Assignment Prompt & Instructions
Using the Agency for Healthcare Research and Quality's (AHRQ) Gap Analysis Toolkit
**files (2)**
– ## Assignment_Week_2.docx
– ## Module2Assignment-RUBRIC.docx
**## Assignment_Week_2.docx**
**Clinical Issue Essay**
**Write a 1800-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 toward the minimum word amount.
**Review the rubric criteria for this assignment.**
Using the Agency for Healthcare Research and Quality's (AHRQ) Gap Analysis Toolkit located in the chapter readings, identify a clinical problem of interest (a current gap/problem affecting the delivery of evidence-based care).
1.
**Background:** Research the gap to understand the issue and form your background. The background of the problem is the review of information on why the problem is a pressing concern. It summarizes what is known about the problem being investigated. The background serves as your project's foundation. Support this section with reliable and credible sources.
2.
**Problem Statement:** Generate a concise problem statement. The problem statement should include the following items:
· a description of the nature and context of the problem,
· the impact of the problem on patients, populations, or societies; and the consequences of not fixing the problem. The problem statement justifies the need for your project, so end your problem statement with information on how your proposed study will contribute to the solution of this problem or issue. This will provide a lead-in to your purpose statement.
_The statement of the problem is about one page in length._
3.
**Proposed PICOT:** Form your PICOT question, breaking it down into discrete sections, and explain each area of the Population, Intervention, Comparison, Outcome, and Time (if applicable). Finish this section by writing your PICOT as a complete sentence.
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3)
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. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations. 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:** 1800 words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Follow APA formatting. Your paper should be crafted with a discrete
**Introduction (to include a purpose/objective statement), Body, Conclusion, and Reference** page. Body headings to address: Background, Problem Statement, Proposed PICOT.
**The title and reference page do not count toward the minimum word count.**
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
**least (4) scholarly sources to support your claims.** 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.”
**Refererences**
Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Review chapters 4 & 5.
Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN: 9781274226324. Review chapters 4, 5, & 6.
Library Guides at University of Missouri. (2022).
_Evidence based nursing practice._ PICO(T) and Clinical Questions – Evidence Based Nursing Practice – Library Guides at University of Missouri Libraries.
[https://libraryguides.missouri.edu/c.php?g=28271&p=174073](https://libraryguides.missouri.edu/c.php?g=28271&p=174073)
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)
Cedarville University. (n.d.).
_POCO keyword chart._ [_https://libguides.cedarville.edu/ld.php?content_id=65221543_](https://libguides.cedarville.edu/ld.php?content_id=65221543)
University of Kentucky Library. (n.d.).
_Picot development_[Video]. YouTube.
[https://www.youtube.com/watch?v=HgU6840h8GE](https://www.youtube.com/watch?v=HgU6840h8GE)
The National Library of Medicine. (n.d.)
_PubMed basics._ [_https://classroom.aspen.edu/content/enforced/76026-DNP810-JNFJNSN8-03-29-22-Sect1/AUDNPEBPModule1-%20PubMed%20Basics.pdf?_&d2lSessionVal=2EjeEapMQj7H3x0QFSeW79Any&ou=76026_](https://classroom.aspen.edu/content/enforced/76026-DNP810-JNFJNSN8-03-29-22-Sect1/AUDNPEBPModule1-%20PubMed%20Basics.pdf?_&d2lSessionVal=2EjeEapMQj7H3x0QFSeW79Any&ou=76026&ou=118315)
The National Library of Medicine. (2013).
_Use MeSH to build a better PubMed query._[Video]. YouTube.
[https://www.youtube.com/watch?v=uyF8uQY9wys](https://www.youtube.com/watch?v=uyF8uQY9wys)
**Targeted PubMed® Search**
1. Register for the National Center for Biotechnology Information (NCBI) Account – (Click “sign in to NCBI” and follow instructions to create an account using one of the 3rd party sign-in options. Please make a note of your log in username and password).
2. Complete PubMed® activities by following these instructions:
· Identify a problem or area of potential quality improvement for your DNP Project.
· Using PubMed®, create a search strategy for your selected topic.
· Use MeSH® terms and Boolean operators (i.e., AND, OR, NOT).
After you complete each step below, record the number of references returned by your search. Include the frequency of "ALL" and "Review" for each step. Adjust your search strategy so that you can complete all steps.
1. Run a basic text search using two MeSH® terms for your topic.
2. Refine your search by using the LIMIT feature to include only references that are within five years.
3. Refine further to include references in which the search terms appear in the Abstract/Title.
4. Refine further still to include references in which the search terms appear only in the Title.
Use a tracking log to help keep track of your search results.
