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DNP 820 Full Course Assignments GCU
DNP 820 Week 1 Individual Success Plan (ISP)
Details:
The Individual Success Plan (ISP) assignment
in this course requires your collaboration with the course faculty early on to
establish a plan for successful completion of mutually identified and agreed
upon specific deliverables for your programmatic requirements. Programmatic
requirements are: (1) completion of required practice immersion hours, (2)
completion of work associated with program competencies, and (3) work
associated toward completion of your Direct Practice Improvement Project.
General Requirements:
Use the following information to ensure
successful completion of the assignment as it pertains to deliverables due in
this course:
- Locate and download Individual Success Plan (ISP) document in the
DC Network.
- Review the DNP Program Milestones document in the DC Network and
identify which milestones apply to this course. Note: Not all courses have
milestones.
Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice. - Use the Individual Success Plan to develop a personal plan for
completing your practice hours and how competencies will be met. Show all
of the major milestones and deliverables.
- Within the Individual Success Plan, ensure you identify specific
deliverables which can include the following: individualized DNP practice
immersion contracts; comprehensive clinical log of hours applied to
doctoral level learning outcomes; learner evaluations; mentor evaluations;
current and updated CV; scholarly activities; GCU DNP competency
self-assessment; reflective journal; course goals and plan for how
competencies and practice immersion hours will be met; faculty and mentor
approvals of course goals and documented practice immersion hours; and DPI
project milestones.
- Identify the specific deliverables you will complete throughout
this course from those defined above or others negotiated with your
faculty. And you need to turn in a new Individual Success Plan for all
courses.
- Identify the remaining deliverables you will complete in the
upcoming courses.
- List the challenges you expect to encounter as you continue the
practice hour and competency requirements throughout this course? How
might you overcome these challenges?
- You can renegotiate these deliverables with your faculty throughout
this course and update your Individual Success Plan accordingly.
- This assignment uses a rubric. Please Review the rubric prior to
the beginning to become familiar with the expectations for successful
completion.
- You are not required to submit this assignment to
LopesWrite.
Directions:
Complete the Contact Information table at the
beginning of the ISP resource, and type in your signature and the date on which
you completed the table.
Read the information in the ISP document
including the following:
- Learner expectations
- Derivation of the ISP
- Instructions for completing the ISP
Follow the instructions and complete the ISP.
Individual Success Plan (ISP)
|
|
1
Unsatisfactory 0.00% |
2
Less than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
|
|
100.0 %Content
|
|
|||||
|
30.0 %Deliverables
|
Description of specific deliverables to be completed in the course is
not included.
|
Description of specific deliverables to be completed in the course is
incomplete or incorrect.
|
Description of specific deliverables to be completed in the course is
included but lacks sufficient detail.
|
Description of specific deliverables to be completed in the course is
complete and includes sufficient detail.
|
Description of specific deliverables to be completed in the course is
extremely thorough and includes sufficient detail.
|
|
|
30.0 %Remaining Deliverables
|
Description of remaining deliverables to complete is not included.
|
Description of remaining deliverables to complete is incomplete or
incorrect.
|
Description of remaining deliverables is included but lacks sufficient
detail.
|
Description of remaining deliverables to complete is complete and
includes sufficient detail.
|
Description of remaining deliverables to complete is extremely
thorough and included sufficient detail.
|
|
|
15.0 %Domains and Competencies
|
A list of domains and competencies used are not included.
|
N/A
|
N/A
|
N/A
|
A list of domains and competencies used are complete.
|
|
|
15.0 %Objectives
|
A list of objectives is not included.
|
N/A
|
N/A
|
N/A
|
A list of objectives is included.
|
|
|
5.0 %Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice or sentence construction is used.
|
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register) or word choice are present.
Sentence structure is correct but not varied.
|
Some mechanical errors or typos are present, but they are not overly
distracting to the reader. Correct and varied sentence structure and
audience-appropriate language are employed.
|
Prose is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence structures and
figures of speech.
|
Writer is clearly in command of standard, written, academic English.
|
|
|
5.0 %Paper Format (use of appropriate style for the
major and assignment)
|
Template is not used appropriately or documentation format is rarely
followed correctly.
|
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
|
Appropriate template is used. Formatting is correct, although some
minor errors may be present.
|
Appropriate template is fully used. There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
100 %Total Weightage
|
||||||
DNP 820 Week 2 DPI Project Milestone
DPI Project Milestone: 10 Strategic Points for the
Prospectus, Proposal, and Direct Practice Improvement Project
Details:
In the prospectus, proposal, and scholarly
project there are 10 strategic points that need to be clear, simple, correct,
and aligned to ensure the research is doable, valuable, and credible. The 10
strategic points emerge from researching literature on a topic that is based on
or aligned with the learner’s personal passion, future career purpose, and
degree area. These 10 points provide a guiding vision for DPI Project. In this
assignment, you will continue the work begun in DNP-815, working on your draft
of a document addressing the 10 key strategic points that define your intended
research focus and approach.
General Requirements:
Use the following information to ensure
successful completion of the assignment:
- Locate the “The 10 Strategic Points for the Prospectus, Proposal,
and Direct Practice Improvement Project” that you completed in DNP-815.
- Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student Success Center.
An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to
the beginning to become familiar with the expectations for successful
completion.
- You are required to submit this assignment to
LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Use the “The 10 Strategic Points for the
Prospectus, Proposal, and Direct Practice Improvement Project” resource to
draft statements for each of the 10 points for your intended research study.
Portfolio Practice Hours:
Practice immersion assignments are based on
your current course objectives, and are intended to be application-based
learning using your real-world practice setting. These assignments earn
practice immersion hours, and are indicated in the assignment by a Portfolio
Practice Hours statement which reminds you, the learner, to enter in a
corresponding case log in Typhon. Actual clock hours are entered, but the
average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment
using real-world application. Real-world application requires the use of
evidence-based data, contemporary theories, and concepts presented in the
course. The culmination of your assignment must present a viable application in
a current practice setting. For more information on parameters for
practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the
following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the Typhon Student
Tracking System for verification purposes and will be sure that all approvals
are in place from my faculty and practice mentor.
