APA , Nursing

APA , Nursing

APA , Nursing

APA , Nursing

Note: Respond to this discussion post.

250 words, APA format.

1-2 references

I have noticed that organizations who underperform financially may struggle to maintain quality care and patient safety, thereby resulting in less patient centered care due to compromises they make to be able to afford to keep the lights on. Hospitals who are able to perform financially have more freedom to invest in various quality improvement projects. This can result in safer quality care, setting them apart from other institutions which perpetuates their image as an organization in which patients can rely on for their care and bringing in more patients.

As I have advanced in my career I do not thing these factors have changes in any way. I do think that they affect organizations because nurses do not want to work in organizations in which safety and quality have been compromised out of fear of loosing their licenses. Better performing institutions can afford to pay nurses a more competitive wage, makes them more desirable and pulling in more experienced nurses.

I do not think these factors will change in the future. I agree with out textbook when it states that part of the issue is that there is not enough well qualified nursing leaders at decision making tables throughout organizations to bring up safety and quality issues (Sherwood & Barnsteiner, 2017). Organizations who are struggling may benefit from brining in highly respected, experienced nursing leaders to complement physician members and strengthen clinical input (Sherwood & Barnsteiner, 2017).

I think these factors are changing very slowly. An analysis found that the essence of nurses and physician leaders have down disproportionally over the last ten years. Nursing leadership grew 2-6% while physician representatives grew 14-26% (Sherwood & Barnsteiner, 2017).

Sherwood, G., & Barnsteiner, J. (2017). Quality and safety in nursing (2nd ed.). Wiley.

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Need For Change

Need For Change

Need For Change

Need For Change

Read Case Study 6, “St. John’s Reengineering.” In 1,000-1,250 words, include the following:

Process of organizational change.

The change needed in the case study.

Strategies you would have used to motivate stakeholders to support the change. Include how you would have gotten political support for the change.

The model you would have applied to the change needed for this case. Include your rationale for why the model was chosen.

Use three to five scholarly resources in addition to information from your textbook.

Here is the citation APA for the Article

Walston, Stephen L.. ( © 2018). Strategic healthcare management: planning and execution, second edition. [Books24x7 version] Available from http://library.books24x7.com.lopes.idm.oclc.org/toc.aspx?bookid=142868.

Here is the Case study

6 St. John’s Reengineering

St. John’s Hospital, a medium-sized hospital located in Seattle, Washington, was established in 1894 with a primary mission of caring for the sick and downtrodden. The hospital had grown and developed as a solo facility until 2000, when it merged with a suburban hospital, St. Agnes. This merger caused many changes in the organizational structure of both hospitals. A corporate office was established and located approximately halfway between the facilities. The president of St. John’s, Abhishek Ghosh, was promoted to the position of corporate president, and the president of St. Agnes became the senior vice president.

The early 2000s was a busy time for the corporate office. By 2002, it had 45 employees. The hospitals diversified their organization by purchasing a number of urgent care centers, physician office practices, and skilled nursing facilities. Ghosh was certain that integration would create stability and financial success. However, the urgent care centers and the skilled nursing facilities barely broke even, and the physician office practices lost almost half a million dollars per year. As the years progressed, it became increasingly critical for the hospitals to generate enough cash flow and profit to subsidize the other parts of the corporation.

Both hospitals did reasonably well in the early 2000s, but with reductions in Medicaid and Medicare reimbursements, their margins narrowed. By 2003, both hospitals were earning less than a 2 percent net profit margin, and the prospects for 2004 seemed worse. In 2003, patient revenues did not cover expenses for the first time. After seeing these figures, Ghosh called an emergency executive session. Those in attendance included the presidents of both hospitals, Ghosh, and corporate legal counsel. The only item on the agenda was to figure out what to do to get back into the black.

