DNP 825 Full Course Assignments and DQs
DNP 825 Full Course Assignments and DQs DNP 825 Full Course Discussions GCU
DNP 825 Topic 1 DQ 1
In reviewing the Affordable Care Act, what are the potential effects of the options for insurance coverage in both the private and public sectors? How will this impact the discussion about population-based nursing?
DNP 825 Topic 1 DQ 2
Identify a population-based problem of interest, such as obesity among children. After reviewing topical information in Healthy People 2020 and The Community Guide to Preventive Services, identify relevant outcomes related to this problem that will help guide your plans for intervention.
DNP 825 Topic 2 DQ 1
How could you use descriptive epidemiological methods in your practice? Provide an example where you could use descriptive epidemiology to improve care. Explain your rationale.
DNP 825 Topic 2 DQ 2
Which epidemiological study design would you use to evaluate an intervention in your practice? Provide a description of the chosen population and the identified intervention. Provide support as to why you believe that the design you chose is the best option including the strengths and weaknesses of the design you have chosen.
DNP 825 Topic 3 DQ 1
Provide examples of measures that APNs can collaborate with direct care nurses in implementing evidence-based changes to improve health literacy in practice.
DNP 825 Topic 3 DQ 2
Describe an example where a patient’s culture could impact health literacy. What measures would you employ to address the health literacy barrier? How effective is the current protocol for implementing practice changes in your institution? Examine any barriers and the facilitators for implementing an evidence-based change in your specific setting?
DNP 825 Topic 4 DQ 1
What do you see as the largest health concern affecting underdeveloped countries? What role does the DNP play in eradicating this concern? What would be first steps?
DNP 825 Topic 4 DQ 2
In the assigned article, “Attention to Local Health Burden and the Global Disparity of Health Research,” the authors discussed the lack of attention given to global health crisis research. What areas can the DNP address that will promote health in correlation with the WHO’s Commission on Social Determinants of Health?
DNP 825 Topic 5 DQ 1
Analyze the ANA’s definition of the nurse’s role in in ethics and human rights and the role of the DNP in eliminating health disparities.
DNP 825 Topic 5 DQ 2
Provide an evaluation of the current political climate related to health care and define how the DNP can positively impact through policy or advocacy.
DNP 825 Topic 6 DQ 1
In creating a new community-based health program, what program development model would you use? What recommendations would you employ for making the program development successful?
DNP 825 Topic 6 DQ 2
How can large, aggregated databases be used to improve population health?
DNP 825 Topic 7 DQ 1
Provide an overview of the program evaluation model and health promotion theory you will use in your proposed community project. Explain your rationale for your choices?
DNP 825 Topic 7 DQ 2
Provide an analysis of your surveyed community and what health-related community need is present. Define the methodology of the health improvement program you will use to solve this problem also include a time line. Include any higher level of care management and policy decision that APNs who work in the community would need to be partner with either community-based consortiums or health care policy makers. DNP 825 Full Course Assignments and DQs
DNP 825 Topic 8 DQ 1
Complete the “Cultural Competence Self-Assessment Checklist” on the Central Vancouver Island Multicultural Society website: http://www.coloradoedinitiative.org/wp-content/uploads/2015/10/cultural-competence-self-assessment-checklist.pdf Discuss the knowledge gained and its implications for further personal growth and application in your practice.
DNP 825 Topic 8 DQ 2
Evaluate the implications of individual culture on health literacy and the role of the DNP in providing opportunities to improve levels of knowledge. Why is this relevant to the DNP and population health? DNP 825 Full Course Assignments and DQs
DNP 825 Full Course Assignments GCU
DNP 825 Week 1 Individual Success Plan (ISP)
Details: The Individual Success Plan (ISP) assignment 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, (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 the Individual Success Plan (ISP) document in the DNP Program Documents folder in the DNP Program Materials section of 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. Learners are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
- Use the ISP to develop a personal plan for completing your practice hours and for how competencies will be met. Show all of the major milestones and deliverables.
