My Blog

Category: Nursing

  • [Solved] MODULE 1_DNP860

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Having a better understanding of our healthcare’s current focus on health quality improvement is **files (2)** – ## ASSIGNMENT1.2.docx – ## Module1AssIGNMENT_RUBRIC.docx **## ASSIGNMENT1.2.docx** **Assignment Description:** **Indicator Description** Write a 2000-word essay addressing each of the fo…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Having a better understanding of our healthcare’s current focus on health quality improvement is

    **files (2)**

    – ## ASSIGNMENT1.2.docx

    – ## Module1AssIGNMENT_RUBRIC.docx

    **## ASSIGNMENT1.2.docx**

    **Assignment Description:**

    **Indicator Description**

    Write a 2000-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least FOUR (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay.
    **The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.**

    Having a better understanding of our healthcare’s current focus on health quality improvement is vital in preparing for your DNP Project. No matter what you elect to focus on for your project, you need to start brainstorming the problems you want to solve. In this week’s assignment, you will analyze the Agency for Healthcare Research and Quality (AHRQ) Quality Indicators.

    · Select and share the indicator that resonates with you and impacts your clinical practice.

    · Discuss the background of the problem as it relates to your selected indicator.

    · Explain why this indicator is worthy of focusing on and describe why this is a problem in your practice.

    · Address how this indicator plays a role in the National Quality Strategy.

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    **The following specifications are required for this assignment:**

    ·
    **Length:** 2000 words; answers must thoroughly address the questions in a clear, concise manner.

    ·
    **Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

    **Reference:**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Look over chapters 1, 2, & 3.

    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. Look over chapters 1, 2, & 3.

    **Additional source**

    Agency for Healthcare Research and Quality. (n.d.).
    _About the national quality strategy_.
    [https://www.ahrq.gov/workingforquality/about/nqs-fact-sheets/nqs-fact-sheet-0214.html](https://www.ahrq.gov/workingforquality/about/nqs-fact-sheets/nqs-fact-sheet-0214.html)

    Agency for Healthcare Research and Quality. (n.d.).
    _Quality improvement and monitoring at your fingertips._ [https://qualityindicators.ahrq.gov/](https://qualityindicators.ahrq.gov/)

    Federal Drug Administration. (September 2019).
    _Institutional review board (IRBs) and protection of human subjects in clinical trials._ Institutional Review Boards (IRBs) and Protection of Human Subjects in Clinical Trials | FDA.
    [https://www.fda.gov/about-fda/center-drug-evaluation-and-research-cder/institutional-review-boards-irbs-and-protection-human-subjects-clinical-trials](https://www.fda.gov/about-fda/center-drug-evaluation-and-research-cder/institutional-review-boards-irbs-and-protection-human-subjects-clinical-trials)

    Thomas Craig, K.J., McKillop, M.M., . . . Huang, H.T. (2020). U.S. hospital performance methodologies: A scoping review to identify opportunities for crossing the quality chasm.
    _BMC Health Services Research,_ 20(640).
    [https://doi.org/10.1186/s12913-020-05503-z](https://doi.org/10.1186/s12913-020-05503-z)

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing,_ 23(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    **Instruction**

    Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **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.”

    **## Module1AssIGNMENT_RUBRIC.docx**

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **## Module1AssIGNMENT_RUBRIC.docx**

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **## ASSIGNMENT1.2.docx**

    **Assignment Description:**

    **Indicator Description**

    Write a 2000-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least FOUR (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay.
    **The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.**

    Having a better understanding of our healthcare’s current focus on health quality improvement is vital in preparing for your DNP Project. No matter what you elect to focus on for your project, you need to start brainstorming the problems you want to solve. In this week’s assignment, you will analyze the Agency for Healthcare Research and Quality (AHRQ) Quality Indicators.

    · Select and share the indicator that resonates with you and impacts your clinical practice.

    · Discuss the background of the problem as it relates to your selected indicator.

    · Explain why this indicator is worthy of focusing on and describe why this is a problem in your practice.

    · Address how this indicator plays a role in the National Quality Strategy.

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    **The following specifications are required for this assignment:**

    ·
    **Length:** 2000 words; answers must thoroughly address the questions in a clear, concise manner.