The first to speak was Joe Alexander, who at that point had served as corporate counsel for four years. He had been a staunch promoter of total quality management (TQM) since it had been introduced in 1993. However, because the system had not prospered recently, he and many others had become discouraged with the principles of TQM. Something stronger was needed to reenergize the hospitals and corporation. A few weeks prior to the meeting, Alexander was pondering this dilemma as he opened the afternoon mail. Among his many letters, a bright mailer caught his eye. It was an invitation to a local seminar on hospital reengineering. He had read material about reengineering in Fortune and other popular magazines and knew that prominent companies like Taco Bell and AT&T claimed they had experienced huge improvements as a result of their reengineering efforts. The local seminar cost only $250, so he decided to attend. He finished the seminar the day before the emergency executive session.

“I just came back from a seminar that may be the ticket to saving our hides,” said Alexander. “Reengineering has been widely used in many industries to radically improve firms’ costs, quality, and speed. I wish we had learned more about this opportunity earlier; we might not have wasted so much time on TQM.”

“Tell us more about it,” said Ghosh.

“Well, it’s a way to improve processes. Everything we do in an organization involves processes. Reengineering involves designing and implementing the most efficient, needed processes. It dramatically lowers costs—some say as much as 30 percent—and improves quality.”

Additional discussion ensued, during which the decision was reached to put Alexander in charge of an effort to reengineer both hospitals.

With great enthusiasm, Alexander took the corporate chief financial officer (CFO), Yoon Tae Chong, to another conference to learn how to implement this great process innovation. They wanted to be thorough, so they worked with an external consulting firm and developed a series of principles on which to focus. Alexander presented them to Ghosh for approval.

Alexander stated, “Thank you for the opportunity to develop this process. I think with our team and these guiding principles we can really reduce our costs and strategically position ourselves for competitive advantage.”

Ghosh said, “Tell me again the seven principles you developed.”

Alexander responded, “First, process-oriented organization, benchmarks set as achievement goals, and blank sheets (biases are too strong among established people). After those three, standardization between the hospitals and employee-led teams (which are the most efficient structure because they reduce the need for middle managers). Then we shift to three key areas of focus: access, materials, and delivery of care. And finally, dealing with union issues de facto. I just need your approval to get moving and to get Yoon to help us start saving money.”

“Joe, I think you’ve done a wonderful job,” replied Ghosh. “Get to work and let’s get this hospital system in shape.”

Alexander quickly began to organize an implementation team. He brought in Second Chance Consulting Inc., and with the CFO, selected 36 employees from each of the two hospitals to design changes. These employees were divided into three groups. One group was put in charge of access, one in charge of materials, and one in charge of delivery of care. The consultants set benchmarks of 20 percent reductions in costs in each area. Alexander was concerned that staff in the key areas might be resistant to changing their processes, and he wanted a fresh perspective. He therefore asked that all of the people invited to participate be assigned to areas outside their own. He also decided not to include any of the hospital managers and department heads, believing they would not represent the best for the hospital as a whole.

The teams spent a total of six weeks intensively designing new standardized processes that could be implemented across the two hospitals. At hospital roadshows, corporate personnel talked about the great changes that the teams were designing. Staff were told that the changes would save the hospitals from ruin and reverse their fortunes.

However, some expressed skepticism. As the date of implementation neared, the hospitals’ administrators—perturbed by what they considered a show of disloyalty—told managers that those who did not support the effort should look for other work. Dissent immediately went underground, and the administrators believed they finally had all managers on board.

At the end of the six weeks, leadership drafted a detailed “battle plan” to reengineer the organization. Four from each team were retained to implement the designed solutions. The rest of the team members disbanded. Each employee involved in designing the changes was given a laptop computer as thanks for her work.

The first action was to eliminate two-thirds of the nursing middle managers. This change was projected to yield savings of $2 million per year. It was instituted to promote team-based authority among the nursing units, although many nurses feared that quality and communication would suffer. Other changes soon followed. The cafeteria was eliminated; patient food menus were minimized; a new position combining food service, housekeeping, and transportation was created; and the admissions staff was cut by half, among other major changes.