DPI Project Milestone: 10 Strategic Points for the
Prospectus, Proposal, and Direct Practice Improvement Project
|
|
1
Unsatisfactory 0.00% |
2
Does Not Meet Expectations 74.00% |
3
Approaching Meeting Expectations 87.00% |
4
Meets Expectations 100.00% |
|
|
100.0 %Content
|
|
||||
|
10.0 %Topic: Provides a broad project topic
area/title.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
15.0 %Literature Review: Lists primary points for four
sections in the Literature Review: (a) Background of the problem/gap and the
need for the project based on citations from the literature; (b) Theoretical
foundations (models and theories to be foundation for study); (c) Review of
literature topics with key concept (??) for each one; (d) Summary.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Problem Statement: Describes the problem to
address through the project based on defined gaps or needs from the literature.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Sample and Location: Identifies sample, needed
sample size, and location.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Clinical/PICOT Questions: Provides clinical/PICOT
questions to all of the collected data needed to address the problem
statement.
|
Item is not present.
|
Not all components are present. Large gaps are present in the components
that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
5.0 %Variables
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Methodology and Design: Describes the selected
methodology and specific research design to address problem statement and
clinical/PICOT questions.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Purpose Statement: Provides one sentence
statement of purpose including the problem statement, methodology, design,
population sample, and location.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Data Collection: Describes primary instruments
and sources of data to answer research questions. Reliability and Validity of
the instruments are addressed.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
10.0 %Data Analysis: Describes the specific data
analysis approaches to be used to address clinical/PICOT questions. The
statistical test(s) that will be used must be identified and must be
appropriate for the level of data and the clinical/PICOT question.
|
Item is not present.
|
Not all components are present. Large gaps are present in the
components that leave the reader with significant questions.
|
Component is present and adequate. Small gaps are present that leave
the reader with questions.
|
Component is addressed clearly and comprehensively. No gaps are
present that leave the reader with questions.
|
|
|
100 %Total Weightage
|
|||||
DNP 820 Week 3 Critical Appraisal of Practice Guidelines
Details:
While there are several tools to critically
appraise practice guidelines, the most comprehensively validated appraisal tool
is the AGREE II Instrument. The AGREE II Instrument can be used by individual
practitioners to critically appraise health guidelines and by decision makers
to inform policy decisions. The purpose of the AGREE II Instrument is to
provide a framework to:
- Assess the quality of guidelines.
- Provide a methodological strategy for the development of
guidelines.
- Inform what information and how the information
ought to be reported in guidelines.
Overall assessment includes rating the
overall quality of the guideline and whether the guideline would be recommended
for use in practice.
Items are rated on a 7-point scale from 1
(Strongly Disagree) to 7 (Strongly Agree). A score of 1 is given when there is
no information on that item or if it is poorly reported. A score of 7 is given
if the quality of reporting is excellent and when full criteria have been met
(Score explanations found in the AGREE II-GRS Instrument).
A quality score is calculated for each of the
six domains, which are independently scored. Domain scores are calculated by
summing up all the scores of the items in the domain and by scaling the total
as a percentage of the maximum possible score for that specific domain.
For this assignment, you will choose a
guideline and assess the overall quality and whether the guideline would be
recommended for use in practice.
General Requirements:
Use the following information to ensure
successful completion of this assignment:
- Download the AGREE II instrument.
- Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student Success Center.
An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to
the beginning to become familiar with the expectations for successful
completion.
- You are not required to submit this assignment to
LopesWrite.
Directions:
Perform the following tasks to complete this
assignment:
- Using the AGREE II instrument as your guide, create a table that
discusses a practice guideline in which you might have questioned the
recommendations. (Note: You may be able to copy and paste the instrument
into a new Word document and complete the information.)
- Each domain must have its own cell (similar to the
one shown in the manual) and add domain scores and an overall guideline
assessment. Be sure to include comments and additional considerations that
influenced your rating decision and cite any sources used.
Portfolio Practice Hours:
Practice immersion assignments are based on
your current course objectives, and are intended to be application-based
learning using your real-world practice setting. These assignments earn
practice immersion hours, and are indicated in the assignment by a Portfolio
Practice Hours statement which reminds you, the learner, to enter in a
corresponding case log in Typhon. Actual clock hours are entered, but the
average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using
real-world application. Real-world application requires the use of
evidence-based data, contemporary theories, and concepts presented in the
course. The culmination of your assignment must present a viable application in
a current practice setting. For more information on parameters for
practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the
following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the Typhon Student
Tracking System for verification purposes and will be sure that all approvals
are in place from my faculty and practice mentor.
Critical Appraisal of Practice Guidelines
|
|
1
Unsatisfactory 0.00% |
2
Less Than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
|
|
70.0 %Content
|
|
|||||
|
20.0 %Discuss a practice guideline in which you might
have questioned the recommendations.
|
Discussion of the practice is not presented.
|
Discussion of the practice is presented but incomplete.
|
Discussion of the practice is presented but at a cursory level.
|
Discussion of the practice is clearly presented and convincing.
Sources cited are from current scholarly but some outdated sources.
|
Discussion of the practice is clearly presented and perceptive.
Sources cited are from current scholarly sources.
|
|
|
25.0 %Create a table for each domain (similar to the
one shown in the manual) and add domain scores and an overall guideline
assessment.
|
A table with each domain is not presented.
|
A table with each domain is presented but incomplete.
|
A table with each domain is presented but at a cursory level.
|
A table with each domain is clearly presented. Scores are present for
each domain and justification is beyond surface understanding.
|
A table with each domain is clearly presented. Scores are present for
each domain and justification is insightful.
|
|
|
25.0 %Create a table for the overall guideline
assessment.
|
A table for the overall guideline assessment is not presented.
|
A table for the overall guideline assessment is presented but
incomplete.
|
A table for the overall guideline assessment is presented but at a
cursory level.
|
A table for the overall guideline assessment is clearly presented and
convincing.
|
A table for the overall guideline assessment is clearly presented and
perceptive.
