is showing applied knowledge and understanding of the topic. Also,the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas pertaining to the discussion topic (use of examples). The student’s initial thread response is rich in critical thinking and full of thought, insight, and analysis; the argument is clear and concise.
The student uses a style and voice that are not only appropriate to the given audience and purpose, but that also shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English.
The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least four). The supporting evidence meets or exceeds the minimum number of required scholarly references.