(Answered) Week 3-Critically Appraising Quantitative Studies Factors - Essay Prowess

(Answered) Week 3-Critically Appraising Quantitative Studies Factors

(Answered) Week 3-Critically Appraising Quantitative Studies Factors

Integration of Evidence for Advanced Practice 3 credit hours:Quantitative Studies Factors

Spring Arbor University is a community of learners distinguished by our lifelong involvement in the study and application of the liberal arts, total commitment to Jesus Christ as the perspective for learning, and critical participation in the contemporary world.

-The Spring Arbor University Concept

Course Description

Students will examine the evidence base for resolving a current health problem, design and evaluate a project specific to their practice setting. Students will utilize evidence-based practice skills learned earlier in the program. Pre-requisite: NUR551.

Course Overview

This course provides an opportunity for students to develop an evidence-based practice project proposal that addresses a problem, issue, or concern in professional practice. Students identify a problem amenable to research-based intervention; search literature; propose a solution; and develop a plan to implement the solution, evaluate its outcome(s), and disseminate the findings. Problems identified are those that are appropriate to students’ specialty tracks: adult – gerontology primary care nurse practitioner, and family nurse practitioner.

Course Aims and Outcomes

Each course in the MSN curriculum follows the Christ-centered mission of the SAU Nursing Department, which is to develop and empower advanced practice professional nurses. For SAU the mission of graduate nursing education is devoted to integrating our faith and learning exemplified by the SAU concept. This integration starts with the conviction that God is

already in us and in the classroom; we are engaged in blending or uniting our Christian beliefs with our intellectual pursuits of knowledge to interpret and inform our nursing practice.

The program advocates a model of nursing education that incorporates the following Essentials for Masters Nursing Education (AACN, 2011): Professional skills, Critical Reasoning, Theory Application and Evidence-Based Practice through the Essentials of Masters Nursing Education: Science, Leadership, Quality Improvement and Safety, Scholarship, Technology, Policy and Advocacy, Collaboration, and Prevention.

Specific Learning Outcomes

At the completion of NUR681, the student will be able to meet the following MSN Essentials that link with the SAU Model of Graduate Nursing Education:

Professional Skills Critically analyzes data and evidence for improving advanced nursing practice.Uses best available evidence to continuously improve quality of clinical practice. Competencies Scientific Foundation – 1   Quality – 1
Critical Reasoning Develops new practice approaches based on the integration of research, theory, and practice knowledge.Advances practice through the development and implementation of innovations incorporating principles of change.   Scientific Foundation – 4   Leadership – 5
Theory Application Applies clinical investigative skills to improve health outcomes.Integrates knowledge from the humanities and sciences within the context of nursing science.   Practice Inquiry – 3 Scientific Foundation – 2
Evidence-Based Practice Translates research and other forms of knowledge to improve practice processes and outcomes.Disseminates evidence from inquiry to diverse audiences using multiple modalities.   Scientific Foundation – 3   Practice Inquiry – 5

Course Textbooks

Required Reading

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.). Philadelphia, PA: Wolters Kluwer Health. ISBN: 978-1-4511-9094-6

Recommended Reading

American Journal of Nursing. (2016, January 28). Evidence-based practice, step by step.

Retrieved from: https://journals.lww.com/ajnonline/pages/collectiondetails.aspx?TopicalCollectionId=10

  • This webpage is a collection of articles.

Bettany-Saltikov, J. (2012). How to do a systematic literature review in nursing: A step-by-step guide. Maidenhead, Berkshire, England: Open University Press, McGraw-Hill Education. Retrieved from http://arbor.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=460646&site=eds-live&scope=site&ebv=EB&ppid=pp_Cover

Melnyk, B. M., Gallagher-Ford, L., & Fineout-Overholt, E. (2017). Implementing the evidence- based practice (EBP) competencies in healthcare: A practical guide for improving quality, safety, and outcomes [eBook]. Indianapolis, IN: Sigma Theta Tau International.

  • eBook at White Library (see Blackboard for the link)

Course Schedule

Overall Directions

  • Prepare all assignments according to the APA (American Psychological Association) Style (2010). An abstract and Table of Contents are not required.
  • All assignments have a rubric. Please, review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit each paper assignment to “SafeAssign” and include the resulting report with the uploaded assignment. Refer to the directions in Blackboard.