    ·
    **Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

    **Reference:**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Look over chapters 1, 2, & 3.

    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. Look over chapters 1, 2, & 3.

    **Additional source**

    Agency for Healthcare Research and Quality. (n.d.).
    _About the national quality strategy_.
    [https://www.ahrq.gov/workingforquality/about/nqs-fact-sheets/nqs-fact-sheet-0214.html](https://www.ahrq.gov/workingforquality/about/nqs-fact-sheets/nqs-fact-sheet-0214.html)

    Agency for Healthcare Research and Quality. (n.d.).
    _Quality improvement and monitoring at your fingertips._ [https://qualityindicators.ahrq.gov/](https://qualityindicators.ahrq.gov/)

    Federal Drug Administration. (September 2019).
    _Institutional review board (IRBs) and protection of human subjects in clinical trials._ Institutional Review Boards (IRBs) and Protection of Human Subjects in Clinical Trials | FDA.
    [https://www.fda.gov/about-fda/center-drug-evaluation-and-research-cder/institutional-review-boards-irbs-and-protection-human-subjects-clinical-trials](https://www.fda.gov/about-fda/center-drug-evaluation-and-research-cder/institutional-review-boards-irbs-and-protection-human-subjects-clinical-trials)

    Thomas Craig, K.J., McKillop, M.M., . . . Huang, H.T. (2020). U.S. hospital performance methodologies: A scoping review to identify opportunities for crossing the quality chasm.
    _BMC Health Services Research,_ 20(640).
    [https://doi.org/10.1186/s12913-020-05503-z](https://doi.org/10.1186/s12913-020-05503-z)

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing,_ 23(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    **Instruction**

    Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **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.”

    **## Module1AssIGNMENT_RUBRIC.docx**

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **## ASSIGNMENT1.2.docx**

    **Assignment Description:**

    **Indicator Description**

    Write a 2000-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least FOUR (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay.
    **The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.**

    Having a better understanding of our healthcare’s current focus on health quality improvement is vital in preparing for your DNP Project. No matter what you elect to focus on for your project, you need to start brainstorming the problems you want to solve. In this week’s assignment, you will analyze the Agency for Healthcare Research and Quality (AHRQ) Quality Indicators.

    · Select and share the indicator that resonates with you and impacts your clinical practice.

    · Discuss the background of the problem as it relates to your selected indicator.

    · Explain why this indicator is worthy of focusing on and describe why this is a problem in your practice.

    · Address how this indicator plays a role in the National Quality Strategy.

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    **The following specifications are required for this assignment:**

    ·
    **Length:** 2000 words; answers must thoroughly address the questions in a clear, concise manner.

    ·
    **Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

    **Reference:**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Look over chapters 1, 2, & 3.

    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. Look over chapters 1, 2, & 3.

    **Additional source**

    Agency for Healthcare Research and Quality. (n.d.).
    _About the national quality strategy_.
    [https://www.ahrq.gov/workingforquality/about/nqs-fact-sheets/nqs-fact-sheet-0214.html](https://www.ahrq.gov/workingforquality/about/nqs-fact-sheets/nqs-fact-sheet-0214.html)

    Agency for Healthcare Research and Quality. (n.d.).
    _Quality improvement and monitoring at your fingertips._ [https://qualityindicators.ahrq.gov/](https://qualityindicators.ahrq.gov/)

    Federal Drug Administration. (September 2019).
    _Institutional review board (IRBs) and protection of human subjects in clinical trials._ Institutional Review Boards (IRBs) and Protection of Human Subjects in Clinical Trials | FDA.
    [https://www.fda.gov/about-fda/center-drug-evaluation-and-research-cder/institutional-review-boards-irbs-and-protection-human-subjects-clinical-trials](https://www.fda.gov/about-fda/center-drug-evaluation-and-research-cder/institutional-review-boards-irbs-and-protection-human-subjects-clinical-trials)

    Thomas Craig, K.J., McKillop, M.M., . . . Huang, H.T. (2020). U.S. hospital performance methodologies: A scoping review to identify opportunities for crossing the quality chasm.
    _BMC Health Services Research,_ 20(640).
    [https://doi.org/10.1186/s12913-020-05503-z](https://doi.org/10.1186/s12913-020-05503-z)

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing,_ 23(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    **Instruction**

    Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **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.”

