Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Coronary Artery Disease and Coronary Microvascular Dysfunction in Causing Heart Failure
2
Research Outline
Institution
Professor
Student
Date
Research Outline
Research Topic
- CAD (Coronary Artery Disease) and CMD (Coronary Microvascular Dysfunction) Dominance in Heart Failure.
- The topic will explore the pervasiveness of disruptive epicardial CAD and coronary CMD by involving HPpEF patients (hospitalized with preserved ejection fraction) and evaluating them through coronary angiography.
Research Goals
- The goal is to find the universal contributions of coronary microvascular dysfunction and coronary heart disease towards heart failure for hospitalized patients with HFpEF.
- The health conditions are associated with heart failure in various ways, but this research will find each condition’s role in disabling the pumping of enough blood by the heart muscle, to meet the body’s blood and oxygen needs.
Research Question
- “What is the dominance of coronary artery disease and coronary microvascular dysfunction in causing heart failure?”
- The research question will validate the primary role of researching as indicated in the research topic.
Study Design
- The study will use randomized controlled trials to carry out epidemiology study designs.
- The research will evaluate 100 patients hospitalized in healthcare facilities with HFpEF and conduct a study to undertake the participants through an angiography to examine coronary flow reserve, microvascular resistance index, coronary vasoreactivity testing, and fractional flow reserve.
- The researcher will follow a defined group over time hence insert a portion of cohort epidemiologic studies in the study design to enhance efficiency and effectiveness and obtain quality outcomes.
Importance of the Problem
- Studying coronary artery disease and coronary microvascular dysfunction’s dominance in heart failure will enlighten the public about heart diseases and educate them of the causes, mitigation measures, and treatment.
- The research goal is to find a solution to the increased heart failure problems by first examining hospitalized patients, then developing a long-term solution to improve their lives.
Previous Work
- The researcher will invest in fresh research and the previous work about epidemiology and analysis of heart failure to find the connection between CAD and CMD with heart failure and develop a long-term solution to stop heart failure problems.
References
Corcoran, D., Young, R., Adlam, D., McConnachie, A., Mangion, K., Ripley, D., … & Berry, C. (2018). Coronary microvascular dysfunction in patients with stable coronary artery disease: the CE-MARC 2 coronary physiology sub-study. International journal of cardiology, 266, 7-14.
De Vita, A., Manfredonia, L., Lamendola, P., Villano, A., Ravenna, S. E., Bisignani, A., … & Crea, F. (2019). Coronary microvascular dysfunction in patients with acute coronary syndrome and no obstructive coronary artery disease. Clinical Research in Cardiology, 108(12), 1364-1370.
Rush, C. J., Berry, C., Oldroyd, K. G., Rocchiccioli, J. P., Lindsay, M. M., Touyz, R. M., … & Petrie, M. C. (2021). Prevalence of coronary artery disease and coronary microvascular dysfunction in patients with heart failure with preserved ejection fraction. JAMA cardiology, 6(10), 1130-1143.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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