|
|
|
20.0 %Organization and Effectiveness
|
|
|||||
|
7.0 %Thesis Development and Purpose
|
Paper lacks any discernible overall purpose or organizing claim.
|
Thesis and/or main claim are insufficiently developed and/or vague;
purpose is not clear.
|
Thesis is apparent and appropriate to purpose.
|
Thesis is clear and forecasts the development of the paper. Thesis is
descriptive and reflective of the arguments and appropriate to the purpose.
|
Thesis is comprehensive and contains the essence of the paper. Thesis
statement makes the purpose of the paper clear.
|
|
|
8.0 %Argument Logic and Construction
|
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is incoherent and uses
noncredible sources.
|
Sufficient justification of claims is lacking. Argument lacks consistent
unity. There are obvious flaws in the logic. Some sources have questionable
credibility.
|
Argument is orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically, but not
thoroughly, supports the purpose. Sources used are credible. Introduction and
conclusion bracket the thesis.
|
Argument shows logical progressions. Techniques of argumentation are
evident. There is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative.
|
Clear and convincing argument that presents a persuasive claim in a
distinctive and compelling manner is present. All sources are authoritative.
|
|
|
5.0 %Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice and/or sentence construction are used.
|
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence structure, and/or
word choice are present.
|
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
|
Prose is largely free of mechanical errors, although a few may be
present. A variety of sentence structures and effective figures of speech are
used.
|
Writer is clearly in command of standard, written, academic English.
|
|
|
10.0 %Format
|
|
|||||
|
5.0 %Paper Format (Use of appropriate style for the
major and assignment)
|
Template is not used appropriately or documentation format is rarely
followed correctly.
|
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
|
Appropriate template is used. Formatting is correct, although some
minor errors may be present.
|
Appropriate template is fully used. There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and style)
|
Sources are not documented.
|
Documentation of sources is inconsistent or incorrect, as appropriate
to assignment and style, with numerous formatting errors.
|
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
|
Sources are documented, as appropriate to assignment and style, and
format is mostly correct.
|
Sources are completely and correctly documented, as appropriate to
assignment and style, and format is free of error.
|
|
|
100 %Total Weightage
|
||||||
DNP 820 Week 4 Introduction to the Literature Review
Details:
Empirical research is the foundation of
scholarly research and scholarly writing. An empirical article is defined as
one that reports actual results of a research study. An empirical article
includes a description of the study, an introduction, a research question, an
explanation of the study’s methodology, a presentation of the results of the
study, and a conclusion that discusses the results and suggests topics for
further study.
As you search the library for scholarly
research, you should limit your search to identify empirical articles. (You can
use the “Empirical Research Checklist” from DNP-801 to assist in this
determination.) After finding an empirical study, begin to assess the validity
of the conclusion by determining if the conclusion answers the proposed
research question and if the methodology is appropriate.
As you move forward in your doctoral journey,
you will read research papers that will require you to assess the validity of
the studies in question. To accomplish this, qualitative assessments about the
research must be made by comparing, contrasting, and synthesizing what the
research says.
In this assignment, you will continue to
develop the skill of writing, by reviewing 15 research articles associated with
your chosen topic and using the content to identify at least five major
concepts and subthemes related to your topic.
General Requirements:
Use the following information to ensure
successful completion of this assignment:
- Use the “Empirical Research Checklist” to assist in the
determination of empirical articles.
- Use the “Research Article Chart” to provide a summary review of
each component of your assignment.
- Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
- You are required to submit this assignment to
LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Part 1: Selection of 15 Articles
Select 15 empirical articles related to your
PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that
each article you select meets all of the established criteria. At least one
article must demonstrate a quantitative methodology.
Part 2: Research Article Chart
Using the articles acquired in Part 1, provide
a summary review of each component using the “Research Article Chart” template.
Part 3: Synthesis of Research Studies
Based upon your review of the 15 research
articles, identify at least five major concepts that relate to your project
topic, and three subthemes related to each concept.
Using the information from the completed
“Research Article Chart,” and the major concepts and subthemes you have
identified, write a 2,000-3,000 word paper that synthesizes the content of the
15 research studies.
Summarize each major concept and focus on
providing a detailed synthesis of the three identified subthemes that support
that concept by addressing the following.
- Introduction of the identified subtheme
- Summary of the research questions posed by the studies
- Summary of the sample populations used
- Summary of the limitations of the studies
- Summary of the conclusion and recommendations for
further research
Portfolio Practice Hours:
Practice immersion assignments are based on
your current course objectives, and are intended to be application-based
learning using your real-world practice setting. These assignments earn
practice immersion hours, and are indicated in the assignment by a Portfolio
Practice Hours statement which reminds you, the learner, to enter in a corresponding
case log in Typhon. Actual clock hours are entered, but the average hours
associated with each practice immersion assignment is 10.
You are required to complete your assignment
using real-world application. Real-world application requires the use of
evidence-based data, contemporary theories, and concepts presented in the
course. The culmination of your assignment must present a viable application in
a current practice setting. For more information on parameters for
practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the
following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the Typhon Student
Tracking System for verification purposes and will be sure that all approvals
are in place from my faculty and practice mentor.
Introduction to the Literature Review
|
|
1
Unsatisfactory 0.00% |
2
Less Than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
|
|
70.0 %Content
|
|
|||||
|
10.0 %Introduction
|
An introduction is not present.
|
An introduction is present, but it does not relate to the body of the
paper.
|
An introduction is present, and it relates to the body of the paper.
There is nothing in the introduction to entice the reader to continue
reading.
|
An introduction is present, and it relates to the body of the paper.
Information presented in the introduction provides a weak incentive for the
reader to continue reading.
|
An introduction is present, and it relates to the body of the paper.