Within the ISP, 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. You must turn in a new ISP in each course.
- 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 ISP accordingly.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
Directions: Complete the Contact Information table at the beginning of the ISP document 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. DNP 825 Full Course Assignments and DQs
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 825 Full Course Assignments and DQs |
|
DNP 825 Full Course Assignments and DQs
DNP 825 Week 2 Epidemiology Paper Part One: Descriptive Method
Details: The Epidemiology Paper is a practice immersion assignment designed to be completed in three sections, this is part one of the assignment. Learners are required discuss the role of descriptive epidemiology in nursing science and apply descriptive epidemiology in nursing science. General Guidelines: Use the following information to ensure successful completion of the assignment:
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- 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 requires that support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions: Write a 1,250–1,500 word paper discussing the role of descriptive epidemiology in nursing science. Include the following:
- Define descriptive epidemiology and describe its relationship and role in nursing science today.
- Provide a contemporary example of how descriptive epidemiology is applied in public health nursing.
- Identify the epidemiology components used to analyze at-risk populations.
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 that reminds you, the learner, to enter 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-825 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. DNP 825 Full Course Assignments and DQs
Epidemiology Paper Part One: Descriptive Method
| |
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 %Demonstrates an Understanding of Descriptive Epidemiology and Its Relationship to Nursing Science and Public Health Nursing |
Paper does not demonstrate an understanding of descriptive epidemiology or its relationship to nursing science and public health nursing. |
Paper shows a vague understanding of descriptive epidemiology, but does not demonstrate an understanding of the relationship to nursing science and public health nursing. |
Paper illustrates a general understanding of descriptive epidemiology, and shows a general relationship to nursing science and public health nursing, but lacks a clear understanding of data collection, conditions, or distribution and determinants in relationship to disease in populations. |
Paper illustrates a theoretical understanding of descriptive epidemiology through an accurate discussion of distribution and disease determinants in populations. Paper demonstrates the functional relationship between descriptive epidemiology and nursing science and public health nursing. |
Paper illustrates a theoretical and conceptual understanding of descriptive epidemiology and offers insight into using specific conditions (outcomes of exposure, person, place, etc.) to identify specific patterns. Paper shows the significant relationship between descriptive epidemiology and contemporary nursing science and public health nursing. |
|
| 20.0 %Uses Contemporary Theories, Concepts, and Examples That Demonstrate an Ability to Identify, Analyze, and Apply Descriptive Epidemiology |
Paper does not use contemporary theories, concepts, or examples as support or in the analysis of the paper. |
Paper uses some aspects of contemporary theories and concepts throughout the paper, but no relevant examples are used. Overall, the concepts and theories used are incomplete or inaccurate and do not support the analysis or application of descriptive epidemiology. |
Paper uses contemporary theories and concepts throughout the paper, and general examples are used for support. Overall, the concepts and theories used are very general and offer only minor support of the analysis or application of descriptive epidemiology presented in the paper. |
Paper uses contemporary theories and concepts throughout the paper. Accurate and strong examples are used for support. Overall, the concepts and theories provide support of the analysis and application of descriptive epidemiology presented in the paper. |
Paper uses contemporary theories and concepts throughout the paper. Accurate and strong examples are used for support. Overall, the concepts and theories provide support of the analysis and application of descriptive epidemiology presented in the paper. |
|
| 20.0 %Demonstrates Knowledge of Health Disparities and the Variables Contributing to Health Disparity or At-Risk Populations |
Paper does not demonstrate knowledge of health disparities, or of the variables contributing to health disparity or at-risk populations. |
Paper demonstrates a rudimentary knowledge of the concept of health disparities, but does not demonstrate knowledge of the dimensions of disparity in a realistic setting, or of the variables contributing to the disparity or at-risk populations. |
Paper demonstrates general knowledge of the dimensions of health disparities that occur in a realistic setting and identifies some general variables contributing to the disparity and the at-risk populations. |
