Find the equation (formula) of a circle with radius r and center C(h,k) and if the Center of a circle is at (7,-2) and a point on the circle is (-3,5) find the formula of the circle

1.     Find the equation (formula) of a circle with radius r and center C(h,k) and if the Center of a circle is at (7,-2) and a point on the circle is (-3,5) find the formula of the circle.

2.     Find the equation (formula) of a sphere with radius r and center C(h, k, l) and show that x2 + y2 + z2 – 14x + 6y – 2z – 3 = 0 is an equation of a sphere. Also, find its center and radius.

3.     Following figure shows a Parallelogram.           

If a=(2i-j+3k) , b=(3i+5j-k), find the area of the Parallelogram.

Solution:-

1. The equation of a circle with radius r and center C(h, k) can be represented as:

(x – h)^2 + (y – k)^2 = r^2

Given that the center of the circle is at (7, -2) and a point on the circle is (-3, 5), we can substitute these values into the equation and solve for r.

(-3 – 7)^2 + (5 – (-2))^2 = r^2
(-10)^2 + (7)^2 = r^2
100 + 49 = r^2
149 = r^2

Therefore, the equation of the circle is:
(x – 7)^2 + (y + 2)^2 = 149

2. The equation of a sphere with radius r and center C(h, k, l) can be represented as:

(x – h)^2 + (y – k)^2 + (z – l)^2 = r^2

The given equation, x^2 + y^2 + z^2 – 14x + 6y – 2z – 3 = 0, can be rearranged to match the form of the equation for a sphere:

(x^2 – 14x) + (y^2 + 6y) + (z^2 – 2z) = 3

To complete the square for each variable, we need to add and subtract appropriate terms:

(x^2 – 14x + 49) + (y^2 + 6y + 9) + (z^2 – 2z + 1) = 3 + 49 + 9 + 1
(x – 7)^2 + (y + 3)^2 + (z – 1)^2 = 62

Comparing this with the equation of a sphere, we can identify the center and radius:
Center: (7, -3, 1)
Radius: √62

Therefore, the equation x^2 + y^2 + z^2 – 14x + 6y – 2z – 3 = 0 represents a sphere with center (7, -3, 1) and radius √62.

3. The area of a parallelogram can be found using the cross product of two adjacent sides. In this case, the area can be calculated as the magnitude of the cross product of vectors a and b.

a = 2i – j + 3k
b = 3i + 5j – k

The cross product of a and b can be calculated as follows:

a x b = | i j k |
| 2 -1 3 |
| 3 5 -1 |

= ( (-1) * (-1) – (3) * (5) )i – ( (2) * (-1) – (3) * (-1) )j + ( (2) * (5) – (-1) * (3) )k
= (-14)i + 5j + 13k

The magnitude of the cross product gives us the area of the parallelogram:

Area = |a x b| = √((-14)^2 + 5^2 + 13^2)
= √(196 + 25 + 169)
= √(390)
= √(10 * 39)
= 3√10

Therefore, the area of the parallelogram is 3√10.

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• 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.

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• 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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Middle Range Nursing Theories – Nursing Essay Assignment

Middle Range Nursing Theories

Search current nursing journals for examples of the development, analysis, or use of mid-range theories in the discipline of nursing. Debate trends in the development and use of mid-range theories in nursing research with colleagues. Mid-range Theories – Nursing Essay Assignment Papers.

Mid-range Theories

Introduction

Fig. 17: Nursing Theorists

Middle range, or mid-range, nursing theories lie between the most abstract theories, such as grand nursing theories, models, or conceptual frameworks, and more circumscribed, concrete theories, such as practice theories. Compared to grand theories, mid-range theories are more specific, have fewer concepts, and encompass a more limited aspect of the real world. Concepts are relatively concrete and can be operationally defined.

Nursing has appeared to recognize mid-range theory as the latest step in knowledge development, and there is broad acceptance of the need to develop mid-range theories to support nursing practice. Mid-range theories are also increasingly used in nursing research studies. Many researchers prefer to work with mid-range theories rather than grand theories or conceptual frameworks because they provide a better basis for generating testable hypotheses and addressing particular client populations. A review of nursing research journals and dissertation abstracts indicates that nursing research is currently being used in the development and testing of a number of mid-range theories, and mid-range theories are frequently being used as frameworks for investigation. Mid-range Theories – Nursing Essay Assignment Papers.

Students will consider the relationship between nursing knowledge and nursing practice, with emphasis on the relationship of mid-range theories to aspects of nursing practice, research, education, and administration. Mid-range Theories – Nursing Essay Assignment Papers.

Several methods for development of mid-range theories have been identified in the nursing literature. Mid-range theories emerge from combining research and practice and building on the work of others. Sources used to generate mid-range theory include literature reviews, qualitative research, field studies, conceptual models, nursing practice, clinical practice guidelines, theories from other disciplines, and statistical analysis of empirical data. Liehr and Smith identified five approaches for mid-range theory generation. The purpose of this module is to examine the purposes, characteristics, and concepts of mid-range theory and to describe the source and development process of mid-range theories from these five approaches.

Outcomes

Upon completion of the module, students will be able to:

• understand the purposes of mid-range theories.
• discuss the characteristics and concepts of mid-range theories.
• describe the sources and development of mid-range theories.
• develop a concept of interest into a preliminary mid-range theory.

Topics Index

The following topics are covered in this module.

1. Purposes of Mid-range Theory
2. Characteristics of Mid-range Theory
3. Concepts and Relationships for Mid-range Theories
4. Theories from Research and Practice
5. Theories from a Grand Theory
6. Combining Theories
7. Theories from Non-Nursing Disciplines
8. Theories from Practice Guidelines

These topics are designed to direct your readings, assist you in the development of assignments, and prepare you for module discussions.  

1. Purposes of Mid-range Theory

Nursing theories vary in scope, or the level of abstraction. Theories that are broader in scope are called grand range theories. These theories are abstract and give broad perspective to the goals and structures of nursing practice. They are not testable, rather, they are viewed as knowledge-generated models from which hypotheses can be derived and tested, and they are useful as a theoretical framework for the development of mid-range theories. Middle range theories are limited in scope and contain a limited number of variables; they involve abstractions that are close enough to observed data to be incorporated in propositions that permit empirical testing. Thus, they can easily be taken to the operational level. They are theories that describe, explain, and predict phenomena of concern to nursing as well as prescribe actions in response to those phenomena. Mid-range Theories – Nursing Essay Assignment Papers.

Both grand and mid-range theories are important for knowledge development in the discipline of nursing. Grand theories are important to provide a larger picture of the phenomena. However, a deeper understanding about the relationships among those phenomena is provided by mid-range theories. Thus, the discipline of nursing has been concentrating its efforts in developing more mid-range theories, which are able to direct research and practice as well as strengthen the linkage among areas of theory, research, and practice.

Mid-range theories were first suggested in the discipline of sociology in the 1960s, and were introduced to nursing in 1974. At that time, mid-range theories were useful for emerging disciplines because they were more readily operationalized and addressed through research than grand theories. However, more than fifteen years elapsed before there was a collaborative call for mid-range theory development in nursing.

Development of mid-range theories is supported by the frequent critique of the abstract nature of grand theories and the difficulty of their application to practice and research. The purpose of mid-range theories is to describe, explain, or predict phenomena, and unlike grand theory, they must be explicit and testable. Therefore, they are easier to apply in practice situations and as frameworks for research studies. In addition, mid-range theories have the potential to guide nursing interventions and change conditions of a situation to enhance nursing care. A major role of mid-range theory is to define or refine the substantive component of nursing science and practice.

Each mid-range theory addresses relatively concrete and specific phenomena by stating what the phenomena are, why they occur, and how they occur. In addition, mid-range theories can provide structure for the interpretation of behavior, situations, and events. They support understanding of the connections between diagnosis and outcomes, and understanding of the connections between interventions and outcomes. Mid-range Theories – Nursing Essay Assignment Papers.

Overall, mid-range theories:

• are more useful in research than grand theories because of their low level of abstraction and ease of operationalization
• tend to support prediction better than grand theories due to circumscribed range and specificity of the concepts
• are more likely to be adopted in practice because their relative simplicity eases the process of developing interventions for identified health problems.

Like theory in general, mid-range theory has three functions in nursing knowledge development:

1. Mid-range theories are used as theoretical frameworks for research studies.
2. Mid-range theories are open to use in practice and should be tested by research.
3. Mid-range theories can be the scientific end product that expresses nursing knowledge.

2. Characteristic of Mid-range Theory

Several characteristics identify nursing theories as mid-range. First, the principal ideas of mid-range theories are relatively simple, straightforward, and general, Second, mid-range theories consider a limited number of variables or concepts; they have a particular focus and consider a limited aspect of reality. In addition, they are receptive to empirical testing and can be consolidated into more wide-ranging theories. Third, mid-range theories focus primarily on client problems and outcomes, as well as the effects of nursing interventions on client outcomes. Finally, mid-range theories are specific to nursing and may specify an area of practice, age range of the client, nursing actions or interventions, and proposed outcomes. Mid-range Theories – Nursing Essay Assignment Papers.

The more frequently cited mid-range theories tend to be those that are clearly stated, easy to understand, internally consistent, and coherent. They deal with current nursing perspectives and address socially relevant topics that solve meaningful and persistent problems. Overall, mid-range theories for nursing combine proposed relationships between specific, well-defined concepts with the ability to measure or objectively code concepts. Therefore, mid-range theories contain concepts and statements from which hypotheses may be logically derived and empirically tested, and easily adopted to guide nursing practice. Mid-range Theories – Nursing Essay Assignment Papers.

The characteristics of middle range nursing theory are:

• not comprehensive, but not narrowly focused
• some generalizations across settings and specialties
• limited number of concepts
• clearly stated propositions
• may generate testable hypotheses.

3. Concepts and Relationships for Mid-range Theories

Mid-range theories consist of two or more concepts and a specified relationship between the concepts. They address concepts that are toward the middle of the continuum with the metaparadigm concepts (nursing, person, health, and environment) at one end and specific concrete actions or events (i.e., medications, preoperative teaching, and electrolyte management) at the other. The concepts should be discrete, observable, and sufficiently abstract to be applied across multiple settings and used with clients with differing problems. Examples from the nursing literature include theories describing health promotion, comfort, coping, resilience, uncertainty, pain, grief, fatigue, self-care, adaptation, self-transcendence, and transitions. Mid-range Theories – Nursing Essay Assignment Papers.

Mid-range theories link discrete and observable phenomena or concepts in relationship statements. In mid-range theory, relationships are explicitly stated and, preferably, they are unidirectional. Relationships can be of several types. The most common are causal relationships that state a change in the value of one variable or concept is associated with a change in the value of another variable or concept.