Information presented in the introduction is intriguing and encourages the
reader to continue reading.
|
|
|
15.0 %Synthesis of Research Questions
|
No synthesis of research questions is presented.
|
A synthesis of research questions is presented. However, the synthesis
is not valid.
|
A cursory though valid synthesis of research questions is presented.
|
A moderately thorough and valid synthesis of research questions is
presented.
|
A reflective and insightful synthesis of research questions is
presented.
|
|
|
15.0 %Synthesis of Sample Populations
|
No synthesis of sample populations is presented.
|
A synthesis of sample populations is presented. However, the synthesis
is not valid.
|
A cursory though valid synthesis of sample populations is presented.
|
A moderately thorough and valid synthesis of sample populations is
presented.
|
A reflective and insightful synthesis of sample populations is
presented.
|
|
|
15.0 %Synthesis of the Limitations of the Study
|
No synthesis of the limitations of the studies is presented.
|
A synthesis of the limitations of the studies is presented. However,
the synthesis is not valid.
|
A cursory though valid synthesis of the limitations of the studies is
presented.
|
A moderately thorough and valid synthesis of the limitations of the
studies is presented.
|
A reflective and insightful synthesis of the limitations of the
studies is presented.
|
|
|
15.0 %Conclusion and Recommendations for Further
Research
|
No conclusion and recommendations for further research are presented.
|
A conclusion and recommendations for further research are presented.
However, they are not valid.
|
A cursory though valid conclusion and recommendations for further
research are presented.
|
A moderately thorough and valid conclusion and recommendations for
further research are presented.
|
A reflective and insightful conclusion and recommendations for further
research are presented.
|
|
|
20.0 %Organization and Effectiveness
|
|
|||||
|
7.0 %Thesis Development and Purpose
|
Paper lacks any discernible overall purpose or organizing claim.
|
Thesis and/or main claim are insufficiently developed and/or vague;
purpose is not clear.
|
Thesis and/or main claim are apparent and appropriate to purpose.
|
Thesis and/or main claim are clear and forecast the development of the
paper. It is descriptive and reflective of the arguments and appropriate to
the purpose.
|
Thesis and/or main claim are comprehensive. The essence of the paper
is contained within the thesis. Thesis statement makes the purpose of the
paper clear.
|
|
|
8.0 %Argument Logic and Construction
|
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is incoherent and uses
noncredible sources.
|
Sufficient justification of claims is lacking. Argument lacks consistent
unity. There are obvious flaws in the logic. Some sources have questionable
credibility.
|
Argument is orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically, but not
thoroughly, supports the purpose. Sources used are credible. Introduction and
conclusion bracket the thesis.
|
Argument shows logical progressions. Techniques of argumentation are
evident. There is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative.
|
Clear and convincing argument that presents a persuasive claim in a
distinctive and compelling manner. All sources are authoritative.
|
|
|
5.0 %Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice and/or sentence construction are used.
|
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence structure, and/or
word choice are present.
|
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
|
Prose is largely free of mechanical errors, although a few may be
present. A variety of sentence structures and effective figures of speech are
used.
|
Writer is clearly in command of standard, written, academic English.
|
|
|
10.0 %Format
|
|
|||||
|
5.0 %Paper Format (use of appropriate style for the
major and assignment)
|
Template is not used appropriately or documentation format is rarely
followed correctly.
|
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
|
Appropriate template is used. Formatting is correct, although some
minor errors may be present.
|
Appropriate template is fully used. There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and style)
|
Sources are not documented.
|
Documentation of sources is inconsistent or incorrect, as appropriate
to assignment and style, with numerous formatting errors.
|
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
|
Sources are documented, as appropriate to assignment and style, and
format is mostly correct.
|
Sources are completely and correctly documented, as appropriate to
assignment and style, and format is free of error.
|
|
|
100 %Total Weightage
|
||||||
DNP 820 Week 5 Implementation Into Practice
Details:
The Institute of Medicine set a goal that 90%
of health care decisions should be evidence-based by 2020. At best guess, less
than 10% of decisions use best evidence. Bridging the gap between research,
findings, and practice implementation is one strategy to meet this important
goal. This assignment will help you to find gaps that may be used for your
project.
General Requirements:
Use the following information to ensure
successful completion of the assignment:
- Review the Agency for Healthcare Research and Quality (AHRQ)
website to complete the assignment.
- Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student Success Center.
An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to
the beginning to become familiar with the expectations for successful
completion.
- Use at least two additional scholarly research sources published
within the last 5 years. Provide citations and references for all sources
used.
- You are required to submit this assignment to
LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Select a practice from the AHRQ comparative
effectiveness research site and write a 1,000-1,250 word paper that looks at a
gap that exists between research findings and the implementation of those
findings in practice. Include the following:
- Discuss the practice.
- Assess to what extent the practice is being implemented.
- Evaluate the barriers to implementation into practice.
- Propose ways to overcome the barriers.
- Discuss the resources available on the selected site
to inform translation.
Portfolio Practice Hours:
Practice immersion assignments are based on
your current course objectives, and are intended to be application-based
learning using your real-world practice setting. These assignments earn
practice immersion hours, and are indicated in the assignment by a Portfolio
Practice Hours statement which reminds you, the learner, to enter in a
corresponding case log in Typhon. Actual clock hours are entered, but the
average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment
using real-world application. Real-world application requires the use of
evidence-based data, contemporary theories, and concepts presented in the
course. The culmination of your assignment must present a viable application in
a current practice setting. For more information on parameters for
practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the
following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the Typhon Student
Tracking System for verification purposes and will be sure that all approvals
are in place from my faculty and practice mentor.
Implementation Into Practice
|
|
1
Unsatisfactory 0.00% |
2
Less Than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
|
|
70.0 %Content
|
|
|||||
|
10.0 %Discuss the Practice
|
Discussion of the practice is not presented.
|
Discussion of the practice is presented but is incomplete.
|
Discussion of the practice is presented but at a cursory level.
|
Discussion of the practice is clearly presented and convincing.
Sources cited are from current scholarly but some outdated sources.
|
Discussion of the practice is clearly presented and perceptive.