Paper demonstrates knowledge of the dimensions of health disparities that occur in a realistic setting and identifies specific variables contributing to health disparities and at-risk populations. |
Paper demonstrates keen knowledge and unbiased insight pertaining to the dimensions of health disparities that occur in a realistic setting. Paper identifies significant variables from a broad spectrum that contribute to health disparities and at-risk populations. |
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| 10.0 %Six to Eight Additional Scholarly Research Sources With In-Text Citations |
None of the required elements (minimum of six topic-related scholarly research sources and six in-text citations) are present. |
Not all required elements are present. One or more elements are missing and/or included sources are not scholarly research or topic-related. |
All required elements are present. Scholarly research sources are topic-related, but the source and quality of one or more references is questionable. |
All required elements are present. Scholarly research sources are topic-related and obtained from reputable, professional sources. |
All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources. |
|
| 20.0 %Organization and Effectiveness |
DNP 825 Full Course Assignments and DQs |
| 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) and/or word choice are present. Sentence structure is correct but not varied. |
Some mechanical errors or typos are present, but 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 %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 |
|
|
DNP 825 Full Course Assignments and DQs
DNP 825 Week 3 Epidemiology Paper Part Two – Analysis and Application
Details: The Epidemiology Paper is a practice immersion assignment designed to be completed in three sections. This is part two of the assignment. Learners are required to identify an at-risk population, how the health risk for this population can be affected by nursing science, and the potential obstacles that may hinder implementation of health prevention and promotion activities for this particular population. General Guidelines: Use the following information to ensure successful completion of the assignment:
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- 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 requires that support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions: This assignment comprises the second part of the Epidemiology Paper. Write a 1,250-1,500 word paper that provides the following:
- Identify an existing at-risk population. Using aggregated statistics, include identified criteria and data that substantiates why this population is at risk.
- Using analyzed population data, identify a health risk within this population that nursing science can impact. Describe the specific variables. Provide SPSS data that correlates population to the identified health risk.
- Identify potential obstacles that may hinder the implementation of the prevention and health promotion activities.
- Identify stakeholders, individuals, and agencies with whom you may need to collaborate.
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 that reminds you, the learner, to enter 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-825 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. DNP 825 Full Course Assignments and DQs
Epidemiology Paper Part Two – Analysis and Application
| |
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 |
|
| 6.0 %Completed Changes and Corrected Errors to Subsequent Paper, Including Transitions for a Scholarly Paper |
Learner did not attach previous paper and did not make changes as indicated. |
N/A |
Learner attached previous paper and has made changes as indicated. Learner needs to incorporate transitions to connect the ideas between the papers |
Learner attached previous paper and has made changes as indicated. Learner needs to incorporate better transitions to connect the ideas between the papers. |
Learner attached previous paper and has made changes as indicated. Learner has includes all necessary transitions to create a scholarly paper. |
|
| 18.0 %Identifies Existing At-Risk Population (Aggregated Statistics Support Claims, Identifies Criteria and Data That Substantiates That the Population Is at Risk) |
Paper does not establish that an existing population is at-risk using aggregated statistics. Paper does not accurately identify an existing at-risk population. |
Paper uses aggregated statistics to demonstrate that an existing population may be at-risk, but does not identify criteria to substantiate why the population is at-risk. |
Paper uses aggregated statistics to demonstrate that a population is at-risk. Paper identifies some criteria that explain why the population is at risk, but limited criteria does not substantiate why the population is at-risk. |
Paper uses aggregated statistics to demonstrate that a population is at-risk and identifies common criteria that substantiates why the population is at-risk. |
Paper uses aggregated statistics logically and accurately to demonstrate that a population is at-risk. Paper identifies strong criteria that substantiate why the population is at-risk. |