4. Theories from Research and Practice

The current emphasis of nursing theory development focuses on efforts to construct, test, refine, and evaluate mid-range theories. To help advance the discipline, nurses are encouraged to write and publish articles that describe mid-range theories and report research studies in which a mid-range theory was used. This process of mid-range theory generation and refinement may further develop the discipline’s knowledge base. Therefore, nurses in all settings need to strive to learn about existing or emerging mid-range theories, or seek to develop and describe theories that will explain phenomena they observe in practice. Mid-range Theories – Nursing Essay Assignment Papers.

Nursing has the knowledge, skills, manpower, and resources to move beyond delineation of conceptual models and domain concepts to emphasize development and application of mid-range theory. Mid-range theory holds much promise for the evolution of the discipline’s science and practice. But, as Liehr and Smith point out, the challenge is developing mid-range theories that are empirically sound, coherent, meaningful, useful, and illuminating.

In order to develop mid-range theories, one needs to be aware of the sources for the process of mid-range theory development. Liehr and Smith (1999) identified five approaches for mid-range theory generation. The five approaches are:

1. Induction through research and practice.
2. Deduction from research and practice or application of grand theories.
3. Combination of existing nursing and non-nursing mid-range theories.
4. Derivation from theories of other disciplines that relate to nursing.
5. Derivation from practice guidelines and standards rooted in research.

This module is an overview of the five approaches for mid-range theory generation.
One of the most common sources for development of mid-range theories is nursing research or nursing practice. Qualitative research methods are frequently noted as sources for mid-range theory development. Variations in the idea of mid-range theory development from research are fairly common. Theorists often combine qualitative research with literature review, concept analysis, concept synthesis, and other techniques in the process of developing a mid-range theory. For example, Eakes, Burke, and Hainsworth developed the mid-range theory Theory of Chronic Sorrow from an extensive review of the literature, and data gathered through ten qualitative research studies. Mid-range Theories – Nursing Essay Assignment Papers.

Identification of mid-range theories and models derived primarily from practice is more difficult. One example is the Theory of Unpleasant Symptoms, which was reportedly developed by integrating existing practice and research information about a variety of symptoms. Some models that describe areas of specialty nursing practice were developed from combination of practice and another source, typically research or practice standards.

5. Theories from a Grand Theory

Many nursing theorists and scholars found grand theories difficult to apply in research and practice and suggested the development of mid-range theories derived from the grand theories. During the past decade or so, a number of theories developed from grand theories have been published in nursing literature. Several mid-range theories were developed from Roy’s Adaptation Model. One example is Whittemore and Roy’s concept syntheses to integrate concepts and assumptions in order to theoretically describe “adapting to diabetes mellitus” (Whittemore & Roy, 2002, p. 311-317).  Mid-range Theories – Nursing Essay Assignment Papers.

Exemplar of a mid-range theory derived from a grand theory:

Jirovec, Jenkins, Isenberg, and Baiardi  (1999) detailed their work substructing The Urine Control Theory from Roy’s Adaptation Model. In this case, the theory was used as a framework for addressing problems of urine control.

Theory development process: To develop the Theory of Urine Control, the theorists first described elements of Roy’s Adaptation Model (input stimuli, coping mechanism and adaptive modes), then inserted the variables affecting urinary tract functioning into each of the elements. For example, bladder distention was identified as a component of “focal stimuli”, accessible facilities were seen as “contextual stimuli,” and socialization of sanitary habits was described as “residual stimuli” (Figure 2). Mid-range Theories – Nursing Essay Assignment Papers.

Following development of the model, a research program was developed to decrease incontinence in 119 elders. The intervention was to manipulate contextual stimuli to compensate for the elder’s memory impairment. Variables were measured in the study and several relationships outlined. For example, the researchers looked at the relationship between urine control and mobility, and urine control and accessible facilities by manipulating elements of the residents’ environment to improve accessibility. They determined that cognitive abilities may be compensated for by changes in contextual stimuli. Also, when cognitive ability or mobility is decreased, environmental manipulations can be increased to compensate. It was noted that the derived mid-range theory supported Roy’s work. Mid-range Theories – Nursing Essay Assignment Papers.

Fig. 18: Conceptual Model of Urine Control.

6. Combining Theories

Combining concepts or elements of multiple theories is very common in mid-range theory development. In many cases found in recent literature, the author(s) of a mid-range theory reported that they derived their theory from both nursing and non-nursing theories. For example, Ulbrich developed the Theory of Exercise as Self-Care through “triangulation of Orem’s self-care deficit theory of nursing, the trans-theoretical model of exercise, behavior, and characteristics of a population at risk for cardiovascular disease” (Ulbrich,1999, p. 65-70).

Exemplar of a mid-range theory combining existing nursing and non-nursing theories:

Dunn provided an excellent example of combining existing nursing and non-nursing theories in development of a mid-range Theory of Adaptation to Chronic Pain. The theorist’s intention was to describe coping and pain control in elders with the purpose of maintaining their quality of life and functional ability.

Theory development process: Dunn wrote that the first step in developing her theory was to review and synthesize the theoretical knowledge related to pain in elders, coping with pain, religious coping, and spirituality. She reported identification of three theoretical models that addressed concepts related to pain and coping in elders. There were: Melzak & Wall’s gate control theory of pain, Lazarus & Folman’s stress and coping theory, and Wallace, Benson, and Wilson relaxation response. To ensure that the final model was applicable to nursing, Dunn selected the Roy Adaptation Model to guide the theory development process. Mid-range Theories – Nursing Essay Assignment Papers.

Dunn reports that the second step is to define assumptions for the theory that are based on assumptions from the four models. To lay the theoretical foundation, Dunn took concepts, relational statements, and propositions from the existing theories, and arranged them into a diagram to represent the theoretical and operational systems. Finally, the concepts from the Adaptation to Chronic Pain model were linked to empirical indicators to provide a logical and consistent connection.

7. Theories from Non-Nursing Disciplines

A significant number of mid-range nursing theories are developed from one-or-more non-nursing theories. Non-nursing theories, including those from the behavioral sciences, sociology, and physiology, appear to be the most common source for theory development. For example, Kolcaba’s Theory of Comfort was reportedly derived from a review of literature from medicine, psychiatry, ergonomics, and psychology, as well as from nursing literature and history. Benner explained that the Dreyfus model of skill acquisition, developed by a mathematician and a philosopher, was the primary source for her work. Mishel and Clayton’s Uncertainty in Illness Theory incorporated elements of chaos theory. In addition, several mid-range nursing theories have been derived from theories or models of behavioral change. Frequently cited are: Becker’s Health Belief Model, Pender’s Health Promotion Model, and Bandura’s Social Learning and Social Cognitive Theory. Mid-range Theories – Nursing Essay Assignment Papers.

8. Theories from Practice Guidelines

Practice guidelines or standards of care appear to be the least common source for the development of mid-range theories, as only a few examples could be found. In one example, the Public Health Nursing Practice Model was developed by “melding of nationally recognized components” (Smith & Bazini-Barakat, 2003, p. 44) of public health nursing practice (PHN). The identified components were the Standards of PHN practice, the 10 Essential Services of Public Health, Healthy People 2010’s 10 Leading Health Indicators, and Minnesota’s Public Health Interventions Model.

Another example is Ruland and Moore’s use of the standards of care to develop the Theory of the Peaceful End of Life from standards of care for terminally ill patients. In this work, the theorists observed the relational statements of the standards needed to be more specifically defined to make them applicable for empirical testing. Because the standards were too specific, they were too detailed to illustrate the major themes succinctly. Mid-range Theories – Nursing Essay Assignment Papers.

The first step in Ruland and Moore’s theory development process was to define the theory’s assumptions based on the standards of care. The second step was to perform a “statement synthesis,” whereby they developed five outcome criteria that contributed to a peaceful end of life (not being in pain, experiencing comfort, experiencing dignity and respect, being at peace and closeness to significant others or another caring person). In the third step, conceptual definitions for each of the outcome indicators were determined, and the fourth step involved defining relational statements between the outcome indicators and the nursing interventions. In this step, all the process criteria from the standard were examined and combined into “prescriptors” to facilitate the desired outcome. The process of theory synthesis was then used to combine the relational statements into an integrated structure or theory. The final step was to draw a diagram of the relationships as a model (Figure 3). Mid-range Theories – Nursing Essay Assignment Papers.

Fig. 19: Theory of Peaceful End of Life: Relationships Between the Concepts of the Theory.

Mid-range Theories – Nursing Essay Assignment Papers Assignments

Post a response to the following question and respond to one of your classmate’s postings for each question. Your initial response and responses to others should be 100-200 words. Respond to your classmate’s requests for feedback. In addition, follow the guidelines provided in the Grading Rubric for Online Discussions-500 Level.

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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• 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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• Question and answers
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• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Pharmacotherapy for Hepatobiliary Disorders Case Study Sample Essay

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• 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. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

• 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. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

• 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.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper

NURS 6521 Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

NURS 6521 Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

· Synthroid 100 mcg daily

· Nifedipine 30 mg daily

· Prednisone 10 mg daily

There are many causes of nausea and vomiting, most commonly these symptoms are caused by ingestion of substances or drugs, gastrointestinal disorders or metabolic disorders (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). In this particular case study it is important to take into consideration the factors that could be contributing to the nausea, vomiting and diarrhea in patient HL. The patient has a history of drug abuse. With that being said, drug withdraw can be a factor in the cause of nausea, vomiting and diarrhea. Treatment for this type of cause would be dependent on what type of drug that patient was withdrawing from. The next factor would be medications the patient is currently taking. All three of these medications have nausea and vomiting as potential side effects. If this is the cause of the patient’s chief complaint, changing the medications could be an appropriate response. The last consideration would be the patient’s diagnosis of possible Hepatitis C. The most common symptoms of Hepatitis C include nausea, vomiting, and diarrhea (Franciscus, 2015). It would be hard to diagnosis the cause of this episode of nausea vomiting without other information such as aggravating and relieving factors, how long these symptoms have been occurring and if any other symptoms are associated with these. First line treatment of nausea and vomiting include phenothiazines such as promethazine. Promethazine can be given in 12.5-25mgs every four to six hours as needed. Contraindications include hypersensitivity, seizure disorders and Parkinson’s disease. Adverse effects include sedation, agitation, dry mouth and blurred vision (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).  Second line therapy would be to add an antihistamine or anticholinergic such as diphenhydramine. This medication is dosed from 25-50mg every six to eight hours as needed. Adverse effects include drowsiness, confusion and dry mouth. Contraindications include asthma, hypersensitivity and narrow-angle glaucoma (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). If this persists the patient needs to reevaluate for other causes. Alternative therapies including herbal therapies such as vitamin b6 , ginger and even gum chewing are linked to the relief of nausea and vomiting (Darvall, Handscombe & Leslie, n.d.).

References:

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. (2017). Pharmacotherapeutics for Advanced Practice (Vol. 4). Philadelphia: Wolters Kluwer.