    **## Module1AssIGNMENT_RUBRIC.docx**

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Content Weight:

    30

    %

    / 30

    0

    points

    Topic is inappropri

    –

    ate to assignment,

    inaccurate under

    –

    standing of con

    –

    cepts, unclear and

    difficult to under

    –

    stand; does not ad

    –

    dress many assign

    –

    ment requirements.

    Information has

    weak or no connec

    –

    tion to the assign

    –

    ment topic.

    21

    points

    Topic is mostly cov

    –

    ered and appropri

    –

    ate to assignment,

    but does not ade

    –

    quately demonstrate

    accurate under

    –

    standing of con

    –

    cepts; mostly clear

    and understandable;

    lacks some of the

    requirements of the

    assignment descrip

    –

    tion and/or provides

    little detail;

    Information relates

    to the main topic,

    but few details

    and/or examples are

    given.

    points

    24

    Topic is covered

    completely and ap

    –

    propriate to assign

    –

    ment; overview of

    key concept dimen

    –

    sions is evident;

    clear and under

    –

    standable; ad

    –

    dresses all of the re

    –

    quirements of the

    assignment descrip

    –

    tion, with adequate

    attention to detail.

    30

    points

    In-depth coverage

    of topic; outstand

    –

    ing clarity and ex

    –

    planation of con

    –

    cepts demonstrated

    in information pre

    –

    sented; approaches

    assignment with

    depth and breadth,

    without redundancy,

    using clear and fo

    –

    cused details.

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of

    Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice inap

    –

    propriate or do not

    address given audi

    –

    ence, purpose, etc.

    Word choice is ex

    –

    cessively redundant,

    clichéd, and unspe

    –

    cific. Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat appropri

    –

    ate to given audi

    –

    ence and purpose.

    Word choice is of

    –

    ten unspecific,

    generic, redundant,

    and clichéd.

    Repetitive mechani

    –

    cal errors distract

    the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout. Minimal

    mechanical or typo

    –

    graphical errors are

    present, but are not

    overly distracting to

    the reader. Correct

    sentence structure

    and audience-appro

    –

    priate language are

    used.

    points

    10

    Style and voice are

    not only appropriate

    to the given audi

    –

    ence and purpose,

    but also show origi

    –

    nality and creativity.

    Word choice is spe

    –

    cific, purposeful, dy

    –

    namic and varied.

    Free of mechanical

    and typographical

    errors. A variety of

    sentence structures

    and effective figures

    of speech are used.

    Writer is clearly in

    command of stan

    –

    dard, written, aca

    –

    demic English.

    3/10/26, 6:48 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269447/View 1/5

    1/5

  • [Solved] Malnutrition in Hospitalized Patients

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – Must use 2-3 scholarly articles within the last 5 years – 2-3 in-text APA Citations (Use Citationmachine.net) – Turn In It score MUST be less than 25% – Slides must include – Etiology, – Nursing Interventions, – Patient Education, – Treatment (if applicable). – Diagnostic/Labs (if applicable) – Me…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – Must use 2-3 scholarly articles within the last 5 years
    – 2-3 in-text APA Citations (Use Citationmachine.net)
    – Turn In It score MUST be less than 25%
    – Slides must include
    – Etiology,
    – Nursing Interventions,
    – Patient Education,
    – Treatment (if applicable).
    – Diagnostic/Labs (if applicable)
    – Medications/Side Effects

  • [Solved] Diver in adv health pract

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    To provide culturally diverse nursing care, apply the six cultural phenomena evident in all cultural groups to nursing practice. **Submission Instructions:** – Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    To provide culturally diverse nursing care, apply the six cultural phenomena evident in all cultural groups to nursing practice.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.

  • [Solved] Discussion: Designing an Effective PowerPoint for Patient Education

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Discussion: Designing an Effective PowerPoint for Patient Education

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Discussion: Designing an Effective PowerPoint for Patient Education

  • [Solved] complete discussion post

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Attachment below **files (1)** – ## week3discussion.docx **## week3discussion.docx** 3 Complete a discussion post following the instructions and rubric. Resources are also below for you to use. Rubric: | | | | | — | — | — | | RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussi…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Attachment below

    **files (1)**

    – ## week3discussion.docx

    **## week3discussion.docx**

    3

    Complete a discussion post following the instructions and rubric. Resources are also below for you to use.