|
| 18.0 %Population Analysis Identifies Health Risk Within Identified At-Risk Population That Nursing Science Can Impact (SPSS Data Correlates the Population to an Identified Health Risk; Describes Specific Variables) |
Paper does not perform a population analysis based on SPSS data. |
Population analysis is only partially based on SPSS data, and does not establish a correlation to a population or identified health risk that nursing science can impact. No specific variables are described. |
SPSS data is used in the population analysis, but the analysis is flawed or incomplete, and only a weak correlation suggests that nursing science may have an impact on the health risk for the population. Some specific variables have been described for the identified population. |
SPSS data is used in the population analysis, demonstrates a correlation to a population or identified health risk that nursing science can impact. Contributing variables have been identified for the population and health risk. |
Population analysis uses SPSS data logically and accurately to demonstrate a strong correlation between a population or identified health risk that nursing science can impact. Contributing variables are identified, thoroughly explored, and supported by data. |
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| 18.0 %Identifies Collaborators, Potential Obstacles and Solutions; Defines Outcomes and Timeframes, and Uses Contemporary Theories or Concepts for Support |
Paper does not identify collaborators or potential obstacles and solutions. Paper does not propose timeframe or use contemporary theories or concepts for support. |
Some collaborators and obstacles have been identified, but no evidence is proposed to assess or resolve potential obstacles. No clear timeframe has been established. Contemporary theories or concepts are not used for support. |
Potential collaborators and obstacles have been identified, but solutions for resolving conflict are vague. The timeframe has been established but is missing key elements needed. The use of contemporary theories and concepts is introduced. |
Potential collaborators and obstacles have been identified and general solutions for overcoming obstacles have been proposed. A general timeframe has been established. General support is offered through the use of contemporary theories and concepts. |
Paper demonstrates insightful use of contemporary theories and concepts for support. Paper identifies realistic collaborators and obstacles, provides well-researched solutions to overcome obstacles; defines clear timeline and expected outcomes. |
|
| 10.0 %Six to Eight Additional Scholarly Research Sources With In-Text Citations |
None of the required elements (minimum of six topic-related scholarly research sources and six in-text citations) are present. |
Not all required elements are present. One or more elements are missing and/or included sources are not scholarly research or topic-related. |
All required elements are present. Scholarly research sources are topic-related, but the source and quality of one or more references is questionable. |
All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources. |
All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources. |
|
| 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) and/or word choice are present. Sentence structure is correct but not varied. |
Some mechanical errors or typos are present, but 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 %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 |
|
|
DNP 825 Full Course Assignments and DQs
DNP 825 Week 6 Case Report: Application of Public Health Concepts for the Uninsured
Details: In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.
General Guidelines: Use the following information to ensure successful completion of the assignment:
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- 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 requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions: Construct a 2,500-3,000 word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.
- Review the IOM and Kaiser Commission Report on the uninsured to develop the case report.
- Apply public health concepts to describe understanding of the problem or situation of focus.
- Apply one or more public health concepts to the recommended intervention or solution being proposed.
- Develop the case report across the entire scenario from the identification of the clinical or health care problem through the proposal for an intervention, implementation, and evaluation using an appropriate research instrument.
- Describe the evaluation of the selected research instrument in the case report.
- Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of public health concepts within the case report.
Case Report Requirements: In addition, your case report must include the following:
- Introduction with a problem statement.
- Brief literature review.
- Description of the case/situation/conditions explained from a theoretical perspective.
- Discussion that includes a detailed explanation of the synthesized literature findings.
- Summary of the case.
- Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.
- Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.