Darvall, J. N., Handscombe, M., & Leslie, K. (n.d.). Chewing gum for the treatment of postoperative nausea and vomiting: a pilot randomized controlled trial. BRITISH JOURNAL OF ANAESTHESIA, 118(1), 83–89. /orders/doi-org.ezp.waldenulibrary.org/10.1093/bja/aew375

Franciscus, A. (2015). HCV Advcocate. Retrieved from HCSP Fact Sheet : http://hcvadvocate.org/hepatitis/factsheets_pdf/SEM_Nausea.pdf

Week 4: Gastrointestinal and Hepatobiliary Disorders

As an advanced practice nurse, you will likely encounter patients who will present with symptoms affecting the gastrointestinal (GI) tract. Of special note, is the consideration that most symptoms concerning the GI tract are non-specific and therefore, diagnosing diagnoses of the GI tract require thoughtful and careful investigation. Similarly, hepatobiliary disorders may also mirror many of the signs and symptoms that patients present when suffering from GI disorders.

How might you tease out the specific signs and symptoms between these potential disorders and body systems? What drug therapy plans will best address these disorders for your patients?

This week, you examine GI and hepatobiliary disorders. You will review a patient case study and consider those factors in recommending and prescribing a drug therapy plan fo your patient.

Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

Utilize the following case study:

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and

diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is

currently taking the following prescription drugs:

· Synthroid 100 mcg daily

· Nifedipine 30 mg daily

· Prednisone 10 mg daily

To Prepare

· Review the case study assigned by your Instructor for this Assignment

· Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

· Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.

· Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

Write a 1-page paper that addresses the following:

· Explain your diagnosis for the patient, including your rationale for the diagnosis.

· Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

· Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

Examine Case Study: Pakistani Woman with Delusional Thought Processes

Examine Case Study: Pakistani Woman with Delusional Thought Processes

Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client.

Week 6 Assignment SOCW 6443

Week 6 Assignment SOCW 6443

Week 6 Assignment SOCW 6443: Antipsychotic Medications and the Treatment of Psychotic Disorders

Imagine that you have been seeing a client for a year. Initially, treatment was tailored to address a diagnosis of major depressive disorder. Over the course of your counseling sessions, your client has begun to develop psychotic symptoms. She becomes mildly psychotic during a session and explains that the voices are telling her that she is wasting her time and she will never be well. Your client is surprised to have heard these voices, but is cognizant of the fact that they are coming from within her, rather than some external, supranatural source. She understands that they are psychotic symptoms.

Often, counselors encounter ethical and clinical dilemmas in deciding the best course of treatment for their clients. Considering the possibility that a client might wish to avoid going on antipsychotic medication, could you support this choice? Does the client’s awareness and understanding of the voices mean no further action is required on the part of the counselor? Since there appears to be no immediate danger to herself or others, could the counselor disregard the symptoms?

The Application Assignment contains a creative component, in which you integrate DSM-5 sourced and other scholarly material to create a case presentation.

As hallucinations and delusions can vary from those that were seemingly borne of logic to the truly bizarre, this is an opportunity to fully engage your most imaginative thoughts.

For this Assignment, review the Learning Resources. Reflect on the development of drugs to treat psychosis over time. Consider the side effects of antipsychotics and their interactions with neurotransmitter function. Explore the ethical concerns and challenges of treating psychotic disorders. Develop a presentation of a client who would benefit from antipsychotic medications.

In a 3- to 5-page, APA-formatted paper intext citations and full references, include the following based on the concepts in the treatment of psychotic disorders:

An overview of the major developments in the treatment of psychosis including major drug classes

An explanation of three severe side effects of antipsychotic medications and potential alternative treatments

An explanation of the neurotransmitters involved with and affected by these medications

An explanation of the ethical concerns related to the treatment of psychotic disorders and how you would address them

An explanation of the challenges mental health professionals face in treating psychotic disorders and how you would address them

Then, based on what you know about the treatment of psychotic disorders provide an original and hypothetical case study illustrating a client that would benefit from antipsychotic medications and a brief explanation of an appropriate treatment plan.

Resources

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.

Chapter 4, “Antipsychotic Pharmacotherapy” (pp. 51–62)

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.

Chapter 11, “Psychotic Disorders” (pp. 129-138)

Chapter 19, “Antipsychotic Medications” (pp. 227-238)

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Week 6 Assignment SOCW 6443

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• 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. Week 6 Assignment SOCW 6443

• 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. Week 6 Assignment SOCW 6443

• 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.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper

DNP 960 Chapter 5 draft

DNP 960 Chapter 5 draft

Once IRB approval for your proposal is obtained, learners will commence the implementation phase of the DPI Project. For the remainder of the course, learners are expected to develop working drafts of Chapters 4 and 5 of the final DPI Project. These chapters will undergo further revision in DNP-965 with the requirement that the entire DPI Project will be submitted to the DPI Committee at the end of DNP-965.

If there is a delay in obtaining IRB approval, extensive revisions are required, or implementation issues arise that affect scheduled completion of DPI Project chapters, learners may not be able to submit DPI Project deliverables as prescribed in this course and may negotiate a progress deliverable instead. Dependent upon the development and progress status of the DPI Project at this time, students will submit one of the following options in this topic, as described below:

• OPTION 1: DPI Project – Working Draft Chapter 5
• OPTION 2: Negotiated Progress Deliverable

General Requirements:

For both deliverable options, use the following information to ensure successful completion of the assignment:

• Remember to use the appropriate forms and templates (if required) for completing this assignment. These are available on the PI Workspace of the DC Network.
• APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

OPTION 1: DPI Project – Working Draft Chapter 5:

Submission of the completed DPI Project – Working Draft Chapter 5 is the recommended deliverable to progress through the DPI Project implementation phase.

1. Locate the “Final DPI Project Template” in the PI Workspace area of the DC Network and utilize it to develop and submit initial and ongoing working versions of Chapter 5 of your DPI Project.
2. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – DNP 960 Chapter 5 draft

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• 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. DNP 960 Chapter 5 draft

• 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.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper

DNP 960 Chapter 4 draft: Data Analysis

DNP 960 Chapter 4 draft: Data Analysis

Once IRB approval for your Proposal is obtained, learners will commence the implementation phase of the DPI Project. For the remainder of the course, learners are expected to develop working drafts of Chapters 4 and 5 of the final DPI Project. These chapters will undergo further revision in DNP-965 with the requirement that the entire DPI Project will be submitted to the DPI Committee at the end of DNP-965.

If there is a delay in obtaining IRB approval, extensive revisions are required, or implementation issues arise that affect scheduled completion of DPI Project chapters, learners may not be able to submit DPI Project deliverables as prescribed in this course and may negotiate a progress deliverable instead. Dependent upon the development and progress status of the DPI Project at this time, students will submit one of the following options in this topic, as described below:

• OPTION 1: DPI Project – Working Draft Chapter 4
• OPTION 2: Negotiated Progress Deliverable

General Requirements:

For both deliverable options, use the following information to ensure successful completion of the assignment:

• Remember to use the appropriate forms and templates (if required) for completing this assignment. These are available on the PI Workspace of the DC Network.
• APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
• You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

OPTION 1: DPI Project – Working Draft Chapter 4:

Submission of the completed DPI Project – Working Draft Chapter 4 is the recommended deliverable to progress through the DPI Project implementation phase.

1. Locate the “Final DPI Project Template” in the PI Workspace area of the DC Network and utilize it to develop and submit initial and ongoing working versions of Chapter 4 of your DPI Project.
2. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

The Direct Practice Improvement Project Title Appears in Title Case and is Centered

Submitted by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)

Equal Spacing

~2.0” – 2.5”

A Direct Practice Improvement Project Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Nursing Practice

Equal Spacing

~2.0” – 2.5”

Grand Canyon University

Phoenix, Arizona

December 31, 2018

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 2013

All rights reserved.

GRAND CANYON UNIVERSITY

The Direct Practice Improvement Project Title Appears in Title Case and is Centered

by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)

has been approved

December 31, 2018

APPROVED:

            Full Legal Name, Ed.D., DBA, or Ph.D., DPI Project Chairperson

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

ACCEPTED AND SIGNED:

________________________________________

Lisa Smith, PhD, RN, CNE

Dean and Professor, College of Nursing and Health Care Professions

_________________________________________

Date

The abstract is an accurate, non-evaluative, concise summary or synopsis of the direct practice improvement (DPI) project. It is not an introduction, and is usually the last thing written. The purpose of the abstract is to assist future investigators in accessing the evidence-based materials and other vital information contained in the practice improvement project. Although only a relatively few people typically read the full practice improvement project after publication, the abstract will be read by many scholars and investigators. Consequently, great care must be taken in writing this section of the practice improvement project. The abstract is a concise statement of the nature of the project and content of the practice improvement project. The content of the abstract covers the problem statement, clinical questions, methodology, design, data analysis procedures, location, sample, theoretical foundations, results, and implications. The abstract does not appear in the Table of Contents and has no page number. Abstracts must be double-spaced and no longer than 1 page. The abstract must be fully justified with no indentions and no citations. Refer to the APA Publication Manual, 6th Edition, for additional guidelines for the development of the practice improvement project abstract. Make sure to add the keywords at the bottom of the abstract to assist future investigators.

Keywords: Abstract, assist future investigators, limit to one page in length, vital information

Dedication

An optional dedication may be included here. While a practice improvement project is an objective, scientific document, this is the place to use the first person and to be subjective. The dedication page is numbered with a Roman numeral, but the page number does not appear in the Table of Contents. It is only included in the final practice improvement project and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. If you cannot see the page break, click on the ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).

Acknowledgments

An optional acknowledgements page can be included here. This is another place to use the first person. If it applies, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page number does not appear in the Table of Contents. This page provides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final practice improvement project, and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. If you cannot see the page break, click on the ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).

List of Tables

Table 1. Correct Formatting…………………………………………………………………………….. 56

Table 2.  t Test………………………………………………………………………………………………. 57

Table 3. The Servant Leader……………………………………………………………………………. 64

(Note: single-space table titles; double-space between entries)

List of Figures

Figure 1. Scatterplot Example-Strong Negative Correlation ……………………………….. 65

(Note: single-space figure titles; double-space between entries)

Chapter 1: Introduction to the Project

The Introduction section of Chapter 1 briefly overviews the project focus or practice problem, states why the project is worth conducting, and describes how the project will be completed. The introduction develops the significance of the project by describing how the project translates existing knowledge into practice, is new or different from other works and how it will benefit patients at your clinical site. This section should also briefly describe the basic nature of the project and provide an overview of the contents of Chapter 1. This section should be three or four paragraphs, or approximately one page, in length.

Keep in mind that you will write Chapters 1 through 3 as your practice improvement project proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as you write the final practice improvement project manuscript. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic, change the tense to past tense, and ensure consistency.