    Rubric:

    | | | |
    | — | — | — |
    | RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) | **20 to >19.0 ptsExcellent**• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.<br> <br>**19 to >15.0 ptsGood**• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.<br> <br>**15 to >12.0 ptsFair**• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.<br> <br>**12 to >0 ptsPoor**• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries. | 20 pts |
    | This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) | **30 to >29.0 ptsExcellent** Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**29 to >23.0 ptsGood** Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**23 to >18.0 ptsFair** Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.<br> <br>**18 to >0 ptsPoor** Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. | 30 pts |

    Instructions:

    What is the incidence of blood clots from COVID-19 in females over the age of 35?

    The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.

    For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.

    Reference: Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

    **To prepare:**

    · View the required media.

    · It is recommended you complete the quiz prior to constructing your initial response.

    **Post** a response including the following:

    · Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.

    · Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
    _t_ test).

    · Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.

    · Explain the SIR rate, how it is developed, and how organizations use it.

    · Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.

    Resources to use for post:

    · Beydoun, A. S., Koss, K., Nielsen, T., Holcomb, A. J., Pichardo, P., Purdy, N., Zebolsky, A. L., Heaton, C. M., McMullen, C. P., Yesensky, J. A., Moore, M. G., Goyal, N., Kohan, J., Sajisevi, M., Tan, K., Petrisor, D., Wax, M. K., Kejner, A. E., Hassan, Z., … Zenga, J. (2022).
    [Perioperative topical antisepsis and surgical site infection in patients undergoing upper aerodigestive tract reconstruction\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735). JAMA Otolaryngology-Head & Neck Surgery, 148(6), 547–554. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735

    · Sood, N., Lee, R. E., To, J. K., Cervellione, K. L., Smilios, M. D., Chun, H., & Ngai, I. M. (2022).
    [Decreased incidence of cesarean surgical site infection rate with hospital‐wide perioperative bundle\
    Links to an external site.](https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586). Birth: Issues in Perinatal Care, 49(1), 141–146. https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586

    · Sauer, K. (2023).
    [Testing for the treatment of urinary tract infections in symptomatic adult patients residing in long-term care facility: An evidence-based quality improvement projectLinks to an external site.](https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872) (Publication No. 30569808) [Doctoral dissertation, Phoenix University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872

    · Bullen, P. (n.d.).
    [_How to choose a sample size (for the statistically challenged)_ Links to an external site.](https://tools4dev.org/resources/how-to-choose-a-sample-size). tools4dev. https://tools4dev.org/resources/how-to-choose-a-sample-size

    · Centers for Disease Control and Prevention. (2025, April).
    [_NHSN's guide to the 2022 baseline standardized infection ratiosLinks to an external site._](https://www.cdc.gov/nhsn/2022rebaseline/sir-guide.pdf). https://www.cdc.gov/nhsn/2022rebaseline/sir-guide.pdf

    · “Overview of the Standard Infection Ratio (SIR)” (pp. 3–14)

    · Bissett, K., Ascenzi, J., & Whalen, M. (2025).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_(5th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 8, “Evidence Phase: Appraising the Evidence” (pp. 118–129)

    · Chapter 9, "Evidence Phase: Summary, Synthesis and Best-Evidence Recommendations" (pp. 132–144)

    · Salkind, N., & Frey, B. (2025).
    _Statistics for people who (think they) hate statistics_ (8th ed.). SAGE Publications.

    · Chapter 1, “Descriptive Statistics and Averages” (pp. 8–15)

    · Chapter 2, “What Do Your Data Look Like? Summarizing and Picturing Distributions” (pp. 25–50)

    · Chapter 6, “Hypotheticals and You: Making Guesses” (pp. 117–130)

    · Chapter 5, “The Normal Curve: It's Shaped Like a Bell and It's Everywhere!” (pp. 97–116)

    Niedz, B. (2024). Descriptive statistics [Video]. Walden University Canvas. https://waldenu.instructure.com

    **## week3discussion.docx**

    3

    Complete a discussion post following the instructions and rubric. Resources are also below for you to use.