Sources cited are from current scholarly sources.
|
|
|
15.0 %Assess to what extent the practice is being
implemented
|
Assessment of the extent the practice is being implemented is not
presented.
|
Assessment of the extent the practice is being implemented is
presented but is incomplete.
|
Assessment of the extent the practice is being implemented is
presented but at a cursory level.
|
Assessment of the extent the practice is being implemented is clearly
presented and convincing. Sources cited are from current scholarly but some
outdated sources.
|
Assessment of the extent the practice is being implemented is clearly
presented and perceptive. Sources cited are from current scholarly sources.
|
|
|
15.0 %Evaluate the Barriers to Implementation Into
Practice
|
Evaluation of the barriers to implementation into practice is not
presented.
|
Evaluation of the barriers to implementation into practice is
presented but is incomplete.
|
Evaluation of the barriers to implementation into practice is
presented but at a cursory level.
|
Evaluation of the barriers to implementation into practice is clearly
presented and convincing. Sources cited are from current scholarly but some
outdated sources.
|
Evaluation of the barriers to implementation into practice is clearly
presented and perceptive. Sources cited are from current scholarly sources.
|
|
|
15.0 %Propose Ways to Overcome the Barriers
|
Proposed ways to overcome the barriers are not presented.
|
Proposed ways to overcome the barriers are presented but are
incomplete.
|
Proposed ways to overcome the barriers are presented but at a cursory
level.
|
Proposed ways to overcome the barriers are clearly presented and
convincing. Sources cited are from current scholarly but some outdated
sources.
|
Proposed ways to overcome the barriers are clearly presented and
perceptive. Sources cited are from current scholarly sources.
|
|
|
15.0 %Discuss the Resources Available on the Selected
Site to Inform Translation
|
Discussion of the resources available on the selected site to inform
translation is not presented.
|
Discussion of the resources available on the selected site to inform
translation is presented but is incomplete.
|
Discussion of the resources available on the selected site to inform
translation is presented but at a cursory level.
|
Discussion of the resources available on the selected site to inform
translation is clearly presented and convincing. Sources cited are from
current scholarly but some outdated sources.
|
Discussion of the resources available on the selected site to inform
translation is clearly presented and perceptive. Sources cited are from
current scholarly sources.
|
|
|
20.0 %Organization and Effectiveness
|
|
|||||
|
7.0 %Thesis Development and Purpose
|
Paper lacks any discernible overall purpose or organizing claim.
|
Thesis is insufficiently developed or vague. Purpose is not clear.
|
Thesis is apparent and appropriate to purpose.
|
Thesis is clear and forecasts the development of the paper. Thesis is
descriptive and reflective of the arguments and appropriate to the purpose.
|
Thesis is comprehensive and contains the essence of the paper. Thesis
statement makes the purpose of the paper clear.
|
|
|
8.0 %Argument Logic and Construction
|
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is incoherent and uses
noncredible sources.
|
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some sources have
questionable credibility.
|
Argument is orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically, but not
thoroughly, supports the purpose. Sources used are credible. Introduction and
conclusion bracket the thesis.
|
Argument shows logical progressions. Techniques of argumentation are
evident. There is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative.
|
Clear and convincing argument that presents a persuasive claim in a
distinctive and compelling manner. All sources are authoritative.
|
|
|
5.0 %Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice or sentence construction is used.
|
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register) or word choice are present.
Sentence structure is correct but not varied.
|
Some mechanical errors or typos are present, but they are not overly
distracting to the reader. Correct and varied sentence structure and
audience-appropriate language are employed.
|
Prose is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence structures and
figures of speech.
|
Writer is clearly in command of standard, written, academic English.
|
|
|
10.0 %Format
|
|
|||||
|
5.0 %Paper Format (Use of appropriate style for the major
and assignment)
|
Template is not used appropriately or documentation format is rarely
followed correctly.
|
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
|
Appropriate template is used. Formatting is correct, although some
minor errors may be present.
|
Appropriate template is fully used. There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and style)
|
Sources are not documented.
|
Documentation of sources is inconsistent or incorrect, as appropriate
to assignment and style, with numerous formatting errors.
|
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
|
Sources are documented, as appropriate to assignment and style, and
format is mostly correct.
|
Sources are completely and correctly documented, as appropriate to
assignment and style, and format is free of error.
|
|
|
100 %Total Weightage
|
||||||
DNP 820 Week 6 Benchmark Drafting a Literature Review
Details:
In this assignment, you will draft the body
of a literature review. You will continue to add and revise this draft
literature review (Chapter 2 of your DPI Project) as you progress through the
program. You may be able to use the feedback and suggestions from your
instructor (on the Introduction to the Literature Review assignment in Topic 4)
to expand the literature review for this assignment.
General Requirements:
Use the following information to ensure
successful completion of the assignment:
- Use the “Empirical Research Checklist” worksheet to ensure that
each article you select meets all of the established criteria.
- Use the “Research Article Chart” to provide a summary review of
each component of your assignment.
- Submit the completed Research Article Chart to your instructor.
- Refer to the most recent prospectus template found in the DC
Network (dc.gcu.edu) for details and criteria for the Literature Review
(Chapter 2).
- Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student Success Center.
An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to
the beginning to become familiar with the expectations for successful
completion.
- You are required to submit this assignment to
LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Part 1: Selection of 15 Articles
Select 15 empirical articles related to your
PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that
each article you select meets all of the established criteria. At least one
article must demonstrate a quantitative methodology.
Part 2: Research Article Chart
Using the articles acquired in Part 1,
provide a summary review of each component using the “Research Article Chart”
template.
Part 3: Literature Review
Prepare a Literature Review (Chapter 2) of
2,000-3,000 words for your scholarly project.
Utilizing the major concepts identified in
the Topic 4 assignment, further develop each major concept and subtheme by
locating 15 more empirical articles related to your project topic (30 articles
total: 15 from Topic 4 assignment and 15 from Topic 6 assignment).
Use the “Research Article Chart” as a guide
to analyze and synthesize (summarize) the literature into the paper you began
in the Topic 4 assignment.
Based upon your review of the 15 additional
research articles, expand on your summary of each major concept and your
synthesis of the three identified subthemes that support each concept. At the
end of each major concept, include a summary statement.