To ensure the quality of both your proposal and your final practice improvement project and reduce the time for Academic Quality Review (AQR) reviews, your writing needs to reflect standards of scholarly writing from your very first draft. Each section within the proposal or practice improvement project should be well organized and presented in a way that makes it easy for the reader to follow your logic. Each paragraph should be short, clear, and focused. A paragraph should (a) be three to eight sentences in length, (b) focus on one point, topic, or argument, (c) include a topic sentence the defines the focus for the paragraph, and (d) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or American Psychological Association APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the investigator uses present tense (e.g., “The purpose of this project is to…”), whereas in the practice improvement project, the chapters are revised into past tense (e.g., “The purpose of this project was to…”). Taking the time to put quality into each draft will save you time in all the steps of the development and review phases of the practice improvement project process. It will pay to do it right the first time.

As a doctoral investigator, it is your responsibility to ensure the clarity, quality, and correctness of your writing and APA formatting. The DC Network provides various resources to help you improve your writing. Neither your chairperson nor your committee members will provide editing of your documents, nor will the AQR reviewers provide editing of your documents. If you do not have outstanding writing skills, you will need to identify a writing coach, editor, or other resource to help you with your writing and to edit your documents.

The quality of a practice improvement project is not only defined by the quality of writing. It is also defined by the criteria that have been established for each section of the project. The criteria describe what must be addressed in each section within each chapter. As you develop a section, first read the section description. Then review the criteria contained in the table below the description. Use both the description and criteria as you write the section. It is important that the criteria are addressed in a way that it is clear to your chairperson, committee, and an external reviewer to illustrate that the criteria have been met. You should be able to point out where each criterion is met in each section. Prior to submitting a draft of your proposal or practice improvement project, or a single chapter to your chairperson, please assess yourself on the degree to which criteria have been met. There is a table at the end of each section for you to complete this self-assessment. Your chairperson may also assess each criterion when returning the document with feedback. The following scores reflect the readiness of the document:

• 3 = The criterion has been completely met. It is comprehensive and accurate. The section meeting the criterion is comprehensive and clear. The criterion information is very well written. The section addressing a criterion is located in a single spot; it is not distributed across various paragraphs. The criterion is immediately obvious to an external reviewer. In terms of writing, the section is perfect and ready to go into a journal article.
• 2 = The criterion is very close to being completely met. The section meeting the criterion is comprehensive, but may need to be further clarified. The criterion information is fairly well written, but may need minor editing. The section addressing a criterion is located in a single spot; it is not distributed across various paragraphs. It may not be obvious to an external reader and so may require some clarification. In terms of writing it is near perfect, but may need minor edits for clarity or APA formatting.
• 1 = The criterion is present, but the section needs significant work to completely meet expectations. The section meeting the criterion is not comprehensive and may need to be further clarified. The criterion information is fairly well written, but may need minor editing. The section addressing a criterion is not clearly located in a single spot; it appears to be distributed across various paragraphs. It may not be obvious to an external reader and requires some clarification. It needs some changes to structure, flow, paragraph structure, sentence structure, punctuation, and APA format.
• 0 = The criterion is not addressed because it is missing or is not appropriate.

Once the document has been approved by your chairperson and your committee and is ready to submit for AQR review, please remove all of these assessment tables from this document.

Background of the Project

The background section of Chapter 1 explains both the history of and the present state of the problem and the DPI project focus. This section summarizes the Background section from Chapter 2 and is two or three paragraphs in length.

Problem Statement

This section of the final manuscript is two or three paragraphs long. It clearly states the problem or project focus, the population affected, and how the project will contribute to solving the problem. This section of Chapter 1 should be comprehensive yet simple, providing context for the practice project.

A well-written problem statement begins with the big picture of the issue (macro) and works to the small, narrower, and more specific problem (micro). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Project with a declarative statement such as “It is not known if and to what degree/extent…” or “It is not known how/why and….”

Other examples are:

• It is not known_____.
• Absent from the literature ______.
• While the literature indicates ____________, it is not known in _________. (school/district/organization/community) if __________.
• It is not known how or to what extent ________________.

Purpose of the Project

The Purpose of the Project section of Chapter 1 should be two or three paragraphs long, provide a reflection of the problem statement, and identify how the project will be accomplished. It explains how the project will contribute to the field. The section begins with a declarative statement, “The purpose of this project is….” Included in this statement are also the project design, population, variables to be investigated, and the geographic location. Further, the section clearly defines the dependent and independent variables, relationship of variables, or comparison of groups for quantitative studies. Keep in mind that the purpose of the project is restated in other chapters of the practice improvement project and should be worded exactly as presented in this section of Chapter 1.

Creswell (2003) provided some sample templates for developing purpose statements aligned with the different project methods. Please see the template for quantitative method as follows:

The purpose of this quantitative ___________ (correlational, descriptive, etc.) project is to ____________ (compare or see to what degree a relationship exists) between/among ______________________ (independent variable) to ___________________ (dependent variable) for ________________ (participants) at ___________________ (project site/geographical location). The ________ (independent variable) will be defined/measured as/by _______ (provide a general definition). The                                    (dependent variable) will be defined/measured as/by ______ (provide a general definition).

 Clinical Question(s)

This section should be two or three paragraphs in length, narrow the focus of the project, and specify the clinical questions to address the problem statement. Based on the clinical questions, the section describes the variables or groups. The clinical questions should be derived from, and are directly aligned with, the problem and purpose statements, methods, and data analyses. The Clinical Questions section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame your data analysis in Chapter 4.

 In a paragraph prior to listing the clinical questions, include a discussion of the clinical questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following clinical questions guide this quantitative project:

Q1:

Q2:

Q3:

Advancing Scientific Knowledge

The Advancing Scientific Knowledge section should be two or three paragraphs in length, and specifically describe how the project will advance population health outcomes on the topic. This advancement can be a small step forward in a line of the current clinical site practice, but it must add to the current body of knowledge in the literature. This section also identifies the gap or need based on the current literature and discusses how the project will address that gap or need. This section summarizes the Theoretical Foundations section from Chapter 2 by identifying the theory or model upon which the project is built. It also describes how the project will advance that theory or model.

Significance of the Project

This section identifies and describes the significance of the project. It also discusses the implications of the potential results based on the clinical questions and problem statement. Further, it describes how the project fits within and will contribute to the current literature or the clinical site practice. Finally, it describes the potential practical applications from the project. This section should be three or four paragraphs long and is of particular importance because it justifies the need for, and the relevance of, the project.

Rationale for Methodology

The Rationale for Methodology section of Chapter 1 clearly justifies the methodology the investigator plans to use for conducting the project. It argues how the methodological framework is the best approach to answer the clinical questions and address the problem statement. Finally, it contains citations from textbooks and articles on the DPI project methodology or articles on related studies.

This section describes the clinical questions the project will answer and identifies the variables using the format appropriate for the specific design. Finally, this section includes a discussion of the clinical questions, relating them to the problem statement. This section should be two or three paragraphs long and illustrate how the methodological framework is aligned with the problem statement and purpose of the project, providing additional context for the project.

Nature of the Project Design

This section describes the specific project design (descriptive, correlational, quasi-experimental, case project, etc.) to answer the clinical questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and clinical questions as compared to other designs. You should be focusing on the design rather than the methodology in this section. Briefly describes how the design supports the intervention and solution to the practice problem. This section also contains a description of the project sample being investigated, as well as the process that will be used to collect the data on the sample. In other words, this section provides a preview of Chapter 3 and succinctly conveys the project approach to answer clinical questions.

Definition of Terms

The Definition of Terms section of Chapter 1 defines the project constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the project. Terms are defined in lay terms and in the context in which they are used within the project. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms) from the evidence or literature. It provides a rationale for each assumption and defines the variables.

Definitions must be supported with citations from scholarly sources. Do not use Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic scholarly writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead in phrase is needed to introduce the terms such as: “The following terms were used operationally in this project.” This is also a good place to operationally define unique phrases specific to this project. See below for the correct format:

Term. Write the definition of the word. This is considered a Level 3 heading. Make sure the definition is properly cited (Author, 2010).

Terms often use abbreviations. According to APA (2010), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out.

Only certain units of time should be abbreviated. Abbreviate hr (hour), min (minute), ms (millisecond), ns (nanosecond), or s (second). However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols., IQs, Eds.). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].

Assumptions, Limitations, Delimitations

This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the project. It should be three or four paragraphs in length. An assumption is a self-evident truth. This section should list what is assumed to be true about the information gathered in the project. State the assumptions being accepted for the project as methodological, theoretical, or topic-specific. For each assumption listed, you must also provide an explanation. Provide a rationale for each assumption, incorporating multiple perspectives, when appropriate. For example, the following assumptions were present in this project:

1. It is assumed that survey participants in this project were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption.
2. It is assumed that this project is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.

Limitations are things that the investigator has no control over, such as bias. Delimitations are things over which the investigator has control, such as location of the project. Identify the limitations and delimitations of the project design. Discuss the potential generalizability of the project findings based on these limitations. For each limitation and delimitation listed, make sure to provide an associated explanation. For example: The following limitations/delimitations were present in this project:

1. Lack of funding limited the scope of this project. Provide an explanation to support this limitation.
2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation.

Summary and Organization of the Remainder of the Project

This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current evidence on the centrality of the practice improvement project literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as they relate to the existing body of research related to the practice improvement project topic.

Chapter 2: Literature Review

This chapter presents the theoretical framework for the project and develops the topic, specific practice problem, question(s), and design elements. In order to perform significant practice improvement projects, the learners must first understand the literature related to the project focus. A well-articulated, thorough literature review provides the foundation for substantial, contributory projects or evidence. The purpose of Chapter 2 is to develop a well-documented argument for the selection of the project topic, formulate the clinical questions, and justify the choice of methodology as introduced in Chapter 1. A literature review is a synthesis of what has been published on a topic by accredited scholars and investigators. It is not an expanded annotated bibliography or a summary of research articles related to your topic.

The literature review will place the project focus into context by analyzing and discussing the existing body of knowledge and effectively presenting the reader with an exhaustive review of known information. The comprehensive presentation should include as much information as possible pertaining to what has been discovered in research about that focus, and where the gaps and tensions in the research exist. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic and build an argument in support of the practice problem.

This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and defines the evolution of the problem based on the evidence to cover the gap or need to improve population health outcomes. Make sure the Introduction and Background section of your literature review addresses the following required components:

• Introduction: States the overall purpose of the project.
• Introduction: Provides an orienting paragraph so the reader knows what the literature review will address.
• Introduction: Describes how the chapter will be organized (including the specific sections and subsections).
• Introduction: Describes how the literature was surveyed, so the reader can evaluate the thoroughness of the review.
• Background: Provides a historical overview of the problem based on the gap or need defined in the literature and how it originated. This section must contain empirical citations. Present strong evidence for the intervention.
• Background: Discusses how the problem has evolved historically into its current form.