    Rubric:

    | | | |
    | — | — | — |
    | RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) | **20 to >19.0 ptsExcellent**• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.<br> <br>**19 to >15.0 ptsGood**• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.<br> <br>**15 to >12.0 ptsFair**• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.<br> <br>**12 to >0 ptsPoor**• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries. | 20 pts |
    | This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) | **30 to >29.0 ptsExcellent** Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**29 to >23.0 ptsGood** Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.<br> <br>**23 to >18.0 ptsFair** Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.<br> <br>**18 to >0 ptsPoor** Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. | 30 pts |

    Instructions:

    What is the incidence of blood clots from COVID-19 in females over the age of 35?

    The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.

    For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.

    Reference: Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

    **To prepare:**

    · View the required media.

    · It is recommended you complete the quiz prior to constructing your initial response.

    **Post** a response including the following:

    · Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.

    · Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
    _t_ test).

    · Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.

    · Explain the SIR rate, how it is developed, and how organizations use it.

    · Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.

    Resources to use for post:

    · Beydoun, A. S., Koss, K., Nielsen, T., Holcomb, A. J., Pichardo, P., Purdy, N., Zebolsky, A. L., Heaton, C. M., McMullen, C. P., Yesensky, J. A., Moore, M. G., Goyal, N., Kohan, J., Sajisevi, M., Tan, K., Petrisor, D., Wax, M. K., Kejner, A. E., Hassan, Z., … Zenga, J. (2022).
    [Perioperative topical antisepsis and surgical site infection in patients undergoing upper aerodigestive tract reconstruction\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735). JAMA Otolaryngology-Head & Neck Surgery, 148(6), 547–554. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735

    · Sood, N., Lee, R. E., To, J. K., Cervellione, K. L., Smilios, M. D., Chun, H., & Ngai, I. M. (2022).
    [Decreased incidence of cesarean surgical site infection rate with hospital‐wide perioperative bundle\
    Links to an external site.](https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586). Birth: Issues in Perinatal Care, 49(1), 141–146. https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586

    · Sauer, K. (2023).
    [Testing for the treatment of urinary tract infections in symptomatic adult patients residing in long-term care facility: An evidence-based quality improvement projectLinks to an external site.](https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872) (Publication No. 30569808) [Doctoral dissertation, Phoenix University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872

    · Bullen, P. (n.d.).
    [_How to choose a sample size (for the statistically challenged)_ Links to an external site.](https://tools4dev.org/resources/how-to-choose-a-sample-size). tools4dev. https://tools4dev.org/resources/how-to-choose-a-sample-size

    · Centers for Disease Control and Prevention. (2025, April).
    [_NHSN's guide to the 2022 baseline standardized infection ratiosLinks to an external site._](https://www.cdc.gov/nhsn/2022rebaseline/sir-guide.pdf). https://www.cdc.gov/nhsn/2022rebaseline/sir-guide.pdf

    · “Overview of the Standard Infection Ratio (SIR)” (pp. 3–14)

    · Bissett, K., Ascenzi, J., & Whalen, M. (2025).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_(5th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 8, “Evidence Phase: Appraising the Evidence” (pp. 118–129)

    · Chapter 9, "Evidence Phase: Summary, Synthesis and Best-Evidence Recommendations" (pp. 132–144)

    · Salkind, N., & Frey, B. (2025).
    _Statistics for people who (think they) hate statistics_ (8th ed.). SAGE Publications.

    · Chapter 1, “Descriptive Statistics and Averages” (pp. 8–15)

    · Chapter 2, “What Do Your Data Look Like? Summarizing and Picturing Distributions” (pp. 25–50)

    · Chapter 6, “Hypotheticals and You: Making Guesses” (pp. 117–130)

    · Chapter 5, “The Normal Curve: It's Shaped Like a Bell and It's Everywhere!” (pp. 97–116)

    Niedz, B. (2024). Descriptive statistics [Video]. Walden University Canvas. https://waldenu.instructure.com

  • [Solved] case study

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    case study help **files (1)** – ## casestudy.docx **## casestudy.docx** **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient: · **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is incre…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    case study help

    **files (1)**

    – ## casestudy.docx

    **## casestudy.docx**

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient:

