[Solved] Journal Response MODULE 4

Assignment Prompt & Instructions

[Module 4: Qualitative Research](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269434) Module

**files (2)**

– ## Module4JournalRubric.docx

– ## Journal_Week_4.docx

**## Module4JournalRubric.docx**

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Journal Question Rubric v1

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets Expectations**

**Exceeds Expectations**

**Criterion Score**

Claim/Quality of

Information

Weight: 40%

/ 8

0

points

**pts**

**)**

**(0**

Response to quiz

question is missing

or inaccurate.

Answer is inaccurate

and does not ad

–

dress the prompt.

2.5

points

**(5.6**

**pts**

**)**

Response to quiz

question is missing

key elements.

Answer is partially

inaccurate and

misses elements in

the prompt. Claims

are lacking informa

–

tion to be fully

thought out.

6.4

points

**)**

**pts**

**(6.4**

Response to quiz

question is appropri

–

ate and accurate.

Answer is appropri

–

ate and responses

to the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to quiz

question is thorough

and detailed.

Answer is clear and

concise and re

–

sponses to all as

–

pects of the prompt.

Claims are justified

and plausible.


**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

1/3

## image1.png

**## Journal_Week_4.docx**

[Module 4: Qualitative Research](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269434) Module 4 Overview

This week we will focus on the qualitative study design. The qualitative design is structured to understand better the participant's lived experience by further investigating a social or natural phenomenon. Qualitative studies seek to interpret the meaning and do not use numerical data to evaluate a cause and effect. Qualitative studies seek to understand the relationships between the variables, focusing on behavior, actions, or interactions.

Unlike the quantitative study design, where a higher sampling helps support the reliability and validity of the outcome, qualitative methods often have smaller participant sizes. Understanding what qualifies as an appropriate sample is essential when approaching your project and considering both approaches. This week we will learn more about Sampling and the different types for both quantitative and qualitative designs.

**Journal Question:**

Reflecting on your stated “population” of interest, using the sample calculator, what is an appropriate sample target size for your project implementation (what are your power analysis results)? Explain the importance of the sample size and why it matters.

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Refererences**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 8.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 10, 11, & 12.

**Additional resources**

Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods.
_Neurological Research and Practice_,
_2_(14).
[https://doi.org/10.1186/s42466-020-00059-z](https://doi.org/10.1186/s42466-020-00059-z)

Society for Personality and Social Psychology. (2017).
_Power analysis and sample size decisions_ [Video]. YouTube.
[https://youtu.be/Lr-i4Ugoc5M](https://youtu.be/Lr-i4Ugoc5M)

University of Texas|UThealth. (2022).
_Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

Georgiev, G.Z., (2022).
_Sample size calculator._ [https://www.gigacalculator.com/calculators/power-sample-size-calculator.php](https://www.gigacalculator.com/calculators/power-sample-size-calculator.php)

Heinrich Heine Universität Dusseldorf. (n.d.)
_G*Power statistical power of analyses for mac and windows._ [https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower](https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower)

The John Hopkins Hospital (n.d.).
_John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide._ [https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf](https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf)

**## Journal_Week_4.docx**

[Module 4: Qualitative Research](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269434) Module 4 Overview

This week we will focus on the qualitative study design. The qualitative design is structured to understand better the participant's lived experience by further investigating a social or natural phenomenon. Qualitative studies seek to interpret the meaning and do not use numerical data to evaluate a cause and effect. Qualitative studies seek to understand the relationships between the variables, focusing on behavior, actions, or interactions.

Unlike the quantitative study design, where a higher sampling helps support the reliability and validity of the outcome, qualitative methods often have smaller participant sizes. Understanding what qualifies as an appropriate sample is essential when approaching your project and considering both approaches. This week we will learn more about Sampling and the different types for both quantitative and qualitative designs.

**Journal Question:**

Reflecting on your stated “population” of interest, using the sample calculator, what is an appropriate sample target size for your project implementation (what are your power analysis results)? Explain the importance of the sample size and why it matters.

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Refererences**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 8.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 10, 11, & 12.

**Additional resources**

Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods.
_Neurological Research and Practice_,
_2_(14).
[https://doi.org/10.1186/s42466-020-00059-z](https://doi.org/10.1186/s42466-020-00059-z)

Society for Personality and Social Psychology. (2017).
_Power analysis and sample size decisions_ [Video]. YouTube.
[https://youtu.be/Lr-i4Ugoc5M](https://youtu.be/Lr-i4Ugoc5M)

University of Texas|UThealth. (2022).
_Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

Georgiev, G.Z., (2022).
_Sample size calculator._ [https://www.gigacalculator.com/calculators/power-sample-size-calculator.php](https://www.gigacalculator.com/calculators/power-sample-size-calculator.php)

Heinrich Heine Universität Dusseldorf. (n.d.)
_G*Power statistical power of analyses for mac and windows._ [https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower](https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower)

The John Hopkins Hospital (n.d.).
_John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide._ [https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf](https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf)

**## Module4JournalRubric.docx**

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Journal Question Rubric v1

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets Expectations**

**Exceeds Expectations**

**Criterion Score**

Claim/Quality of

Information

Weight: 40%

/ 8

0

points

**pts**

**)**

**(0**

Response to quiz

question is missing

or inaccurate.

Answer is inaccurate

and does not ad

–

dress the prompt.

2.5

points

**(5.6**

**pts**

**)**

Response to quiz

question is missing

key elements.