Hospital executives required that employees implement changes, but managers and rank and file found that many were impractical. Some issues caused by the changes were not addressed, such as admitting Medicaid patients after half of the admissions staff had been eliminated. Access to the hospital slowed to a crawl because many Medicaid patients had to wait for verification of benefits. The elimination of the cafeteria forced employees to bring in food or leave for meals, reducing employees’ work time. The minimization of patient food menus was a disaster. The three same menus were rotated over and over, and dinner on Wednesdays was always the same: corned beef and cabbage. Patient complaints about food skyrocketed.

The hospital unions also complained and refused to cooperate. The new position required a lot of cross-training, and the union demanded wage increases for each new skill employees had to acquire. Most new positions increased existing personnel’s wages by about $1.00/hour. Materials management was decentralized, and 18 new people had to be hired as a result; this change seemed to increase, not decrease, costs.

Although the changes clearly were not producing positive results, managers were reluctant to express their concerns to hospital administrators. The executives remained positive and were certain that the changes would save their hospitals. Alexander continued to be a big supporter of reengineering and cited sabotage and bad attitudes as reasons for the lack of success. His focus was to stay the course and fully implement the plan. He reminded managers that loyalty and commitment were required to move forward.

After a tumultuous year of implementing the changes, the hospitals’ financial losses accelerated. Costs did not decline significantly, but the number of patients declined. Employee and patient satisfaction were at an all-time low. St. John’s board of trustees became concerned and began to question the organization’s direction.

Questions

What problems arose during the reengineering at St. John’s?

How could the executives have improved the process of change at St. John’s?

What next steps would you have recommended to the corporation’s board

Rubric

Description of the organizational change process is clear, concise, and makes connections to current research.

Identification of needed change is clear, concise, and makes connections to current research

Discussion of strategies used to motivate stakeholders is clear, concise, and thoroughly includes how to get political support from stakeholders.

Description of the model applied to the change is clear, concise, and includes scholarly support for why the specific model was chosen.

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NUR 3178 – Power Point Aromatherapy

NUR 3178 – Power Point Aromatherapy

NUR 3178 – Power Point Aromatherapy

NUR 3178 – Power Point Aromatherapy

  1. For this assignment, you will prepare an 8 – 10 slide PowerPoint presentation summarizing a type of Complementary and Alternative Medicine: Aromatherapy
  2. When you prepare your PowerPoint, be sure that the viewer will know the following six (6) items:
    1. What the Aromatherapy practice actually is.
    2. Who are its practitioners.
    3. How it is typically used.
    4. Why people use this type of Complementary and Alternative Medicine.
    5. Its current status in the Medical world.
    6. What evidence is there that supports its use (research articles, journals, etc to support your evidence).
  3. If you use graphics in your presentation, please be sure that they are small in size and suitable for the PowerPoint format.
  4. Presentation in proper APA format. Cite your references
     

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Chapter 12: Ethical Issues and Consent

Chapter 12: Ethical Issues and Consent

Chapter 12: Ethical Issues and Consent

Chapter 12: Ethical Issues and Consent

Chapter 13: Participant Recruitment

Read Chapter 12 & 13 

Reading Reflection 2 Ch 12 & 13

This week there are no formal discussion board assignments. However, there is a reading reflection assignment for both chapters 12 and 13.

Write 5-6 sentences regarding your readings. Please put some thought into your reasoning.

Book:  Ruth M. Tappen. (2015). Nursing Research. Advanced Nursing Research:  From Theory to Practice. (2nd ed.). ISBN-13: 9781284048308. ISBN-10:  1284048306. Publisher: Jones & Bartlett Learning

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The science and art of theory development

The science and art of theory development and evaluation

The science and art of theory development

Introduction on theory development.