Portfolio Practice Hours:
Practice immersion assignments are based on
your current course objectives, and are intended to be application-based
learning using your real-world practice setting. These assignments earn
practice immersion hours, and are indicated in the assignment by a Portfolio
Practice Hours statement which reminds you, the learner, to enter in a
corresponding case log in Typhon. Actual clock hours are entered, but the
average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment
using real-world application. Real-world application requires the use of
evidence-based data, contemporary theories, and concepts presented in the
course. The culmination of your assignment must present a viable application in
a current practice setting. For more information on parameters for
practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the
following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the Typhon Student
Tracking System for verification purposes and will be sure that all approvals
are in place from my faculty and practice mentor.
Benchmark – Drafting a Literature Review
|
|
1
Unsatisfactory 0.00% |
2
Less Than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
|
|
70.0 %Content
|
|
|||||
|
20.0 %Identification of Major Concept and Related
Scholarly Sources (C.5.1)
|
The identification of major concept and related scholarly sources is
either missing or incomplete.
|
Major concept to be included in the literature review are present, but
the sources cited do not relate to the concept or are not from scholarly
sources.
|
Major concept to be included in the literature review are present, and
the sources cited distantly relate to the concept. Sources cited are from
both scholarly and nonscholarly sources.
|
Major concept to be included in the literature review are present, and
the sources cited relate to the concept. Sources cited are from scholarly
sources though some sources may be outdated.
|
Major concept to be included in the literature review are present, and
the sources cited directly and clearly relate to the concept. Sources cited
are from current scholarly sources.
|
|
|
30.0 %Identification of Subtopic, Related Scholarly
Sources, and Quantitative Research Elements (C.5.1)
|
The identification of subthemes, related scholarly sources, and
quantitative research elements is either missing or incomplete.
|
Subthemes to be included in the literature review are present, but the
sources cited do not relate to the themes or are not from scholarly sources.
The quantitative research elements are incorrectly identified.
|
Subthemes to be included in the literature review are present, and the
sources cited distantly relate to the themes. Sources cited are from both
scholarly and nonscholarly sources. The quantitative research elements are
correctly identified.
|
Subthemes to be included in the literature review are present, and the
sources cited relate to the themes. Sources cited are from scholarly sources
though some sources may be outdated. The quantitative research elements are
correctly identified.
|
Subthemes to be included in the literature review are present, and the
sources cited directly and clearly relate to the themes. Sources cited are
from current scholarly sources. The quantitative research elements are
correctly identified.
|
|
|
20.0 %Synthesis of the Research in Each Subtheme
(C.5.1)
|
The synthesis of the research in each subtheme is either missing or
does not address all of the required components.
|
The synthesis of the research in each subtheme incompletely or
inaccurately conveys to the reader what is known and what is not known. It
does not demonstrate that the learner has a solid grasp of existing
literature on the topic.
|
The synthesis of the research in each subtheme provides a cursory
review that conveys to the reader what is known and what is not known. It
demonstrates a superficial understanding of existing literature on the topic.
|
The synthesis of the research in each subtheme provides a solid review
that conveys to the reader what is known and what is not known. It
demonstrates a moderate understanding of existing literature on the topic.
|
The synthesis of the research in each subtheme provides a thorough
review that conveys to the reader what is known and what is not known. It
demonstrates a thorough grasp of existing literature on the topic.
|
|
|
20.0 %Organization and Effectiveness
|
|
|||||
|
7.0 %Thesis Development and Purpose
|
Paper lacks any discernible overall purpose or organizing claim.
|
Thesis is insufficiently developed or vague. Purpose is not clear.
|
Thesis is apparent and appropriate to purpose.
|
Thesis is clear and forecasts the development of the paper. Thesis is
descriptive and reflective of the arguments and appropriate to the purpose.
|
Thesis is comprehensive and contains the essence of the paper. Thesis
statement makes the purpose of the paper clear.
|
|
|
8.0 %Argument Logic and Construction
|
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is incoherent and uses
noncredible sources.
|
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some sources have
questionable credibility.
|
Argument is orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically, but not
thoroughly, supports the purpose. Sources used are credible. Introduction and
conclusion bracket the thesis.
|
Argument shows logical progressions. Techniques of argumentation are
evident. There is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative.
|
Clear and convincing argument that presents a persuasive claim in a
distinctive and compelling manner. All sources are authoritative.
|
|
|
5.0 %Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice and/or sentence construction are used.
|
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register) or word choice are present.
Sentence structure is correct but not varied.
|
Some mechanical errors or typos are present, but they are not overly
distracting to the reader. Correct and varied sentence structure and
audience-appropriate language are employed.
|
Prose is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence structures and
figures of speech.
|
Writer is clearly in command of standard, written, academic English.
|
|
|
10.0 %Format
|
|
|||||
|
5.0 %Paper Format (Use of appropriate style for the
major and assignment)
|
Template is not used appropriately or documentation format is rarely
followed correctly.
|
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
|
Appropriate template is used. Formatting is correct, although some
minor errors may be present.
|
Appropriate template is fully used. There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and style)
|
Sources are not documented.
|
Documentation of sources is inconsistent or incorrect, as appropriate
to assignment and style, with numerous formatting errors.
|
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
|
Sources are documented, as appropriate to assignment and style, and
format is mostly correct.
|
Sources are completely and correctly documented, as appropriate to
assignment and style, and format is free of error.
|
|
|
100 %Total Weightage
|
||||||
DNP 820 Week 7 Case Report Translational Research and Evidence
Based Practice
Details:
In this assignment, learners are required to
write a case report addressing the personal knowledge and skills gained in the
current course and potentially solving an identified practice problem.
General Requirements:
Use the following information to ensure
successful completion of the assignment:
- Use at least two additional scholarly research sources published
within the last 5 years. Provide citations and references for all sources
used.
- Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Please Review the rubric prior to
the beginning to become familiar with the expectations for successful
completion.
- You are required to submit this assignment to
LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
For a specific focus of patient practice
(e.g., acute care hospital, clinic, primary care, long-term care, home health),
select a particular disease process. Chose a topic of concern such as providing
elements of care for a specific disease process or an administrative problem.
This topic must be in need of progression or process improvement. Once identified,
summarize the literature supporting proposed change. Identify an action plan to
introduce change and potential barriers to implementing change. Finally,
describe how you would propose evaluating the change.