Theoretical Foundations

This section identifies the theories or models that provide the foundation for the Direct Practice Improvement (DPI) Project. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model should be identified and described. Please note: Models and theories are not capitalized in APA style.

The theories or models(s) guide the clinical questions and justify what is being measured (variables), as well as how those variables are related. This section also includes a discussion of how the clinical question(s) align with the respective theories or models, and illustrates how the project fits within other evidence–based research based on the theories or models. The learner should cite references reflective of the foundational, historical, and current literature in the field. Overall, the presentation should reflect that the learner understands the theory or model and its relevance to the project. The discussion should also reflect knowledge and familiarity with the historical development of the theories or models.

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the topic. It identifies themes, trends, and conflicts in methodology, design, and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and presents an evaluation of the overall methodological strengths and weaknesses of the evidence–based research. Through this synthesis, the gaps in research should become evident to the reader.

This section describes the literature in related topic areas and its relevance to the project topic. It provides an overall analysis of the existing literature examining the contributions of this literature to the field, identifying the conflicts, and relating the themes and results to the project. Citations are provided for all ideas, concepts, and perspectives. The investigator’s personal opinions or perspectives are not included.

The required components for this section include the following:

• Chapter 2 needs to be at least 20-25 pages in length. It needs to include a minimum of 50 scholarly sources with 85% of sources published within the past 5 years. Additional sources do not necessarily need to be from the past 5 years.
• Quantitative project: Describes each project variable in the project and discusses the prior evidence-based research that has been done on the variable.
• Qualitative project: Describes the phenomena being explored in the project and discusses the prior evidence-based research that has been done on the phenomena.
• Discusses the various methodologies and designs that have been used to provide evidence on topics related to the project. Uses this information to justify the design.
• Relates the literature back to the DPI-project topic and the practice problem.
• Argues the appropriateness of the practice improvement project’s instruments, measures, or approaches used to collect data.
• Discusses topics related to the practice improvement project topic. This section may include (a) studies relating the variables (quantitative) or exploring related phenomena (qualitative); (b) studies on related evidence-based research, such as factors associated with the topic; (c) studies on the instruments used to collect data; and (d) studies on the broad population for the project.
• Set of topics discussed in the Review of Literature demonstrates a comprehensive understanding of the broad area in which the project topic exists.
• Argues the appropriateness of the practice improvement project’s instruments, measures, or approaches used to collect data.
• Each section within the Review of Literature includes an introductory paragraph that explains why the particular topic was explored relative to the practice improvement project topic.
• Each section also requires a summary paragraph(s) that (a) compares and contrasts alternative perspectives on the topic, (b) provides a summary of the themes relative to the topic discussed that emerged from the literature, (c) discusses data from the various studies, and (d) identifies how themes are relevant to your practice improvement project topic.
• The types of references that may be used in the literature review include empirical articles, a limited number of practice improvement projects, peer-reviewed or scholarly journal articles, and books that are cutting-edge views on a topic, evidence-based research, or seminal works.

The body of a literature review can be organized in a variety of ways depending on the nature of the project. Work with your committee chairperson to determine the best way to organize this section of Chapter 2, as it pertains to your overall project design. This template organizes the evidence –based research thematically, as illustrated below.

Theme 1. You may want to organize this section by themes and subthemes. To do so, use the pattern below.

Subtheme 1 . Grouped findings related to Theme 1.

Project 1. Describe the clinical question(s), sample, methodology, and findings of this project.

Project 2. Describe the clinical question(s), sample, methodology, and findings of this project.

Project 3. Describe the clinical question(s), sample, methodology, and findings of this project.

In a concluding paragraph, provide a synthesis of the evidence–based research studies presented in Subtheme 1. Discuss the strengths and weaknesses of each project, as well as the variables, instrumentation, and findings of each project as they relate to each other, and use the findings of the studies in the subtheme to build an argument for your project. Discuss what is missing or how the evidence–based research design or methodology could have changed in studies to improve the quality of the project. Discuss inconsistencies or gaps that emerge in the research providing opportunity for additional projects. Provide a transition sentence to the next subtheme.

Subtheme 2. Grouped findings related to Theme 1.

Project 1. Describe the Clinical question[s], sample, methodology, findings

Project 2. Describe the clinical question[s], sample, methodology, findings)

Project 3. Describe the clinical question[s], sample, methodology, findings

Provide a synthesis of the evidence-based research in the subtheme as suggested above. Continue repeating this pattern with other evidence-based research findings that fit with Theme 1 and then provide an overall synthesis of the evidence-based research for Theme 1. Repeat this pattern for the next major theme in your literature review, and continue repeating as needed.

Theme 2. Chapter 2 can be particularly challenging with regard to APA format for citations and quotations. Refer to your APA manual frequently to make sure your citations are formatted properly. It is critical that each in-text citation is appropriately listed in the References section.

For a quote within a quote, use a set of single quotation marks. [4.08]. As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented one inch in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography, The First American: The Life and Times of Benjamin Franklin, historian H. W. Brands writes:

In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter, named for St. John the Baptist; upon acceptance of the bylaws, he was elected Warden and subsequently Master of the Lodge. Within three years, he became Grandmaster of all of Pennsylvania’s Masons. Not unforeseeable he—indeed, this was much of the purpose of membership for everyone involved—his fellow Masons sent business Franklin’s way. In 1734 he printed The Constitutions, the first formerly sponsored Masonic book in America; he derived additional [printing] work from his brethren on an unsponsored basis. (Brands, 2000, p. 113)

Summary

This section restates what was written in Chapter 2 and provides supporting citations for key points. It synthesizes the information from the chapter using it to define the “gaps” in or “project needs” from the literature, the theories or models to provide the foundation for the project, the problem statement, the primary clinical question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and population. It then provides a transition discussion to Chapter 3.

Overall, this section should:

• Synthesize the information from all of the prior sections in the literature review, and use it to define the key strategic points for the project.
• Summarize the gaps and needs in the background and introduction, and describe how it informs the problem statement.
• Identify the theories or models describing how they inform the clinical questions.
• Use the literature to justify the design, variables, data collection instruments or sources, and population to be evaluated.
• Relates the literature back to the DPI-project topic and the practice problem.
• Build a case (argument) for the project in terms of the value of the project and how the clinical questions emerged from the review of literature.
• Explain how the current theories, models, and topics related to the project will be advanced through your project.
• Summarize key points in Chapter 2 and transition into Chapter 3.

This section should help the reader clearly see and understand the relevance and importance of the project to be conducted. The Summary section transitions to Chapter 3 by building a case for the project, in terms of project design and rigor, and it formulates the clinical questions based on the gaps and tensions in the literature.

 Chapter 3: Methodology

Chapter 3 documents how the project is conducted in enough detail so that replication by others is possible. The introduction begins with a summary of the project focus and purpose statement to reintroduce the reader to the need for the project. This can be summarized in three or four sentences from Chapter 1. Summarize the clinical questions in narrative format, and then outline the expectations for this chapter.

Remember, throughout this chapter, that verb tense must be changed from present tense (proposal) to past tense (DPI Project manuscript). Furthermore, consider what happened during data collection and analysis. Sometimes, the DPI project protocol ends up being modified based on committee, Academic Quality Review (AQR), or Institutional Review Board (IRB) recommendations. After the practice project is complete, make sure this chapter reflects how the project was actually conducted.

Statement of the Problem

This section restates the problem for the convenience of the reader. Copy and paste the Statement of the Problem from Chapter 1. Then, edit, blend, and integrate this material into the narrative. Change future tense to past tense for DPI Project manuscripts.

Clinical Question

This section restates the clinical question(s) for the project from Chapter 1. It then presents the matching of the variables. The section also briefly discusses the approaches to collecting the data to answer the clinical questions. The section should describe the instrument(s) or data source(s) to collect the data for each variable. It also discusses why the design was selected to be the best approach to answer the clinical question(s).

Project Methodology

This section describes the methodology for the project (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology. It also describes why this methodology was selected as opposed to the alternative methodologies. This section should elaborate on the Methodology section (from Chapter 1) providing the rationale for the selected project method (quantitative, qualitative, or mixed). Arguments are supported by citations from articles and books on research methodology or design. It is also appropriate in this section to outline the predicted results in relation to the clinical questions based on the existing literature. Describe how the methodology selected supports the attainment of information that will answer the clinical questions.

Project Design

This section elaborates on the nature of the Project Design section from Chapter 1. It includes a detailed description of, and a rationale for, the specific design for the project. It also discusses the specific project design for the project (descriptive, correlational, experimental, quasi-experimental, historical, case project, ethnography, phenomenology, content analysis, exploratory, explanatory, embedded, triangulation, etc.) and describes how it aligns to the selected methodology indicated in the previous section. Additionally, it describes why the selected design is the best option to collect the data to answer the clinical need for the project.

The section explains exactly how the selected design will be used to collect data for each variable. It identifies the specific instruments and data sources to be used to collect all of the different data required for the project. Arguments are supported by citations from articles and books on DPI project methodology or design. This section should specify the independent, dependent, or classificatory variables, as appropriate. Be sure to relate the variables back to the research questions. A brief discussion of the type of data collection tool chosen (survey, interview, observation, etc.) can also be included in this section as related to the variables.

Population and Sample Selection

            This section discusses the setting, total population, project population, and project sample. The discussion of the sample includes the project terminology specific to the type of sampling for the project. This section should include the following components:

• Describes the characteristics of the total population and the project population from which the project sample (project participants) is drawn.
• Describes the characteristics of the project population and the project sample.
• Clearly defines and differentiates the sample for the project versus the number of people completing instruments on the project sample.
• Describes the project population size and project sample size and justifies the project sample size (e.g., power analysis) based on the selected design.

Clearly defines and differentiates between the number for the project population and the project sample versus the number for the people who will complete any instruments. Details the sampling procedure including the specific steps taken to identify, contact, and recruit potential project sample participants from the project population.

     Describes the informed consent process, confidentiality measures, project participation requirements, and geographic specifics.

• Discusses the intervention protocol to answer the clinical question(s).
• If subjects withdrew or were excluded from the project, you must provide an explanation. This would be added for the final manuscript, and would not be present in the proposal.

Instrumentation or Sources of Data  

This section fully identifies and describes the types of data that will be collected, as well as the specific instruments and sources used to collect those data (tests, questionnaires, interviews, databases, media, etc.). Discuss the specific instrument or source to collect data for each variable or group.  Use subheadings for each data collection instrument or source of data and provide a copy of all instruments in an appendix.

If you are using an existing instrument, make sure to discuss in detail the characteristics of the instrument. For example, on a preexisting survey tool describe the way the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, and the calculation of the score as appropriate.

Validity

This section describes and defends the procedures used to determine the validity of the data collected. Validity refers to the degree to which a project accurately reflects or assesses the specific concept that the investigator is attempting to measure. Ask if what is actually being measured is what was set out to be measured. As an investigator, you must be concerned with both external and internal validity.