The strength that human beings use to come up with theories supported by sciences with the sole aim of understanding the habits, behaviors, and ways of the human being. These theories are accumulated in one’s mind and expected to satisfy specific needs. A theory describes the observations made by people and what the theorist has understood after assessing particular data relevant to the theorist’s agenda. Theories constitute several supporting documents like research that supports the theory, the presentations made by other scholars on the theory, other theories associated with similar content, and new ideas on the said theory. To develop a theory, thorough and detailed research should be compiled on the subject of the theory. Although the process of formulating a theory is a science, it can be described as an art because it inspires the theorist’s determination and love of the subject theory (Rivard, 2021)

Elements of science and art of developing theories

A conceptual model, a theory, and empirical indicators are the three major elements that make up the science and art of generating theories. The conceptual-theoretical-empirical (C-T-E) structure consists of these elements. Inductive reasoning from a specific idea to a generic one occurs during the process of building a theory (Butts and Rich,2017The conceptual model come first in the C-T-E structure for developing a theory, which also includes empirical data and suggestions for new theories. For instance, the concept of adaption modes from the Roy model was to simplify the analysis of data gathered from people with multiple sclerosis utilizing interview guides. The empirical indicators were interviewing guidelines.

Additionally, the C-T-E framework for theory development identifies the conceptual model idea first, directing the choice of the empirical indicators required for data gathering (Butts & Rich, 2017). The core idea of the theory must be established before the C-T-E structure enters the competition. Whenever theory verification is used to build a theory, deductive reasoning frequently moves from a general idea to a particular set of ideas and assertions. Hypotheses are accomplished during research to produce a descriptive, interpretative, or prophetic theory. To connect a methodological approach with the theory, utilize one of the three approaches indicated below. The idea is obtained from the nursing concept that was first adopted. This approach ensures that the theory and the framework have correlations. Secondly, when the model and the theory agree, a theoretical model is selected and linked to a recognized nursing theory. Therefore, it is connected to a theory that already exists and uses the same conceptual framework as the chosen conceptual model. Hence, theory testing is complete once the theory’s ideas are connected to the empirical indicators.

Stages of theory evaluation

Five stages are required for theory evaluation in science and art. The C-T-E structure’s linkages must first be evaluated as a first step. The person focuses on specified suitability, which stresses knowledge used to produce the C-T-E structure specifically, and linkage sufficiency, which openly and thoroughly looks at the validity of the conceptual model, theory, and empirical indicator links. Evaluating the theory is the next stage. An assessment of a theory is to determine its relevance to a specific set of goals. Thus, consumers must be notified about the theories, promoting growth, evolution, and utilization. The examination of empirical research methodologies is the third step.

Moreover, it establishes the indicators’ operational suitability as a theoretical concept assessment. To enable that theory evaluation, empirical indicators must be dependable and valid. In the fourth stage, the component theory of the C-T-E is examined to evaluate the research results (Butts & Rich, 2017).

In order to establish whether the created theory agrees with the notions, propositions, and facts from the investigation are analyzed. Finally, assessing the usefulness and legality of the conceptual model to ascertain which study’s results support the model’s significance for developing C-T-E structures for theory testing after generation and, therefore, its legitimacy.

 

References

Rivard, S. (2021). Theory building is neither an art nor a science. It is a craft. Journal of Information Technology, 36(3), 316–328.  /orders/doi.org/10.1177/0268396220911938 (Links to an external site.)

Butts, J. B., & Rich, K. L. (2021). Philosophies and theories for advanced nursing practice. Jones & Bartlett

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Learning.

Critical Thinking

Critical Thinking

Critical Thinking

Critical Thinking

Critical Thinking

The Science and Art of Theory Development and Evaluation

In the nursing field, theory development and evaluation are among the most critical components that distinguish the nursing discipline from medicine and related sciences. Therefore, this component aids in developing and understanding healthcare principles, allowing for the effective formulation of theory-based practices. For a theory to be effective, it must be relevant to the clinical practice. In addition, evaluation helps analyze a theory’s effectiveness in patient outcomes, aiding medical practitioners in determining the most appropriate theory for nursing research, education, administration, and practice. While a theory needs to be relevant in clinical practice to be effective, it can only be relevant if it produces the desired outcomes. This paper will examine the art and science of theory development and evaluation, outlining the process of theory development and the importance of theory evaluation in nursing practice.