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    · Resources to use

    ·
    [https://www.apa.org/depression-guideline/adults](https://www.apa.org/depression-guideline/adults)

    ·
    [https://www.apa.org/depression-guideline/older-adults](https://www.apa.org/depression-guideline/older-adults)

    · https://www.apa.org/depression-guideline/children-and-adolescents

    | | | |
    | — | — | — |
    | Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a couple (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List. | | |

    **## casestudy.docx**

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient:

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    · Resources to use

    ·
    [https://www.apa.org/depression-guideline/adults](https://www.apa.org/depression-guideline/adults)

    ·
    [https://www.apa.org/depression-guideline/older-adults](https://www.apa.org/depression-guideline/older-adults)

    · https://www.apa.org/depression-guideline/children-and-adolescents

    | | | |
    | — | — | — |
    | Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a couple (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List. | | |

  • [Solved] Créate a discussion with the instructions attached

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Evidence-Based Practice as it relates informatics is vital to patient care. Discuss Stevens Star Model of Knowledge and its correlation to new emerging technology that will improve patient outcomes. **Participation Requirements** The student must answer the graded discussion with a substantive reply…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Evidence-Based Practice as it relates informatics is vital to patient care. Discuss Stevens Star Model of Knowledge and its correlation to new emerging technology that will improve patient outcomes.

    **Participation Requirements**

    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required, unless stated otherwise by your professor.

    Please review the rubric before posting to ensure a maximum of points.

    Here are the categories of the new discussion rubric:

    **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)

    **Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

    **Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)

    **Rigor, currency,  and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)

    **Peer & Professor Responses.** The number of responses, quality of response posts. (20%)

    **Timeliness of the initial post and the answers to the peers. (10%)**

  • [Solved] Create a discussion with the instructions attached

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    400 words. 8000There is three primary knowledge source for EBP: Valid research evidence, clinical expertise, and patient choice. Discuss all three of the primary knowledge source for EBP. Please include 400 words in your initial thread and 200 words in your answers to your peers. ### **Participation…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    400 words. 8000There is three primary knowledge source for EBP: Valid research evidence, clinical expertise, and patient choice. Discuss all three of the primary knowledge source for EBP.  Please include 400 words in your initial thread and 200 words in your answers to your peers.

    ### **Participation Requirements**

    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by WWednesday  11:59 p.m. Eastern Time of each week. Two scholarly sources references are required unless stated otherwise by your professor. Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points. Here are the categories of the new discussion rubric: **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%) **Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%) **Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%) **Rigor, currency,  and relevance of the scholarly references.** (Use articles that are below 5 years). (20%) **Peer & Professor Responses.** The number of responses, quality of response posts. (20%) **Timeliness of the initial post and the answers to the peers. (10%)**

  • [Solved] the Revolution of America

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In preparation for the initial post, consider two (2) issues of the Articles of Confederation and describe the main problems that the United States faced under the Federation government. Then, in one (1) to two (2) paragraphs, address one (1) of the following: Analyze two major debates by which the …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    In preparation for the initial post, consider two (2) issues of the Articles of Confederation and describe the main problems that the United States faced under the Federation government.

    Then, in one (1) to two (2) paragraphs, address one (1) of the following:

    Analyze two major debates by which the Constitution was created in the summer of 1787.

    Discuss the ratification process of the Constitution of 1787.

    How did ratification lead to the formation of America's first two political parties, the Federalists and Anti-Federalists?

    What were the major differences between the Federalists and Anti-Federalists, and who were the best-known members of each party?

  • [Solved] Nursing Homework 2 Woman Health

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please create a short case study here for your classmates to respond to regarding the best contraceptive choice and why. Please use APA format for reference and include one reference. Ex: Julia is a 39 year old married teacher. Prev OB HX includes 2 vaginal deliveries. PT is looking for a longer act…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please create a short case study here for your classmates to respond to regarding the best contraceptive choice and why. Please use APA format for reference and include one reference.

    Ex: Julia is a 39 year old married teacher. Prev OB HX includes 2 vaginal deliveries. PT is looking for a longer acting birth control but not yet ready to "shut down the shop". Pt is a social smoker, drink 2-3 drinks a week. Please choose the best option you think for her and provide rationale.

    Please create a new case and add the best birth control for your case and the rational