Your case report must include the following:
- Introduction with a problem statement.
- Brief synthesized review.
- Description of the case/situation/conditions.
- Proposed solutions describing the validity and reliability of the
research you have read.
- Conclusion.
Portfolio Practice Hours:
Practice immersion assignments are based on
your current course objectives, and are intended to be application-based
learning using your real-world practice setting. These assignments earn
practice immersion hours, and are indicated in the assignment by a Portfolio
Practice Hours statement which reminds you, the learner, to enter in a
corresponding case log in Typhon. Actual clock hours are entered, but the
average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment
using real-world application. Real-world application requires the use of
evidence-based data, contemporary theories, and concepts presented in the
course. The culmination of your assignment must present a viable application in
a current practice setting. For more information on parameters for
practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the
following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the Typhon Student
Tracking System for verification purposes and will be sure that all approvals
are in place from my faculty and practice mentor.
Case Report – Translational Research and Evidence-Based
Practice
|
|
1
Unsatisfactory 0.00% |
2
Less Than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
|
|
70.0 %Content
|
|
|||||
|
15.0 %Identification of Topic of Concern
|
Identification and description of topic of concern are not present.
|
Identification and description of topic of concern are present but
incomplete.
|
Identification and description of topic of concern are present but
done at a perfunctory level.
|
Identification and description of topic of concern are clearly
presented and in full. Discussion is convincing. Information presented is
from scholarly though dated sources.
|
Identification and description of topic of concern are clearly
presented and in full. Discussion is insightful and forward-thinking.
Information presented is from current scholarly sources.
|
|
|
15.0 %Discussion of the progressions or process of
improvement
|
Discussion of the progressions or process of improvement is not
present.
|
Discussion of the progressions or process of improvement is present
but incomplete.
|
Discussion of the progressions or process of improvement is present
but done at a perfunctory level.
|
Discussion of the progressions or process of improvement is clearly
present. Discussion is convincing and defines specific elements. Information
presented is from scholarly though dated sources.
|
Discussion of the progressions or process of improvement is clearly
present. Discussion is convincing and defines specific elements. Discussion
is insightful and forward-thinking. Information presented is from current
scholarly sources.
|
|
|
5.0 %Introduction and Problem Statement
|
An introduction with problem statement is not present.
|
An introduction with problem statement is present but incomplete.
|
An introduction with problem statement is present but rendered at a
perfunctory level.
|
An introduction with problem statement is present, clear, and
thorough. Discussion is convincing and defines specific elements. Information
presented is from scholarly though dated sources.
|
An introduction with problem statement is clearly present. Discussion
is convincing and defines specific elements. Discussion is insightful and
forward-thinking. Information presented is from current scholarly sources.
|
|
|
5.0 %Brief Literature Review
|
A brief literature review is not present.
|
A brief literature review is present but incomplete.
|
A brief literature review is present but rendered at a perfunctory
level.
|
A brief literature review is clearly present in full. Information
presented is from scholarly though dated sources.
|
A brief literature review is clearly present in full. Discussion is
convincing and defines specific elements. Discussion is insightful and
forward-thinking. Information presented is from current scholarly sources.
|
|
|
5.0 %Description of the Case, Situation, or Conditions
|
A description of the case, situation, or conditions is not present.
|
A description of the case, situation, or conditions is present but
incomplete.
|
A description of the case, situation, or conditions is present but
rendered at a perfunctory level.
|
A description of the case, situation, or conditions is convincing and
defines specific elements. Information presented is from scholarly though
dated sources.
|
A description of the case, situation, or conditions is clearly
present. Discussion is convincing and defines specific elements. Discussion
is insightful and forward-thinking. Information presented is from current
scholarly sources.
|
|
|
5.0 %Detailed Explanation of the Synthesized Literature
Findings
|
A detailed explanation of the synthesized literature findings is not
present.
|
A detailed explanation of the synthesized literature findings is
present but incomplete.
|
A detailed explanation of the synthesized literature findings is
present but rendered at a perfunctory level.
|
A detailed explanation of the synthesized literature findings is
convincing and defines specific elements. Information presented is from
scholarly though dated sources.
|
A detailed explanation of the synthesized literature findings is
clearly present. Discussion is convincing and defines specific elements.
Discussion is insightful and forward-thinking. Information presented is from
current scholarly sources.
|
|
|
5.0 %Case Summary
|
A case summary is not present.
|
A case summary is present but incomplete.
|
A case summary is present but rendered at a perfunctory level.
|
A case summary is convincing and defines specific elements.
Information presented is from scholarly though dated sources.
|
A case summary is clearly present. Discussion is convincing and
defines specific elements. Discussion is insightful and forward-thinking.
Information presented is from current scholarly sources.
|
|
|
10.0 %Proposed Solutions to Remedy Identified
Technology Gaps, Inefficiencies, or Other Issues
|
Proposed solutions are not presented.
|
Proposed solutions are presented but are incomplete.
|
Proposed solutions are presented but are rendered at a perfunctory
level.
|
Proposed solutions are clearly presented and thorough. Discussion is
convincing and defines specific elements. Information presented is from
scholarly though dated sources.
|
Proposed solutions are clearly presented and thorough. Discussion is
insightful, forward-thinking, and detailed. Information presented is from
current scholarly sources.
|
|
|
5.0 %Conclusion
|
A conclusion is not presented.
|
A conclusion is presented but is incomplete.
|
A conclusion is presented but is rendered at a perfunctory level.
|
A conclusion is clearly presented and thorough. Discussion is
convincing and defines specific elements. Information presented is from
scholarly though dated sources.
|
A conclusion is clearly presented and thorough. Discussion is
insightful, forward-thinking, and detailed. Information presented is from
current scholarly sources.
|
|
|
20.0 %Organization and Effectiveness
|
|
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|
7.0 %Thesis Development and Purpose
|
Paper lacks any discernible overall purpose or organizing claim.
|
Thesis is insufficiently developed or vague. Purpose is not clear.
|
Thesis is apparent and appropriate to purpose.
|
Thesis is clear and forecasts the development of the paper. Thesis is
descriptive and reflective of the arguments and appropriate to the purpose.
|
Thesis is comprehensive and contains the essence of the paper. Thesis
statement makes the purpose of the paper clear.
|
|
|
8.0 %Argument Logic and Construction
|
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is incoherent and uses
noncredible sources.
|
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some sources have
questionable credibility.
|
Argument is orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically, but not
thoroughly, supports the purpose. Sources used are credible. Introduction and
conclusion bracket the thesis.
|
Argument shows logical progressions. Techniques of argumentation are
evident. There is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative.
|
Clear and convincing argument that presents a persuasive claim in a
distinctive and compelling manner. All sources are authoritative.
|
|
|
5.0 %Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice and/or sentence construction are used.
|
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register) or word choice are present.