The development of nursing theories derives from conceptual models with clearly identified nursing metaparadigm phenomena. In most cases, the fundamental concepts that form the metaparadigm for nursing are person, environment, health, and nursing. The conceptual model consists of abstract propositions and concepts melded into a relevant configuration to help describe nursing phenomena and their interrelationships in abstract terms (Fawcett, 2011). As a result, this conceptual model forms a forerunner of nursing theory as it helps in deriving concepts and their definitions and propositions of the nursing theory. In addition, these models used in the development of a theory also aid theory developers in depicting the beliefs in their theory, explaining to the nursing community how the theory works and how one can interpret it into nursing practice.

Once a theory developer proposes a nursing theory addressing a given phenomenon of interest, the theory has to be analyzed for various considerations, including its logic and completeness, correspondence with empirical findings, internal consistency, and operational definition for testing. This analysis results in various changes to the theory, helping make improvements and eliminate any inconsistencies. The theory then undergoes repeated rigorous research to help accumulate scientifically proven evidence to help support the assertions of the proposed theory and make extensions or alterations to the theory.

The development of nursing theories is a continuous and systematic process as more scholars continue with research on the existing theories and the development of new theories, making this field vital for the future of nursing. However, despite this systematic process, the approaches in the development of theories tend to differ. Therefore nursing theories can emerge from various types of reasoning: retroductive (abductive), inductive, or deductive (Behfar & Okhuysen, 2018). Retroductive reasoning selects the likeliest possible explanation from a set of incomplete observations. While deductive reasoning starts from a married and specific clinical area and observations, inductive reasoning is much broader, focusing on general observations (Behfar & Okhuysen, 2018). After devising and developing the theory, a nursing theorist should then publish their theory to the nursing community to allow for another significant process of theory evaluation.

Theory evaluation is the assessment and systematic examination of a theory to determine the origins, meaning, usefulness, logical adequacy, testability, and generalizability of these theories. After publishing a theory, the nursing community then reviews, debates, and critiques the theory with reference to the relevant practice field and the research findings. Theory evaluation is vital in nursing practice as it helps provide additional information about the theory’s soundness and determine the theoretical relationships supported by the research. In addition, evaluation helps in the development of intervention guidelines and helps determine the efficacy of these interventions. Their evaluation is also vital in research by helping researchers determine the relevance of the theory’s content being tested (Fawcett, 2011). Theory evaluation varies depending on the relevant field of research as multiple evaluation criteria exist. However, the four main criteria in theory evaluation include examining the theory’s definitions, significance, internal consistency, parsimony and testability (Fawcett, 2011).

References

Behfar, K., & Okhuysen, G. A. (2018). Perspective—Discovery within validation logic: Deliberately surfacing, complementing, and substituting abductive reasoning in hypothetico-deductive inquiry. Organization Science29(2), 323-340.

Fawcett, J. (2011). Theory testing and theory evaluation. Theory Testing and Theory Evaluation. Mississauga, ON: Jones and Barrett Learning, 605-24.

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Comprehensive Psychiatric Evaluation Template

Comprehensive Psychiatric Evaluation Template

Student Name

College of Nursing-PMHNP, Walden University

NRNP 6635: Psychopathology and Diagnostic Reasoning

Faculty Name

Assignment Due Date

Subjective:

CC (chief complaint):

HPI:

Past Psychiatric History:

· General Statement:

· Caregivers (if applicable):

· Hospitalizations:

· Medication trials:

· Psychotherapy or Previous Psychiatric Diagnosis:

Substance Current Use and History:

Family Psychiatric/Substance Use History:

Psychosocial History:

Medical History:

· Current Medications:

· Allergies:

· Reproductive Hx:

ROS:

· GENERAL:

· HEENT:

· SKIN:

· CARDIOVASCULAR:

· RESPIRATORY:

· GASTROINTESTINAL:

· GENITOURINARY:

· NEUROLOGICAL:

· MUSCULOSKELETAL:

· HEMATOLOGIC:

· LYMPHATICS:

· ENDOCRINOLOGIC:

Objective:

Physical exam: if applicable

Diagnostic results:

Assessment:

Mental Status Examination:

Differential Diagnoses:

Reflections:

References

· Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.