- 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 that reminds you, the learner, to enter 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-825 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. DNP 825 Full Course Assignments and DQs
Case Report: Application of Public Health Concepts for the Uninsured
| |
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 |
|
| 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. |
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| 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. |
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| 10.0 %Description of the Case, Situation, or Conditions Explained from a Theoretical Perspective |
A description of the case, situation, or conditions from a theoretical perspective is not present. |
A description of the case, situation, or conditions from a theoretical perspective is present but incomplete. |
A description of the case, situation, or conditions from a theoretical perspective is present but rendered at a perfunctory level. |
A description of the case, situation, or conditions from a theoretical perspective is convincing and defines specific elements. Information presented is from scholarly though dated sources. |
A description of the case, situation, or conditions from a theoretical perspective is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
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| 10.0 %Discussion Includes a 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 incomplete. |
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. |
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| 10.0 %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. |
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| 10.0 %Proposed Solutions to Remedy Identified Gaps, Inefficiencies, or Other Issues from a Theoretical Approach |
Proposed solutions from a theoretical approach are not presented. |
Proposed solutions from a theoretical approach are presented but are incomplete. |
Proposed solutions from a theoretical approach are presented but are rendered at a perfunctory level. |
Proposed solutions from a theoretical approach are clearly presented and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. |
Proposed solutions from a theoretical approach are clearly presented and thorough. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
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| 10.0 %Identification of a Research Instrument to Evaluate the Proposed Solution along with a Description of how the Instrument could be Evaluated |
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated is not present. |
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated is presented but is incomplete. |
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated is presented but is rendered at a perfunctory level. |
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated is clearly presented and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. |
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated is clearly presented and thorough. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
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| 10.0 %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. |
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| 20.0 %Organization and Effectiveness |
DNP 825 Full Course Assignments and DQs |
| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 100 %Total Weightage |
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DNP 825 Full Course Assignments and DQs
DNP 825 Week 7 Epidemiology Paper Part Three: Implementation and Evaluation
Details: The Epidemiology Paper is a practice immersion assignment designed to be completed in three sections. This is part three of the assignment. Learners are required to identify theories for implementation and evaluation of prevention and health promotion activities for an at risk population. General Guidelines: Use the following information to ensure successful completion of the assignment:
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- 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 requires that support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions: This assignment comprises the third and final part of the Epidemiology Paper. Write a 2,000-2,500 word paper that provides the following:
- Identify a public health theory you will use to support the implementation of your prevention and health promotion activities. Provide evidence that supports the use of this theory within the program you designed.
- Design evidenced-based prevention and health promotion activities that can be implemented to decrease the health risk among your previously identified population.
- Identify the evaluation program you will use to determine the efficacy of your health promotion activities and in meeting the expected outcomes.
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 that reminds you, the learner, to enter 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-825 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. DNP 825 Full Course Assignments and DQs Epidemiology Paper Part Three: Implementation and Evaluation
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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 |
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| 5.0 %Completed Changes and Corrected Errors to Subsequent Paper, Including Transitions for a Scholarly Paper |
Learner did not attach previous paper and did not make changes as indicated. |
N/A |
Learner attached previous paper and has made changes as indicated. Learner needs to incorporate transitions to connect the ideas between the papers. |
Learner attached previous paper and has made changes as indicated. Learner needs to incorporate better transitions to connect the ideas between the papers. |
earner attached previous paper and has made changes as indicated. Learner has includes all necessary transitions to create a scholarly paper. |
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| 10.0 %Six to Eight Additional Scholarly Research Sources With In-Text Citations |
None of the required elements (minimum of six topic-related scholarly research sources and six in-text citations) are present. |
Not all required elements are present. One or more elements are missing and/or included sources are not scholarly research or topic-related. |
All required elements are present. Scholarly research sources are topic-related, but the source and quality of one or more references is questionable. |
All required elements are present. Scholarly research sources are topic-related and obtained from reputable professional sources. |