Sentence structure is correct but not varied.
|
Some mechanical errors or typos are present, but they are not overly
distracting to the reader. Correct and varied sentence structure and
audience-appropriate language are employed.
|
Prose is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence structures and
figures of speech.
|
Writer is clearly in command of standard, written, academic English.
|
|
|
10.0 %Format
|
|
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|
5.0 %Paper Format (Use of appropriate style for the
major and assignment)
|
Template is not used appropriately or documentation format is rarely
followed correctly.
|
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
|
Appropriate template is used. Formatting is correct, although some
minor errors may be present.
|
Appropriate template is fully used. There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
5.0 %Research Citations (In-text citations for
paraphrasing and direct quotes, and reference page listing and formatting, as
appropriate to assignment and style)
|
No reference page is included. No citations are used.
|
Reference page is present. Citations are inconsistently used.
|
Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors may be present.
|
Reference page is present and fully inclusive of all cited sources.
Documentation is appropriate and citation style is usually correct.
|
In-text citations and a reference page are complete and correct. The
documentation of cited sources is free of error.
|
|
|
100 %Total Weightage
|
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DNP 820 Week 8 Final Evaluation by Mentor
Details:
The mentor will perform a final clinical
evaluation via the Typhon system. The mentor will receive an e-mail link at the
beginning of Topic 6 to access the evaluation through Typhon.
Learners will access the completed mentor
evaluations in Typhon under the tab for “EASI: Evaluation and Survey
Instrument” and print out the completed evaluation, sign it, and upload the
signed evaluation into LoudCloud.
The course faculty will review the evaluation
in LoudCloud and confirm in Typhon.
It is the learner’s responsibility to ensure
that the mentor has completed evaluation. If the mentor does not receive the
evaluation via the e-mail address on file with GCU, the learner should contact
the course faculty immediately.
DNP 820 Week 8 Practice Hours Portfolio
Details:
The Typhon Tracking System will be used to document and
follow the status of your practice immersion hours throughout this and every
subsequent course. Learners must be able to document a minimum of 50
concurrently or previously logged practice hours in association with this
course, which will contribute to fulfillment of the total required 1,000
post-baccalaureate practice hours by the conclusion of the program. Review the
Practice Hours Portfolio Required Elements below, then review the Guidelines for Graduate Field
Experiences located in the GCU Student Success Center for
details on what may/may not qualify as practice hours.
Practice Hours Portfolio Required Elements
The Practice Hours Portfolio (using the
Typhon Student Tracking System) will include all of the following elements:
- Individual Success Plan signed off by mentor.
- Comprehensive clinical log of hours applied to doctoral level
learning outcomes.
- Learner evaluations (final).
- Practice mentor evaluations (final).
- Current and updated CV (update each course as necessary).
- Faculty approvals of the Individual Success Plan and documented
practice immersion hours. (Learner is responsible for obtaining
approvals.)
- Practice mentor’s approval of the Individual Success
Plan and documented practice immersion hours. (Learner is responsible for
obtaining approvals.)
Practice Hours Completion Statement
Learners will track their practice hours
within the Typhon Tracking System throughout each course and via the Practice
Hours Completion Statement provided in this assignment.
Complete the following statement in a Word
document, submit it to the instructor, and complete the Typhon Tracking System
entries appropriate for this course.
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER
OF) practice hours in association with the goals and objectives for this
course. I have also tracked said practice hours in the Typhon Student Tracking
System for verification purposes and will be sure that all approvals are in
place from my faculty and practice mentor.
DNP 820 Week 8 Reflective Journal
Details:
Learners are required to maintain a
reflective journal integrating leadership and inquiry into current practice.
In your journal, reflect on the personal
knowledge and skills gained in the this course and address a variable
combination of the following: new practice approaches, intraprofessional
collaboration, health care delivery and clinical systems, ethical
considerations in health care, population health concerns, the role of
technology in improving health care outcomes, health policy, leadership and
economic models, and/or health disparities. Outline what you have discovered
about your professional practice, personal strengths and weaknesses that have
surfaced, what additional resources and abilities could be introduced to a
given situation to influence optimal outcomes, and finally how you met the
competencies aligned to this course.
Additional information regarding your
reflective journal is found in the DC Network.
Submit your reflective journal both to the
instructor and in the Typhon Tracking System under the corresponding course
section. Failure to submit your journal in both the course room and Typhon
systems may result in a grade of Incomplete for the course.
You are not required to submit this
assignment to LopesWrite.
DNP 820 Week 8 Scholarly Activities
Details:
Throughout the DNP program, learners are
required to provide a report documenting participation in a minimum of four
scholarly activities outside of clinical or professional practice. These
reports will be due in specific courses throughout the program, as described
below, and must be documented in your Practice Portfolio by the end of
each course in which an activity report is due.
Examples of scholarly activities include
attending conferences, seminars, grand rounds, participating in policy and
quality improvement committees, writing scholarly publications, participating
in community planning, serving as a guest lecturer, etc. Involvement in and
contribution to interdisciplinary initiatives are also acceptable scholarly
activities.
Documentation of these activities is required
in DNP-810, DNP-820, DNP-830, and DNP-840.
A summary report of the scholarly activity,
including who, what, where, when and take home points, will be submitted as the
assignment. Include the appropriate program competencies associated with the
scholarly activity and future professional goals related to this activity. You
may use the “Scholarly Activity Summary” template to help guide this
assignment.
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