Answer is partially

inaccurate and

misses elements in

the prompt. Claims

are lacking informa

–

tion to be fully

thought out.

6.4

points

**)**

**pts**

**(6.4**

Response to quiz

question is appropri

–

ate and accurate.

Answer is appropri

–

ate and responses

to the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to quiz

question is thorough

and detailed.

Answer is clear and

concise and re

–

sponses to all as

–

pects of the prompt.

Claims are justified

and plausible.


**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

1/3

## image1.png

**## Journal_Week_4.docx**

[Module 4: Qualitative Research](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269434) Module 4 Overview

This week we will focus on the qualitative study design. The qualitative design is structured to understand better the participant's lived experience by further investigating a social or natural phenomenon. Qualitative studies seek to interpret the meaning and do not use numerical data to evaluate a cause and effect. Qualitative studies seek to understand the relationships between the variables, focusing on behavior, actions, or interactions.

Unlike the quantitative study design, where a higher sampling helps support the reliability and validity of the outcome, qualitative methods often have smaller participant sizes. Understanding what qualifies as an appropriate sample is essential when approaching your project and considering both approaches. This week we will learn more about Sampling and the different types for both quantitative and qualitative designs.

**Journal Question:**

Reflecting on your stated “population” of interest, using the sample calculator, what is an appropriate sample target size for your project implementation (what are your power analysis results)? Explain the importance of the sample size and why it matters.

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Refererences**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 8.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 10, 11, & 12.

**Additional resources**

Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods.
_Neurological Research and Practice_,
_2_(14).
[https://doi.org/10.1186/s42466-020-00059-z](https://doi.org/10.1186/s42466-020-00059-z)

Society for Personality and Social Psychology. (2017).
_Power analysis and sample size decisions_ [Video]. YouTube.
[https://youtu.be/Lr-i4Ugoc5M](https://youtu.be/Lr-i4Ugoc5M)

University of Texas|UThealth. (2022).
_Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

Georgiev, G.Z., (2022).
_Sample size calculator._ [https://www.gigacalculator.com/calculators/power-sample-size-calculator.php](https://www.gigacalculator.com/calculators/power-sample-size-calculator.php)

Heinrich Heine Universität Dusseldorf. (n.d.)
_G*Power statistical power of analyses for mac and windows._ [https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower](https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower)

The John Hopkins Hospital (n.d.).
_John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide._ [https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf](https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf)

**## Module4JournalRubric.docx**

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Journal Question Rubric v1

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets Expectations**

**Exceeds Expectations**

**Criterion Score**

Claim/Quality of

Information

Weight: 40%

/ 8

0

points

**pts**

**)**

**(0**

Response to quiz

question is missing

or inaccurate.

Answer is inaccurate

and does not ad

–

dress the prompt.

2.5

points

**(5.6**

**pts**

**)**

Response to quiz

question is missing

key elements.

Answer is partially

inaccurate and

misses elements in

the prompt. Claims

are lacking informa

–

tion to be fully

thought out.

6.4

points

**)**

**pts**

**(6.4**

Response to quiz

question is appropri

–

ate and accurate.

Answer is appropri

–

ate and responses

to the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to quiz

question is thorough

and detailed.

Answer is clear and

concise and re

–

sponses to all as

–

pects of the prompt.

Claims are justified

and plausible.


**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

1/3

## image1.png

**## Journal_Week_4.docx**

[Module 4: Qualitative Research](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269434) Module 4 Overview

This week we will focus on the qualitative study design. The qualitative design is structured to understand better the participant's lived experience by further investigating a social or natural phenomenon. Qualitative studies seek to interpret the meaning and do not use numerical data to evaluate a cause and effect. Qualitative studies seek to understand the relationships between the variables, focusing on behavior, actions, or interactions.

Unlike the quantitative study design, where a higher sampling helps support the reliability and validity of the outcome, qualitative methods often have smaller participant sizes. Understanding what qualifies as an appropriate sample is essential when approaching your project and considering both approaches. This week we will learn more about Sampling and the different types for both quantitative and qualitative designs.

**Journal Question:**

Reflecting on your stated “population” of interest, using the sample calculator, what is an appropriate sample target size for your project implementation (what are your power analysis results)? Explain the importance of the sample size and why it matters.

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Refererences**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 8.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 10, 11, & 12.

**Additional resources**

Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods.
_Neurological Research and Practice_,
_2_(14).
[https://doi.org/10.1186/s42466-020-00059-z](https://doi.org/10.1186/s42466-020-00059-z)

Society for Personality and Social Psychology. (2017).
_Power analysis and sample size decisions_ [Video]. YouTube.
[https://youtu.be/Lr-i4Ugoc5M](https://youtu.be/Lr-i4Ugoc5M)

University of Texas|UThealth. (2022).
_Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

Georgiev, G.Z., (2022).
_Sample size calculator._ [https://www.gigacalculator.com/calculators/power-sample-size-calculator.php](https://www.gigacalculator.com/calculators/power-sample-size-calculator.php)

Heinrich Heine Universität Dusseldorf. (n.d.)
_G*Power statistical power of analyses for mac and windows._ [https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower](https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower)

The John Hopkins Hospital (n.d.).
_John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide._ [https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf](https://hsl.upstate.edu/uploads/20200214-jhneb/2017_Appendix-D_Evidence-Level-and-Quality-Guide.pdf)