Week 1

Evidenced Based Practice

Objectives

  1. Identify problems, issues, or concerns in the professional work setting that are amenable to a research-based intervention using the PICOT format (population, intervention, comparison, outcomes, and timeframe).
  2. Understand how to determine organizational readiness for change.
  • Determine feasibility of specific change projects.

Resources in Addition to the Required Texts

oject.pdf

  • Example of a finished project.

Evidence-Based Proposal Introduction

This is the beginning of the Evidence-Based Practice Proposal, which will be completed by writing a section each week and editing the document with feedback from the professor each week. The final product is due in Week 7 and is the culmination of the course. Each week the section due will be graded and returned with suggestions for improvement. Students need to make the suggested changes and/or add to the document for the final grading process.

Week 1 Assignment – Section A: Organizational Culture and Readiness Assessment

Before making a case for an evidence-based project, it is essential to understand the culture of the organization in order to begin assessing its readiness for EBP implementation.

Complete an assessment of your clinical practice site using questions from the samples in the Week 1 Bb folder, “Organizational Culture and Readiness for System-Wide Integration of EBP Survey,” “EBP Beliefs,” and “EBP Implementation Scale.” Use as many questions from these samples to accurately assess readiness for change in your organization. You will use personal reflection of your experience in the clinical setting. The setting may be your job site or a student clinical placement.

Develop an analysis summary of at least 250 words from the results of your questions addressing your organization’s readiness level, possible project barriers and facilitators, as well

as how to integrate clinical inquiry. Make sure to include the rationale for your answers on the questionnaire, incorporating details and examples. Also, explain how to integrate more clinical inquiry into the organization, providing strategies that strengthen the organization’s weaker areas. The actual questionnaire results do not need to be included.

This assignment is worth 28 points. The grading guidelines for this assignment are in the rubric section of this syllabus.

Upon receiving feedback from the instructor, revise Section A: “Organizational Culture and Readiness Assessment” for your final paper submission. This will be a continuous process throughout the course for each section.

Week 1 Discussion Board Question

Review the “General Appraisal of Evidence” available in the Week 1 Bb folder. You should save this tool and use it throughout the development of the PICOT question, problem description, and literature review. Begin the development of your PICOT question using the following resource: Melnyk & Fineout-Overholt, Appendix B: Template for Asking Clinical Questions.

Formulate your PICOT question and post it to the Week 1 Discussion Board by Thursday night. Respond to at least 2 other statements, providing feedback on their clinical questions regarding relevance to primary care practice. Review the statements to see if the clinical issue is clearly defined and that all aspects are identified. Also, refer to the “PICOT: Components of an Answerable, Searchable Question” table, available in the Week 1 Bb folder. If one PICOT statement has at least three feedback posts, move to another statement. You will be using the feedback to make revisions to your PICOT question before using it in your Section B of Final Proposal: Problem Description assignment.

Discussion Board postings are graded with a rubric for inclusion of all the elements, integration of discussion with nursing practice, critical thinking, and professional communication; a total of 16 points. The grading guidelines for discussion boards are in the rubric section of this syllabus.

Week 2

Making the Case for Evidence-Based Practice

Objectives

  1. Analyze practice versus research to recognize a change.
  • Assess stakeholders, team roles, and leadership skills needed to bring about change.
  • Create EBP objectives which are aligned to measurable outcomes

Resources

  1. Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.).
    • Chapter 3: Finding relevant evidence to answer clinical questions: Tools for Finding the Needle in the Haystack, p. 43-67.
  • This resource has topics that may give you specific information on change projects. It also has research reports, sources of data and tools useful to translating evidence into practice.
  • Stevens, K. R. (2004). ACE Star Model of EBP: Knowledge Transformation. Academic Center for Evidence-based Practice. The University of Texas Health Science Center at San Antonio. www.acestar.uthscsa.edu
    • This resource is the source for the Star Model of EBP translation process. Ace star is a popular research model.