For this section, provide specific validity statistics for quantitative instruments, identifying how they were developed. NOTE: Learners should not be developing any quantitative instruments without permission from the DNP department.

Reliability

This section describes and defends the procedures used to determine the reliability of the data collected. Reliability is the extent to which an experiment, test, or any measuring procedure is replicable and yields the same result with repeated trials. For this section, provide specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explain specific approaches on how reliability will be addressed for qualitative data collection approaches.

Data Collection Procedures

This section details the entirety of the process used to collect the data. Describe the step-by-step procedures used to carry out all the major steps for data collection for the project in a way that would allow another investigator to replicate the project. The key elements of this section include:

• A description of the procedures for project sample recruitment, sample selection, and assignment to groups (if applicable).
• A description of the procedures for obtaining informed consent and for protecting the rights and well-being of the project sample participants, as well as those completing instruments on them.
• A description of the procedures adopted to maintain data securely, including the length of time data will be retained, where the data will be retained, and how the data will be destroyed.
• A description of the procedures for data collection, including how each instrument or data source was used, how and where data were collected, and how data were recorded.
• An explanation of the independent and dependent variables (if applicable), and how the resulting change in those variables is measured (if applicable),
• An explanation of how control variables were maintained as a constant value (if applicable).

Data Analysis Procedures

This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include:

• A description of how the data were collected for each variable or group.
• A description of the type of data to be analyzed, identifying the descriptive, inferential, or nonstatistical analyses.
• Demonstration that the project analysis is aligned to the specific project design.
• A description of the clinical question(s).
• A detailed description of the relevant data collected for each stated clinical question.
• A description of how the raw data were organized and prepared for analysis. Provides a step-by-step description of the procedures used to conduct the data analysis.
• A detailed description of any statistical and nonstatistical analysis to be employed.
• A rationale is provided for each of the data analysis procedures (statistical and nonstatistical) employed in the project.
• A demonstration that the data analysis techniques align with the DPI project design.
• The level of statistical significance for quantitative analyses is stated as appropriate.
• References to the software used for the data analyses and assurance that the language used to describe the data analysis procedure is consistently used in Chapters 4 and 5.

Ethical Considerations

This section discusses the potential ethical issues surrounding the project, as well as how human subjects and data will be protected. The key ethical issues that must be addressed in this section include:

• Identify how any potential ethical issues will be addressed.
• Provide a discussion of ethical issues related to the project and the sample population of interest, institution, or data collection process.
• Address anonymity, confidentiality, privacy, lack of coercion, informed consent, and potential conflict of interest.
• Demonstrate adherence to the key principles of the Belmont Report (respect, justice, and beneficence) in the project design, sampling procedures, and within the theoretical framework, practice or patient problem, and clinical questions.
• Discuss how the data will be stored, safeguarded, and destroyed.
• Discuss how the results of the project will be published.
• Discuss any potential conflict of interest on the part of the investigator.
• Reference IRB approval to conduct the project, which includes subject recruiting and informed consent processes, in regard to the voluntary nature of project.
• Include the IRB approval letter with the protocol number, informed consent/subject assent documents, site authorization letter(s), or any other measures required to protect the participants or institutions in an appendix.

Limitations

While Chapter 1 addresses the broad, overall limitations of the project, this section discusses in detail the limitations related to the DPI project approach and methodology and the potential impacts on the results. This section describes any limitations related to the methods, sample, instrumentation, data collection process, and analysis. Other methodological limitations of the project may include issues with regard to the sample in terms of size, population and procedure, instrumentation, data collection processes, and data analysis. This section also contains an explanation of why the existing limitations are unavoidable and are not expected to affect the results negatively.

Summary

This section restates what was written in Chapter 3 and provides supporting citations for key points. Your summary should demonstrate an in-depth understanding of the overall project design and analysis techniques. The Chapter 3 summary ends with a discussion that transitions the reader to Chapter 4.

Chapter 4: Data Analysis and Results

The purpose of this chapter is to summarize the collected data, how it was analyzed and then to present the results. This section of Chapter 4 briefly restates the problem statement, the methodology, the clinical question(s) or phenomena, and then offers a statement about what will be covered in this chapter. Chapter 4 should present the results of the project as clearly as possible, leaving the interpretation of the results for Chapter 5. Make sure this chapter is written in past tense and reflects how the project was actually conducted.

This chapter typically contains the analyzed data, often presented in both text and tabular or figure format. To ensure readability and clarity of findings, structure is of the utmost importance in this chapter. Sufficient guidance in the narrative should be provided to highlight the findings of greatest importance for the reader. Most investigators begin with a description of the sample and the relevant demographic characteristics presented in text or tabular format.

Ask the following general questions before starting this chapter:

1. Is there sufficient data to answer each of the clinical question(s) asked in the project?
2. Is there sufficient data to support the conclusions you will make in Chapter 5?
3. Is the project written in the third person? Never use the first person.
4. Is the data clearly explained using a table, graph, chart, or text?

Visual organizers, including tables and figures, must always be introduced, presented and discussed within the text first. Never insert them without these three steps. It is often best to develop all of the tables, graphs, charts, etc. before writing any text to further clarify how to proceed. Point out the salient results and present those results by table, graph, chart, or other form of collected data.

Descriptive Data

This section of Chapter 4 provides a narrative summary of the population or sample characteristics and demographics of the participants in the project. It establishes the number of subjects, gender, age, education level or employee classification, (if appropriate), organization, or setting (if appropriate), and other appropriate sample characteristics (e.g. education level, program of project, employee classification etc.). The use of graphic organizers, such as tables, charts, histograms and graphs to provide further clarification and promote readability, is encouraged to organize and present coded data.  Ensure this data cannot lead to anyone identifying individual participants in this section or identifying the data for individual participants in the data summary and data analysis that follows.

For numbers, equations, and statistics, spell out any number that begins a sentence, title, or heading – or reword the sentence to place the number later in the narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers 10 and above, and spell out whole numbers below 10. There are some exceptions to this rule:

• If small numbers are grouped with large numbers in a comparison, use numerals (e.g., 7, 8, 10, and 13 trials); but, do not do this when numbers are used for different purposes (e.g., 10 items on each of four surveys).
• Numbers in a measurement with units (e.g., 6 cm, 5-mg dose, 2%).
• Numbers that represent time, dates, ages, sample or population size, scores, or exact sums of money.
• Numbers that represent a specific item in a numbered series (e.g., Table 1).

A sample table in APA style is presented in Table 1. Be mindful that all tables fit within the required margins, and are clean, easy to read, and formatted properly using the guidelines found in Chapter 5 (Displaying Results) of the APA Publication Manual 6.0.

Table 1

A Sample Data Table Showing Correct Formatting

Note. Adapted from “Sampling and Recruitment in Studies of Doctoral Students,” by I.M. Investigator, 2010, Journal of Perspicuity, 25, p 100. Reprinted with permission.

Data Analysis Procedures

This section presents a description of the process that was used to analyze the data. If clinical question(s) guided the project, data analysis procedures can be framed relative to each clinical question. Data can also be organized by chronology of phenomena, by themes and patterns, or by other approaches as deemed appropriate according for a qualitative project.  The key components included in this section are:

• A detailed description of the data analysis procedures.
• An explanation of how the raw data relates to the clinical questions(s) asked in the project for a quantitative project.
• Explain how data and findings were organized by chronology of phenomena, by themes and patterns, or by other approaches as deemed appropriate according for a qualitative
• A discussion of the identification of sources of error and their effect on the data.
• An explanation and justification of any differences in why the data analysis section does not match what was approved in Chapter 3 (if appropriate).
• An analysis of the reliability and validity of the data in statistical terms, for quantitative projects.
• A description of the approaches used to ensure validity and reliability, for qualitative projects.

Results

This section, which is the primary section of this chapter, presents a summary and  analysis of the data in a non-evaluative, unbiased, organized manner that relates to the clinical question(s). List the clinical question(s) as you are discussing them in order to ensure that the readers see that the question has been addressed. Answer the clinical question(s) in the order that they are listed for quantitative studies. You can organize your data in several different ways for qualitative studies including: by clinical question, by chronology of variables, by themes and patterns, or by other approaches deemed appropriate for the project.

The key components included in this section are:

• The data and the analysis of that data should be presented in a narrative, non-evaluative, unbiased, organized manner by clinical question(s).
• The section should also include appropriate graphic organizers, such as tables, charts, graphs, and figures.
• The amount and quality of the data or information is sufficient to answer the clinical question(s) is well presented, and is intelligently interpreted.
• Qualitative: Findings are coded by major themes and subthemes using section titles if thematic analysis was used. They are presented in order of significance, if appropriate. The method of qualitative analysis will inform how the data will be displayed.
• Qualitative: Data sets are summarized including counts and examples of participant’s responses. Outlier responses are explained as appropriate.
• Quantitative: Findings are presented by clinical question using section titles. They are presented in order of significance, if appropriate.
• Quantitative: Results of each statistical test are presented in appropriate statistical format with tables, graphs, and charts.
• Quantitative: For inferential statistics, p-value and test statistics are reported.
• Quantitative: Control variables (if part of the design) are reported and discussed. Outliers, if found, were reported.

The results must be presented without implication, speculation, assessment, evaluation, or interpretation. Discussion of results and conclusions are left for Chapter 5. Refer to the APA Style Manual for additional lists and examples. In quantitative practice improvement projects, it is not required for all data analyzed to be presented; however, it is important to provide descriptive statistics and the results of the applicable statistic tests used in conducting the analysis of the data. It is also important that there are descriptive statistics provided on all variables. Nevertheless, it is also acceptable to put most of this in the Appendix if the chapter becomes too lengthy.

Required components include descriptive and inferential statistics. Descriptive statistics describe or summarize data sets using frequency distributions (e.g., to describe the distribution for the IQ scores in your class of 30 pupils) or graphical displays such as bar graphs (e.g., to display increases in a school district’s budget each year for the past five years), as well as histograms (e.g., to show spending per child in school and display mean, median, modes, and frequencies), line graphs (e.g., to display peak scores for the classroom group), and scatter plots (e.g., to display the relationship between two variables). Descriptive statistics also include numerical indexes such as averages, percentile ranks, measures of central tendency, correlations, measures of variability and standard deviation, and measures of relative standing.

Inferential statistics describe the numerical characteristics of data, and then go beyond the data to make inferences about the population based on the sample data. Inferential statistics also estimate the characteristics of populations about population parameters using sampling distributions, or estimation. Table 2 presents example results of an independent t test comparing Emotional Intelligence (EI) mean scores by gender.