**## Module2Assignment-RUBRIC.docx**
3/15/26, 9:09 PM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269450/View 1/5
1/5
**## Module2Assignment-RUBRIC.docx**
3/15/26, 9:09 PM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269450/View 1/5
1/5
**## Assignment_Week_2.docx**
**Clinical Issue Essay**
**Write a 1800-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 toward the minimum word amount.
**Review the rubric criteria for this assignment.**
Using the Agency for Healthcare Research and Quality's (AHRQ) Gap Analysis Toolkit located in the chapter readings, identify a clinical problem of interest (a current gap/problem affecting the delivery of evidence-based care).
1.
**Background:** Research the gap to understand the issue and form your background. The background of the problem is the review of information on why the problem is a pressing concern. It summarizes what is known about the problem being investigated. The background serves as your project's foundation. Support this section with reliable and credible sources.
2.
**Problem Statement:** Generate a concise problem statement. The problem statement should include the following items:
· a description of the nature and context of the problem,
· the impact of the problem on patients, populations, or societies; and the consequences of not fixing the problem. The problem statement justifies the need for your project, so end your problem statement with information on how your proposed study will contribute to the solution of this problem or issue. This will provide a lead-in to your purpose statement.
_The statement of the problem is about one page in length._
3.
**Proposed PICOT:** Form your PICOT question, breaking it down into discrete sections, and explain each area of the Population, Intervention, Comparison, Outcome, and Time (if applicable). Finish this section by writing your PICOT as a complete sentence.
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3)
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. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations. 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:** 1800 words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Follow APA formatting. Your paper should be crafted with a discrete
**Introduction (to include a purpose/objective statement), Body, Conclusion, and Reference** page. Body headings to address: Background, Problem Statement, Proposed PICOT.
**The title and reference page do not count toward the minimum word count.**
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
**least (4) scholarly sources to support your claims.** 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.”
**Refererences**
Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Review chapters 4 & 5.
Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN: 9781274226324. Review chapters 4, 5, & 6.
Library Guides at University of Missouri. (2022).
_Evidence based nursing practice._ PICO(T) and Clinical Questions – Evidence Based Nursing Practice – Library Guides at University of Missouri Libraries.
[https://libraryguides.missouri.edu/c.php?g=28271&p=174073](https://libraryguides.missouri.edu/c.php?g=28271&p=174073)
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)
Cedarville University. (n.d.).
_POCO keyword chart._ [_https://libguides.cedarville.edu/ld.php?content_id=65221543_](https://libguides.cedarville.edu/ld.php?content_id=65221543)
University of Kentucky Library. (n.d.).
_Picot development_[Video]. YouTube.
[https://www.youtube.com/watch?v=HgU6840h8GE](https://www.youtube.com/watch?v=HgU6840h8GE)
The National Library of Medicine. (n.d.)
_PubMed basics._ [_https://classroom.aspen.edu/content/enforced/76026-DNP810-JNFJNSN8-03-29-22-Sect1/AUDNPEBPModule1-%20PubMed%20Basics.pdf?_&d2lSessionVal=2EjeEapMQj7H3x0QFSeW79Any&ou=76026_](https://classroom.aspen.edu/content/enforced/76026-DNP810-JNFJNSN8-03-29-22-Sect1/AUDNPEBPModule1-%20PubMed%20Basics.pdf?_&d2lSessionVal=2EjeEapMQj7H3x0QFSeW79Any&ou=76026&ou=118315)
The National Library of Medicine. (2013).
_Use MeSH to build a better PubMed query._[Video]. YouTube.
[https://www.youtube.com/watch?v=uyF8uQY9wys](https://www.youtube.com/watch?v=uyF8uQY9wys)
**Targeted PubMed® Search**
1. Register for the National Center for Biotechnology Information (NCBI) Account – (Click “sign in to NCBI” and follow instructions to create an account using one of the 3rd party sign-in options. Please make a note of your log in username and password).
2. Complete PubMed® activities by following these instructions:
· Identify a problem or area of potential quality improvement for your DNP Project.
· Using PubMed®, create a search strategy for your selected topic.
· Use MeSH® terms and Boolean operators (i.e., AND, OR, NOT).
After you complete each step below, record the number of references returned by your search. Include the frequency of "ALL" and "Review" for each step. Adjust your search strategy so that you can complete all steps.
1. Run a basic text search using two MeSH® terms for your topic.
2. Refine your search by using the LIMIT feature to include only references that are within five years.
3. Refine further to include references in which the search terms appear in the Abstract/Title.
4. Refine further still to include references in which the search terms appear only in the Title.
Use a tracking log to help keep track of your search results.