All required elements are present. Scholarly research sources are topic-related and obtained from highly respected, professional, original sources. |
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| 15.0 %Identifies the Public Health/Health Promotion Theory That Was Used to Develop Health Prevention and Promotion Activities. Provides Rationale for Why This Theory Was Used |
Paper does not identify a public health/health promotion theory to use in the development of health prevention and promotion activities. |
Paper identifies a public health/health promotion theory to use in the development of health prevention and promotion activities. Paper does not provide rationale for why the theory was used. |
Paper identifies a public health/health promotion theory to use in the development of health prevention and promotion activities. Rationale for why the theory was used is weak or inconclusive. |
Paper identifies a public health/health promotion theory to use in the development of health prevention and promotion activities. Paper provides good rationale for why the theory was used. |
Paper identifies a public health/health promotion theory to use in the development of health prevention and promotion activities. Paper provides strong and insightful rationale for why the theory was used. |
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| 20.0 %Provides Design and Projected Implementation of Health Prevention and Promotion Activities. Program Is Appropriate for Identified Population |
Paper does not provide design or projected implementation for health prevention and promotion activities; or, program is inappropriate for identified population. |
Paper provides basic design for health prevention and promotion activities, but does not include projections for implementation. Program does not directly relate to the identified population. |
Paper provides design for health prevention and promotion activities and includes an outline for projected implementation. Program is sufficient for identified population. |
Paper provides design for health prevention and promotion activities and includes projection for implementation. Program is appropriate for identified population. |
Paper provides well thought out design for health prevention and promotion activities. Projection for implementation uses foresight and includes significant detail. Program is well thought out and appropriate for identified population. |
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| 20.0 %Program Evaluation to Determine Efficacy (Aligns Public Health Components Essential to Nursing Science; Demonstrates How These Components Are Essential to Effect Improvement on Population Health) |
Paper does not establish alignment of public health components essential to nursing science. |
Attempts to align public health components essential to nursing science, but does not demonstrate how these components are essential to effect improvement on population health. |
Paper aligns some of the public health components essential to nursing science and generally demonstrates how these components are essential to effect improvement on population health. |
Paper aligns public health components essential to nursing science and demonstrates how these components are essential to effect improvement on population health. |
Paper establishes a clear and strong alignment of public health components essential to nursing science. Demonstration of how these components are essential to effect improvement on population health is insightful and well supported. |
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| 20.0 %Organization and Effectiveness |
DNP 825 Full Course Assignments and DQs |
| 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. |
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| 20.0 %Organization and Effectiveness |
|
| 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. |
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| 20.0 %Organization and Effectiveness |
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| 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) and/or word choice are present. Sentence structure is correct but not varied. |
Some mechanical errors or typos are present, but 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. |
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| 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. |
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| 10.0 %Format |
|
| 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 825 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. Students 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 student’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 student should contact the course faculty immediately. DNP 825 Full Course Assignments and DQs KINDLY ORDER NOW FOR A RESOURCEFUL, CUSTOM-WRITTEN AND PLAGIARISM-FREE PAPER
DNP 825 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. Please review the Guidelines for Graduate Field Experience Manual document in the in the DC Network for details on what may/may not qualify as practice hours. The Practice Hours Portfolio (using the Typhon Student Tracking System) will include all of the following elements:
- Individual Success Plan signed off by mentor.
- Case log of actual clock hours applied to doctoral level learning outcomes.
- Learner evaluations-one by faculty and one by mentor (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 mentors approval of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.)
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. Create a Word document using the following text: Practice Hours Completion Statement DNP-825 I, (INSERT NAME), verify that I have completed (NUMBER OF) clock 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 825 Reflective Journal
Details: Learners are required to maintain a reflective journal integrating leadership and inquiry into current practice. Your journal will reflect on the personal knowledge and skills gained in this course and should 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
- Health disparities
Learners will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the learner met the competencies aligned to this course. Submit your reflective journal in both to your instructor and in the Typhon Tracking System under the corresponding course section. Learners must submit this deliverable in Typhon and LoudCloud. Failure to submit in both locations can result in an Incomplete for the course.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. DNP 825 Full Course Assignments and DQs
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