Table 2

 t Test for Equality of Emotional Intelligence Mean Scores by Gender

For qualitative project, it is important to provide a complete picture of the constant comparative analysis conducted or of the coding pursued to arrive at a set of themes or conclusions about the subject. In qualitative projects, if thematic analysis is used, the questions to ask include the following:

1. What themes occur in interviews and field notes?
2. Does the project provide samples that the themes exist by using interviews or field notes?
3. What topics were mentioned most often?
4. What issues were most important to the people in the project?
5. How do the participants view the topic of project?
6. What kinds of relationships are apparent? (e.g. strict inclusion, cause-effect, function, sequence)?
7. How can the categories identified in the data be ordered into meaningful, grounded theories?

After completing the first draft of Chapter 4, ask these general questions:

1. Are the findings clearly presented, so any reader could understand them?
2. Are all the tables, graphics or visual displays well-organized and easy to read?
3. Are the important data described in the text?
4. Is factual data information separate from analysis and evaluation?
5. Are the data organized by clinical questions?

Chapter 4 can be challenging with regard to mathematical equations and statistical symbols or variables. When including an equation in the narrative, space the equation as you would words in a sentence: x + 5 = a. Punctuate equations that are in the paragraph, as you would a sentence. Remember to italicize statistical and mathematical variables, except Greek letters, and if the equation is long or complicated, set it off on its own line.

Refer to your APA manual for specific details on representation of statistical information.  Basic guidelines include:

• Statistical symbols are italicized (t, F, N, n)
• Greek letters, abbreviations that are not variables and subscripts that function as identifiers use standard typeface, no bolding or italicization
• Use parentheses to enclose statistical values (p = .026) and degrees of freedom t(36) = 3.85 or F(2, 52) = 3.85
• Use brackets to enclose limits of confidence intervals 95% CIs [- 5.25, 4.95]

Make sure to include appropriate graphics to present the results. Always introduce, present, and discuss the visual organizers in narrative form. Never insert a visual organizer without these three steps.

A figure is a graph, chart, map, drawing, or photograph. Below is an example of a figure labeled per APA style. Do not include a figure unless it adds substantively to the understanding of the results or it duplicates other elements in the narrative. If a figure is used, a label must be placed under the figure. As with tables, refer to the figure by number in the narrative preceding the placement of the figure. Make sure a table or figure is not split between pages. Below is another example of a table for you to review. It describes the characteristics of a servant leader.

Table 3

The Servant Leader

Note. Derived from Laub, J. (1999). Assessing the servant organization: Development of the servant organizational leadership assessment (SOLA) instrument (Doctoral Practice improvement project). Available from ProQuest Practice improvement project and Theses Database. (UMI No. 9921922)

Figure 1. An example of a strong negative correlation for SAT composite score and time spent on Facebook for 11th grade high school students enrolled in IMSmart SAT Prep Course.

Summary

This section provides a concise summary of what was found in the project. It briefly restates essential data and data analysis presented in this chapter, and it helps the reader see and understand the relevance of the data and analysis to the clinical question(s). Finally, it provides a lead or transition into Chapter 5, where the implications of the data and data analysis relative to the clinical question(s) will be discussed. The summary of the data must be logically and clearly presented, with the factual information separated from interpretation. For qualitative studies, summarize the data and data analysis results in relation to the clinical question(s). For quantitative studies, summarize the statistical data and results of statistical tests in relation to the clinical question(s). Finally, provide a concluding section and transition to Chapter 5.

 Chapter 5: Summary, Conclusions, and Recommendations

This section introduces Chapter 5 as a comprehensive summary of the entire project. It reminds the reader of the importance of the topic and briefly explains how the project intended to contribute to the body of knowledge on the topic. It informs the reader that conclusions, implications, and recommendations will be presented.

Chapter 5 is perhaps the most important chapter in the practice improvement project manuscript because it presents the investigator’s contribution to the body of knowledge. For many who read evidence-based literature, this may be the only chapter they will read. Chapter 5 typically begins with a brief summary of the essential points made in Chapters 1 and 3 of the original DPI project and includes why this topic is important and how this project was designed to contribute to the understanding of the topic. The remainder of the chapter contains a summary of the overall project, a summary of the findings and conclusions, recommendations for future practice, and a final section on implications derived from the project.

No new data or citations should be introduced in Chapter 5; however, references should be made to findings or citations presented in earlier chapters. The investigator can articulate new frameworks and new insights. The concluding words of Chapter 5 should emphasize both the most important points of the project and what the reader should take from them. This should be presented in the simplest possible form, making sure to preserve the conditional nature of the insights. Refer to the Grand Canyon University practice improvement project rubric for guidance on the content of this chapter.

Summary of the Project

This section provides a comprehensive summary of the overall project that describes the content of the project to the reader in the simplest possible terms. It should recap the essential points of Chapters 1-3, but it should remain a broad, comprehensive view of the project. It reminds the reader of the clinical question(s) and the main issues being evaluated, and provides a transition, explains what will be covered in the chapter and reminds the reader of how the project was conducted.

Summary of Findings and Conclusion

This section of Chapter 5 is organized by clinical question(s), and it conveys the specific findings of the project. The section presents conclusions made based on the data analysis and findings of the project and relates the findings back to the literature, significance of the project in Chapter 1, advancing scientific knowledge in Chapter 1. Significant themes/ findings are compared and contrasted, evaluated and discussed in light of the existing body of knowledge. The significance of every finding is analyzed and related to the significance section and advancing scientific knowledge section of Chapter 1. Additionally, the significance of the findings is analyzed and related back to Chapter 2, and ties the project together. The findings are bounded by the DPI project parameters described in Chapters 1 and 3, are supported by the data and theory, and directly relate to the clinical question(s). No unrelated or speculative information is presented in this section. This section of Chapter 5 should be organized by clinical question(s), theme, or any manner that allows summarizing the specific findings supported by the data and the literature. Conclusions represent the contribution to knowledge and fill in the gap in the knowledge. They should also relate directly to the significance of the project. The conclusions are major generalizations, and an answer to the practice problem developed in Chapters 1 and 2. This is where the project binds together. In this section, personal opinion is permitted, as long as it is backed with the data, grounded in the project methods and supported in the literature.

Implications

This section should describe what could happen because of this project. It also tells the reader what the DPI project results imply theoretically, practically, and for the future.

Additionally, it provides a retrospective examination of the theoretical framework presented in Chapter 2 in light of the practice improvement project’s findings. A critical evaluation of the strengths and weaknesses of the project, and the degree to which the conclusions are credible given the methodology, project design, and data, should also be presented. The section delineates applications of new insights derived from the practice improvement project to solve real and significant problems. Implications can be grouped into those related to theory or generalization, those related to practice, and those related to future projects. Separate sections with corresponding headings provide proper organization.

Theoretical implications.

Theoretical implications involve interpretation of the practice improvement project findings in terms of the clinical question(s) that guided the project. It is appropriate to evaluate the strengths and weaknesses of the project critically and include the degree to which the conclusions are credible given the method and data. It should also include a critical, retrospective examination of the framework presented in the Chapter 2 Literature Review section in light of the practice improvement project’s new findings.

Practical implications .

Practical implications should delineate applications of new insights derived from the practice improvement project to solve real and significant problems.

Future implications .

Two kinds of implications for future projects are possible: one based on what the project did find or do, and the other based on what the project did not find or do. Generally, future DPI projects could look at different kinds of subjects in different kinds of settings, interventions with new kinds of protocols or dependent measures, or new theoretical issues that emerge from the project. Recommendations should be included on which of these possibilities are likely to be most fruitful and why.

Recommendations

Summarize the recommendations that result from the project. Each recommendation should trace directly to a conclusion.

Recommendations for future projects

This section should contain a minimum of four to six recommendations for future DPI projects, as well as a full explanation for why each recommendation is being made. Additionally, this section discusses the areas of project that need further examination, or addresses gaps or new patient or system needs the project found. The section ends with a discussion of “next steps” in forwarding this line of DPI project evaluations. Recommendations relate back to the project significance and advancing scientific knowledge sections in Chapter 1.

Recommendations for practice

This section should contain two to five recommendations for future practice based on the results and findings of the project, as well as a full explanation for why each recommendation is being made. It provides a discussion of who will benefit from reading and implementing the results of the project and presents ideas based on the results that practitioners can implement in the work or educational setting. Unrelated or speculative information that is unsupported by data is clearly identified as such. Recommendations should relate back to the project significance section in Chapter 1.

Barzun, J., & Graff, H. F. (1992). The Modern Investigator: A classic work on research and writing completely revised and brought up to date. San Diego: Harcourt Brace Jovanovich.

Brands, H. W. (2000). The First American: the Life and Times of Benjamin Franklin. New York: Doubleday.

Calabrese, R. L. (2006). The elements of an effective practice improvement project & thesis: a step-by-step guide to getting it right the first time. Lanham, MD: Roman & Littlefield Education.

Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications.

Hacker, D., Somers, N., Jehn, T., & Rosenzweig, J. (2008). Rules for writers. Boston, MA: Bedford/St. Martin’s.

Nock, A. J. (1943). The Memoirs of a Superfluous Man. New York: Harper & Brothers.

Publication Manual of the American Psychological Association. (2010) Washington, DC: American Psychological Association. (6th edition) (ISBN 10: 1-4338-0559-6; ISBN 13: 978-1-4338-0561-5; ISBN 10: 1-4338-0561-8).

Sprague, J., & Stuart, D. (2000) The speaker’s handbook, Harcourt College Publishers.

Strunk, W. I., & White, E.B. (1979). The elements of style. New York: Macmillan Publishing, Inc.

The Parts of a Practice improvement project

GCU uses the Publication Manual of the American Psychological Association, 6^th edition for its practice improvement project formatting and style guide. The GCU practice improvement project template complies with APA 6.0 with exceptions as noted in the template and in this formatting guide. A practice improvement project has three parts: preliminary pages, main text, and supplementary pages. Some preliminary or supplementary pages may be optional or not appropriate to a specific project. The learner should consult with his or her practice improvement project chairperson and committee regarding inclusion/exclusion of optional pages.

Preliminary Pages. The following preliminary pages precede the main text of the practice improvement project.

• Title Page
• Author’s Name
• Copyright Page (optional)
• Approval Page
• Abstract
• Dedication Page (optional)
• Acknowledgements (optional)
• Table of Contents
• List of Tables (if you have tables, a list is required)
• List of Figures (if you have figures, a list is required)

Main Text. The main text is divided into five major chapters. Each chapter can be further subdivided into sections and subsections based on the formatting requirements for each college.

• Chapter 1: Introduction to the Project
• Chapter 2: Literature Review
• Chapter 3: Methodology
• Chapter 4: Data Analysis and Results
• Chapter 5: Summary, Conclusions and Recommendations

Supplementary Pages. Supplementary pages follow the body text, including reference materials and other required or optional addenda.

• References
• Appendices
• Vitae (optional)
• Glossary (optional)
• List of Abbreviations (optional)

Keep in mind that most formatting challenges are found in the preliminary and supplementary pages. Allocate extra time and attention for these sections to avoid delays in the electronic submission process. Also, as elementary as it may seem, run a complete spell and grammar check of your entire document before submission.