**## Module2Assignment-RUBRIC.docx**
3/15/26, 9:09 PM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269450/View 1/5
1/5
**## Assignment_Week_2.docx**
**Clinical Issue Essay**
**Write a 1800-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 toward the minimum word amount.
**Review the rubric criteria for this assignment.**
Using the Agency for Healthcare Research and Quality's (AHRQ) Gap Analysis Toolkit located in the chapter readings, identify a clinical problem of interest (a current gap/problem affecting the delivery of evidence-based care).
1.
**Background:** Research the gap to understand the issue and form your background. The background of the problem is the review of information on why the problem is a pressing concern. It summarizes what is known about the problem being investigated. The background serves as your project's foundation. Support this section with reliable and credible sources.
2.
**Problem Statement:** Generate a concise problem statement. The problem statement should include the following items:
· a description of the nature and context of the problem,
· the impact of the problem on patients, populations, or societies; and the consequences of not fixing the problem. The problem statement justifies the need for your project, so end your problem statement with information on how your proposed study will contribute to the solution of this problem or issue. This will provide a lead-in to your purpose statement.
_The statement of the problem is about one page in length._
3.
**Proposed PICOT:** Form your PICOT question, breaking it down into discrete sections, and explain each area of the Population, Intervention, Comparison, Outcome, and Time (if applicable). Finish this section by writing your PICOT as a complete sentence.
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%202%20Assignment.html?ou=118315&d2l_body_type=3)
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. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations. 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:** 1800 words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Follow APA formatting. Your paper should be crafted with a discrete
**Introduction (to include a purpose/objective statement), Body, Conclusion, and Reference** page. Body headings to address: Background, Problem Statement, Proposed PICOT.
**The title and reference page do not count toward the minimum word count.**
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
**least (4) scholarly sources to support your claims.** 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.”
**Refererences**
Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Review chapters 4 & 5.
Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN: 9781274226324. Review chapters 4, 5, & 6.
Library Guides at University of Missouri. (2022).
_Evidence based nursing practice._ PICO(T) and Clinical Questions – Evidence Based Nursing Practice – Library Guides at University of Missouri Libraries.
[https://libraryguides.missouri.edu/c.php?g=28271&p=174073](https://libraryguides.missouri.edu/c.php?g=28271&p=174073)
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)
Cedarville University. (n.d.).
_POCO keyword chart._ [_https://libguides.cedarville.edu/ld.php?content_id=65221543_](https://libguides.cedarville.edu/ld.php?content_id=65221543)
University of Kentucky Library. (n.d.).
_Picot development_[Video]. YouTube.
[https://www.youtube.com/watch?v=HgU6840h8GE](https://www.youtube.com/watch?v=HgU6840h8GE)
The National Library of Medicine. (n.d.)
_PubMed basics._ [_https://classroom.aspen.edu/content/enforced/76026-DNP810-JNFJNSN8-03-29-22-Sect1/AUDNPEBPModule1-%20PubMed%20Basics.pdf?_&d2lSessionVal=2EjeEapMQj7H3x0QFSeW79Any&ou=76026_](https://classroom.aspen.edu/content/enforced/76026-DNP810-JNFJNSN8-03-29-22-Sect1/AUDNPEBPModule1-%20PubMed%20Basics.pdf?_&d2lSessionVal=2EjeEapMQj7H3x0QFSeW79Any&ou=76026&ou=118315)
The National Library of Medicine. (2013).
_Use MeSH to build a better PubMed query._[Video]. YouTube.
[https://www.youtube.com/watch?v=uyF8uQY9wys](https://www.youtube.com/watch?v=uyF8uQY9wys)
**Targeted PubMed® Search**
1. Register for the National Center for Biotechnology Information (NCBI) Account – (Click “sign in to NCBI” and follow instructions to create an account using one of the 3rd party sign-in options. Please make a note of your log in username and password).
2. Complete PubMed® activities by following these instructions:
· Identify a problem or area of potential quality improvement for your DNP Project.
· Using PubMed®, create a search strategy for your selected topic.
· Use MeSH® terms and Boolean operators (i.e., AND, OR, NOT).
After you complete each step below, record the number of references returned by your search. Include the frequency of "ALL" and "Review" for each step. Adjust your search strategy so that you can complete all steps.
1. Run a basic text search using two MeSH® terms for your topic.
2. Refine your search by using the LIMIT feature to include only references that are within five years.
3. Refine further to include references in which the search terms appear in the Abstract/Title.
4. Refine further still to include references in which the search terms appear only in the Title.
Use a tracking log to help keep track of your search results.
**## Module2Assignment-RUBRIC.docx**
3/15/26, 9:09 PM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269450/View 1/5
1/5