Assignment

Group Therapy for Mood Disorders

Comprehensive Psychiatric Evaluation Note and Patient Case Presentation

For this Assignment, you will document information about a patient that you examined in a group setting. Using the Comprehensive Psychiatric Evaluation Note Template provided. You will then use this note to develop and record a case presentation for this patient.

· Then, based on your evaluation of this patient, develop a presentation of the case.

· Include at least five scholarly resources to support your assessment and diagnostic reasoning.

· Present the full complex case study. Include subjective and objective data; assessment from most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; current psychotherapeutic plan (include one health promotion activity and one patient education strategy you provided); and patient progress toward treatment goals.

· Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What was the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

· Objective: What observations did you make during the psychiatric assessment?

· Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses in order of highest to lowest priority and explain why you chose them. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5-TR diagnostic criteria and is supported by the patient’s symptoms.

· Plan: Describe your treatment modality and your plan for psychotherapy. Explain the principles of psychotherapy that underline your chosen treatment plan to support your rationale for the chosen psychotherapy framework. What were your follow-up plan and parameters? What referrals would you make or recommend as a result of this psychotherapy session?

· Reflection notes: What would you do differently in a similar patient evaluation? Reflect on one social determinant of health according to the HealthyPeople 2030 (you will need to research) as applied to this case in the realm of psychiatry and mental health. As a future advanced provider, what are one health promotion activity and one patient education consideration for this patient for improving health disparities and inequities in the realm of psychiatry and mental health? Demonstrate your critical thinking.

Case study

· Client Information:(7) J,T 26 y male

· Diagnosis: Schizoaffective disorder – GAD

· Current medications: Clozapine 500 mg daily, Lamotrigine 500 mg daily

· Visit Information: CC: “I still hear voices”

· Treatment Plan: Add Caplypa (Lumateperone) 42 mg daily.

· Notes: Client accompanied by his mother. Mom concerned about client’s lack of sleep and A/H. Client and mom educated on medication options/alternatives. Client has hx of seizures.

26 y old male accompanied by Mom/caregiver. Client is alert and oriented, calm and cooperative. The legal Mom reports the patient “has been staying up all night at least once a week”. Pt reports he is managing well on his meds. “No issues at work. Mom concerened about pt Staying up all night at least once a week. “Previously he would only stay up all night about once a month”. Patient reports he likes to stay up all night sometimes. Mom concerned if it ok for him to not sleep even on his meds. Client has hx of seizure. Mom concerned missing med doses may be the cause of seizures. Mom concerned about pt injuring himself during seizure. “he was banging his head on them floor during his last seizure”. Pt reports having aurora before seizures and knows when he is about to have a seizure. Mom asks pt “what can we do to make you happier’. Mom want pt to take his prescribed Ozempic for his diabetes (DM) and weight loss. Mom and pt Discussed DM medications and weight loss at length. Client is reluctant to take IM DM medication. Client states “ I don’t like needles’. Pt relaxed only opposed to mom suggestion of IM DM medication. Mom tells pt “it is not a shot it is a prick”. Mom asked if there is any medication, he can take to reduce the voices”. Mom and client educated on Pt medication hx and pt maxing out previously prescribed phsych meds. His mom believes current medication regimen has not been effective. Plan: Add Caplypa (Lumateperone) 42 mg daily. Continue psychotherapy.

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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.

  • Weekly Participation

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.

  • Use of Direct Quotes

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.

  • LopesWrite Policy

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.

  • Late Policy

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

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.

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