Appendix B

Title of Appendix

American Psychological Association (APA) Style is most commonly used to cite sources within the social sciences. This resource, revised according to the 6^th edition, second printing of the Publication Manual of the American Psychological Association, offers examples for the general format of APA research papers, in-text citations, footnotes, and the reference page. For specifics, consult the Publication Manual of the American Psychological Association, 6^th edition, second printing. For additional information on APA Style, consult the APA website:

http://apastyle.org/learn/index.aspx

On the first line of the page, center the word “Abstract” (boldface font, italics, underlining, or quotation marks).

Beginning with the next line, write the abstract. Abstract text is one paragraph with no indentation and is double-spaced. This page is counted, not numbered, and does not appear in the Table of Contents.

Abstracts do not include references or citations.

• Rationale/Background: Provide one to two statements describing the nature of the project topic and introducing the problem.
• Purpose: State the purpose of the project. Please make sure your purpose statement is the same throughout the manuscript.
• Theoretical Framework: Include approximately one to two statements summarizing the theoretical framework.
• Project Method and Design: Include approximately two to four statements summarizing the methodology and design.
• Data Results: Identify the population and the sample size. Briefly describe the approach for data analysis and results of statistical tests. State whether the results were statistically significant and include numeric values.
• Implications: Conclude the abstract with one to two statements describing how the results of your project directly impacted practice at your site, and recommendations for what should be done in the future based on the findings of the project.
• The Table of Contents reflects the specific levels of organization within the practice improvement project. All major (chapter) headings must be worded exactly the same and occur in the same order as they do in the GCU practice improvement project template. Any heading that appears in the Table of Contents must appear in the text, and any heading in the text must appear in the Table of Contents.

Subheadings differentiate subsections of each chapter, are single-spaced and upper and lowercase.

• indent first- level subheadings 3 spaces
• indent second-level subheadings 6 spaces
• continue to indent 3 spaces for subsequent level subheadings

The headings and subheadings in the Table of Contents must exactly match the text body.

The Table of Contents pages are counted and show a Roman numeral page number at the top right. The page number is justified with a 1 in. margin on each page. The page number should not be listed in the Table of Contents.

Numbered or bulleted lists are indented .5 inch from the left margin. Subsequent lines are indented further with a hanging indent. Each number or bullet ends with a period.

The Reference list should appear as a numbered new page at the end of the practice improvement project. The Reference heading is centered at the top of the page and is bolded.

The Reference list provides necessary information for the reader to locate and retrieve any source cited in the body of the text. Each source mentioned must appear in the Reference list. Likewise, each entry in the Reference list must be cited in the text.

This page must be entitled “References.” This title is centered at the top of the page. Do not use bold, underline, or quotation marks for this title. All text should be in 12-point Times New Roman font and double-spaced.

NOTE: References must use a hanging indent of 0.5” and be double-spaced. Examples of common references are provided below. See APA 6.0 Edition Chapter 7, 6.22 for specific reference formatting instructions. For more information on references or APA Style, consult the APA website: at http://apastyle.org

The appendices follow the reference list and typically include materials relevant to the DPI project and referenced in the main text, (e.g. raw data, letters of permission, institutional review authorization, surveys or other data collection materials).

Each appendix must begin with a new page, have its own letter designation A, B, C…etc., and a descriptive title.

The appendix heading is centered, with a 1” top margin and is upper and lower case.

The content or text for each appendix follows right after the title and must fit the practice improvement project margins specifications: 1.5” left, 1” top, right, and bottom.

Text spacing for appendix content depends on the nature of the appendix material. The format of the material should be clean and consistent.

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. DNP 960 Chapter 4 draft: Data Analysis

• 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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DNP 960 Topic 1 Completion and Progression Acknowledgement

DNP 830 Data Analysis

DNP 830 Data Analysis

Scholarly Activity Summary

Throughout the DNP program, learners are required to provide a report documenting participation in a minimum of four scholarly activities outside of clinical or professional practice. These reports will be due in specific courses throughout the program, as described below, and must be documented in your Practice Portfolio by the end of each course in which an activity report is due.

Examples of scholarly activities include attending conferences, seminars, grand rounds, participating in policy and quality improvement committees, writing scholarly publications, participating in community planning, serving as a guest lecturer, etc. Involvement in and contribution to interdisciplinary initiatives are also acceptable scholarly activities.

Documentation of these activities is required in DNP-810, DNP-820, DNP-830, and DNP-840.

A summary report of the scholarly activity, including who, what, where, when and take home points, will be submitted as the assignment. Include the appropriate program competencies associated with the scholarly activity and future professional goals related to this activity. You may use the “Scholarly Activity Summary” template to help guide this assignment.

This document describes the scholarly activity in three or four paragraphs. 

Instructions: Read each section and fill it out using the instructions. Once you have completed the section, erase the instructions that appear in italics.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

Problem

This section consists of either a short story or a handful of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate us – what is the current state of the activity topic? Tell us – why is this a problem, and for whom is it a problem? Inspire us – what could a SNP prepared nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a handful of bullet points that concisely describe the state solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. 

Opportunity

This section consists of a short paragraphs that define the opportunity that the scholarly activity is designed to capture. It’s important to cover the GCU Domains and Competencies that were met. How will attending/participating in this scholarly activity help you grow as a DNP prepared nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.

Individual Success Plan

Course # DNP 830

Target Practice Hours 50 (Based on individual hours required to total 1,000 post-baccalaureate hours. 50 are standard per course but some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

Updates and Modifications to this Individual Success Plan : Always check the DC Network for updated versions of this plan for each course. Note that Practice Immersion Contracts will no longer be used.

Instructions

Use this form to develop your Individual Success Plan (ISP) for each course. An individual success plan maps out what you, the DNP Learner, needs to accomplish in order to be successful in your current course and overall program of study. You will also share this with your mentor at the beginning and end of each course so that they know what you need to accomplish.

Application based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement. This statement also serves as a reminder for you to complete a weekly corresponding Case Log in Typhon. Any independent study assignments in this course requires your collaboration with the course faculty and practice mentor early on to establish a plan for successful completion of mutually identified and agreed upon deliverables (proof of completion) and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Individual Forum if no drop box is available.

In order for you to successfully complete and graduate from the DNP Program you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project.

In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the programmatic requirements you need to complete by the end of this course (minimum 50 practice immersion hours are built into the curriculum for each course). Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU DNP Domains & Competencies (see Appendix A). This information will be required as you enter your weekly Case Log.

ALL course assignments listing a ‘Practice Hours Portfolio’ statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours are recorded into Typhon. Note that required practice hours vary from learner to learner and is determined by your MSN transcripts. Please contact your SSA for the number of practice immersion hours required to complete your DNP program. This will assist you in creating a customized ISP and practice hours plan for your entire DNP program of study. Some learners will require more than the 50 practice immersion hours built into the coursework. It is your responsibility to obtain this information and create a plan for your individual success.

Students who require more than 50 practice hours per course will need to create additional independent study assignments that target the course objectives. You have the option to repeat a course assignment using a different scenario/context or create one based upon the current course objectives with your mentor and faculty input. Because practice settings and career goals vary, this allows the learner to customize and make the most of their learning experiences while in the DNP program at GCU.

General Requirements

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

• Review the DNP Program Milestones document in the DC Network listed under the tab DPI Project Resources> DPI Milestones Guide and identify which milestones apply to this course. Note: Not all courses have milestones. Please see the DNP Program Timeline for a quick overview. Recall that all pertinent and up-to-date DNP program materials are in the DC Network.

• Determine what practice experiences you plan to seek in order to address each course objective. Include estimated number of associated practice immersion hours. Learners will apply objectives and concepts from each of their courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

• Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all of the major milestones (if applicable) and deliverables. ISPs do not earn practice hours, nor does telephone conference time, or time spent with mentor.

• Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (if Affiliation Agreement is not required); Comprehensive log of practice immersion hours applied to doctoral level learning outcomes (listed in a weekly Case Log in Typhon); Evaluations from faculty and mentors (sent from Typhon in the last week of each course); Evaluations of your mentor (sent from Typhon in the last week of each course); Current and updated CV (student account files in Typhon); Scholarly activity reports (uploaded into My External Documents in Typhon-every even numbered course); competency self-assessment (part of your weekly Typhon Case Log which should match those already listed in your ISP); Reflective journal (Submitted in Week 8 but covering all weeks in the course); Course goals and plan for how competencies and practice immersion hours will be met (ISP assignment); Faculty and mentor approvals of course goals and documented practice immersion hours (Typhon and Practice Hours Portfolio statements); and DPI project Milestones (if applicable).

• Identify the specific assignments you will complete throughout this course from those defined above or other independent study assignments negotiated with your mentor/faculty. A new Individual Success Plan is required for all courses and will be completed in the first week from DNP 805 forward (when practice immersion begins).

• Consider the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?

Potential Challenges in DNP 830:

· Time management

· Goals and objectives of the course

· Organized time management

• You can renegotiate these deliverables with your faculty throughout this course and update your Individual Success plan accordingly.

The purple section below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project, if applicable to current course.

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty and/or program director. Mentors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

APPENDIX A: GCU DNP Domains & Competencies

A. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Courses require students to engage in active discussion and expression of scholarly ideas in a variety of formats. Emphasis is placed on dissemination of findings that impact health outcomes.

MC2: Critical Thinking: Courses require students to utilize and refine critical thinking skills by analyzing, synthesizing, integrating, and evaluating scientific evidence. Furthermore, students are expected to apply scientific evidence to practice improvement.

MC3: Responsible Leadership: Courses require students to develop and refine leadership skills. Students must demonstrate accountability to self and others. Courses require collaboration, health care advocacy, and systems thinking.

MC4: Global Citizenship: Global citizenship is incorporated into all courses when preparing responsible nursing leaders to appreciate the cultural, social, economic, and political trends affecting care delivery for disenfranchised or vulnerable populations. The focus is on reducing health disparities and fostering an environment of equitable health for all populations.

MC5: Christian Worldview: A Christian Worldview is expressed through weaving together values and ethics throughout the program. Students are encouraged to engage with populations from the foundation of a Christian worldview and to understand the effect of various worldviews and cultures on current healthcare systems.

B. Domains and Competencies

How does this Individual Success Plan support the DNP Domains and Competencies?

Domain 1 – Scientific Underpinnings for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice.

1.2: Apply science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena.

1.3: Employ science-based theories and concepts to describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate.

1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.

Domain 2 – Leadership and Transformational Change: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

2.1: Employ principles of business, finance, economics and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.

2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy.

2.3: Employ consultative and leadership skills to lead intraprofessional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems.

2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.

Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases.

3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness.

3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.

3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems.

Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

4.1: Analyze epidemiological, bio statistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.

4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.

4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders.

4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas.

4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.

Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.

5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for individual, aggregate, and populations against national benchmarks.

5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes.

5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care