Kathryn Bigelow’s 2009 film The Hurt Locker follows a U.S. Army bomb squad (Bravo Company) in Iraq as it counts down to the end of its mission.Use the questions below to analyze how the basic elements, techniques, and strategies of editing contribute to the visual and story content of this scene: The Hurt Locker (4/9) Movie CLIP - We're Done (2008) HD (Links to an external site.)1 Elements of EditingIsolate and observe the individual shots in this sequence.What, if anything, do these individual shots mean on their own, independent of their context to previous and subsequent shots?How does their meaning change in context with the other shots in the sequence?How would you describe the rhythm or tempo of the sequence or of the film as a whole?How does the editing contribute to this effect?Do the filmmakers employ any alternatives to the cut, such as a fade, iris, or dissolve? If so, discuss how this effect works.Can you discern any tonal or graphic relationships between the shots?2 Continuity EditingIs the editing style of the film invisible, or does it draw attention to itself?Identify the master shot in the sequence. How does that shot establish the spatial relationships in the scene?Find a sequence that includes a prolonged conversation. Observe and discuss how techniques such as the 180 degree rule and shot/reverse shot are used to capture the visual and narrative content of the scene.Does the sequence include an eyeline match? How is this technique used to communicate story information?3 Alternative Editing StylesDoes the film draw attention to the editing in any way, and if it does, how does this affect your reading of the scene and/or the film?Does the film use jump cuts? How and why?

Experience in the Utilization of Nursing Research in Your Clinical PracticeIn a clinical setting, nurses must provide healthcare services that address the patients' needs. Nurses can utilize research to improve their care provision practices in clinical practice. Horntvedt et al. (2018) define utilization of nursing research as the process in which a nurse implements specific research-based knowledge in practice. Research utilization can also be described as a multi-faceted and complex construct evidenced by medical literature's diverse and multiple conceptualizations.As a nurse, I have utilized research to improve my care provision practices in my clinical practice. I have researched and applied specific knowledge from different sources to my daily routine. Research utilization in a clinical setting has helped address the issues encountered in practice, such as the emerging symptoms of COVID-19. Researching about such an illness or a challenge in the clinical setting has helped me understand the latest research and gain the relevant knowledge needed to solve any problems since my thinking and perception of the clinical challenge are enhanced. Hailu & Demewozu (2021) assert that research utilization should help address the complex issues in nursing and health care. Nurses must address the issues affecting the industry by implementing the knowledge acquired in research into clinical practice to ensure they contribute towards advancement in clinical practice (Hailu & Demewozu, 2021). I have thus focused on preparing clinical expertise and fulfilling my role as a nurse to improve care delivery. The positives I have encountered in research utilization in clinical practice include receiving a lot of support from the health care facility where I work. I have received support from different departments, which has made it easy for me to research, implement, and utilize the acquired knowledge in practice. According to Horntvedt et al. (2018), health care facilities should support nurses to organize and use research in their practices. The success of research utilization is based on the interplay between real context, individuals, new knowledge, and organizations. Based on the support I have received in researching and utilizing evidence-based practice, I have improved my capacity to evaluate the research findings locally and enhance the research results to make them usable and actionable. Research utilization has also made it easy for me to adapt the acquired knowledge to my scope and jurisdiction problems. However, my research utilization in clinical practice has faced several challenges, especially when integrating the research evidence into practice. The challenges are due to conflicts when including my colleagues in research and implementation of evidence-based practice. For instance, one of the challenges observed is an individual's involvement in research activities, where group members have challenges regarding getting fully involved in the research process. The utilization of research has also been affected by some team members' poor attitudes and beliefs. Horntvedt et al. (2018) claim that research utilization can be influenced by attitudes and beliefs, where negative attitudes and beliefs can affect the whole process. Thus, my experience in research utilization has been affected by the negative attitude of one of the nursing teams I have worked with. Some people view researching and implementing evidence-based practice as a waste of time. These people operate under the notion, 'if it's not broken, do not fix it.' Hailu & Demewozu (2021) calls for organizations to support nurses in research utilization to avoid these challenges. Nurses lack research leadership and specialized clinical expertise to help in transferring knowledge from research to critical decision-making in a healthcare setting. Therefore, I hope to receive more support from the healthcare facility in researching and utilizing the knowledge in a clinical setting. ReferencesHailu, A.D. & Demewozu, M.T. (2021). Research utilisation in clinical practice: the experience of nurses and midwives working in public hospitals. Reproductive Health volume 18, Article number: 62 (2021) Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 1-11.