Week 2 Assignment – Section B: Problem Description

Write a paper of 500-750 words (not including the title page and reference page) on your proposed problem description for your EBP project. The paper should address the following:

  1. Describe the background of the problem. Tell the story of the issue and why it deserves attention. Identify the stakeholders/change agents, who, or what organizations are concerned, may benefit from, or are affected by this proposal. List the interested parties, patients, students, agencies, Joint Commission, etc. Use the feedback from the Week 2 Discussion Board (see below) post and refine your PICOT question for the final proposal. Make sure that the question fits with your graduate degree specialization.
    1. State the purpose or goal and project objectives in specific, realistic, and measurable terms. The objective should address what is to be gained. This is a restatement of the question, providing focus on how to answer the question.
    1. Provide supportive rationale that the problem or issue is an important one for nursing to resolve, using relevant professional literature sources.
    1. Develop an initial reference list to assure that there is adequate literature to support your evidence-based practice project. The majority of references should be research articles. However, national sources such as Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS), Department of Health and Human Resources (HHS), or the Agency for Healthcare Research and Quality (AHRQ), and others may be used when you are gathering statistics to provide the rationale for the problem.

Once you get into the literature, you may find there is very little research to support your topic and you will have to start all over again. Remember, in order for this to be an evidence- based project, you must have enough evidence to introduce this as a desired practice change. If you find that you do not have enough supporting evidence to change a practice, then further research would need to be conducted.

This assignment is worth 36 points. The grading guidelines for this assignment are in the rubric section of this syllabus.

Upon receiving feedback from the instructor, refine Section B: Problem Description for your final submission. This is a continuous process throughout the course for each section.

Week 2 Discussion Board Question

Answer this question in a minimum 250-word post in the Week 2 Discussion Board by Thursday night: What strategies will you use in your new practice as an APN to review and critique literature pertinent to your practice? Respond to at least 2 others by Sunday night.

Remember to follow the grading guidelines for discussion boards in the rubric section of this syllabus.

Week 3

Critical Appraisal of the Evidence

Objectives

  1. Formulate research support.
  • Critically appraise the best available evidence for the proposed solution.
  • Recognize the validity and reliability of clinical recommendations for practice.

Resources

  • Bettany-Saltikov recommended reading, p. 94 in course materials.
  • Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010).

Evidence-based practice step by step: Critical appraisal of the evidence: Part I. AJN The

American Journal of Nursing, 110(7), 47-52.

  • Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010).

Evidence-Based Practice, Step by Step: Critical Appraisal of the Evidence: Part II:

Digging deeper—examining the “keeper” studies. AJN The American Journal of Nursing,

110(9), 41-48.

Week 3 Assignment – Section C of final proposal: Literature Support

To begin, work through the reference list that was created in the Section B: Problem Description assignment. Appraise each resource using the one of the “Rapid Critical Appraisal Checklists” located in Appendix B p. 539- 550 of the Melnyk & Fineout-Overholt text in the course materials or other literature review tools such as the ones used in NUR551 in the Johns Hopkins Model. The specific checklist you use will be determined by the type of evidence within the resource (i.e., case-control studies, or cohort studies, etc.).

Develop an “Evidence Synthesis” table to organize and summarize the research studies.

Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the “Evaluation and Synthesis Tables” templates in Appendix C pp. 551-553 of the Melnyk & Fineout-Overholt text, or you may use this table that uses the PICO to summarize the research studies:

Author, title, journal Population Intervention Comparison Outcome Validity
           

Write a narrative of 750-1,000 words (not including the title page and reference list) that presents the research support for the project’s problem and proposed solution. Make sure to do the following:

  1. Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
    1. Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
    1. Incorporate a description of the validity of the internal and external research.

It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles. Please, submit the checklist information and the evaluation table you design for the instructor as well as the narrative that summarizes the information.

This assignment is worth 36 points measured by the following rubric. The grading guidelines for this assignment are in the rubric section of this syllabus.

Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section. Week 3 Discussion Board Question

What factors must be assessed when critically appraising quantitative studies? Which is the most important? Why? Submit answers in a 250-word posting by Thursday night and respond to two peers by Sunday night. Worth 16 points according to the discussion board rubric.

Week 4

Analyzing Evidence-Based Practice Outcomes

Objectives

  1. Critique measurements for expected outcomes (validity and reliability).
  • Describe the obstacles or barriers to implementing evidence-based practice.
  • Explain why patient values and clinical judgment must be considered before applying the evidence in clinical decision making for an individual patient.

Resources

  • Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.).
    • Chapter 7: Integration of Patient Preferences and Values and Clinician Expertise into Evidence-Based Decision-Making pp. 171-181
    • Chapter 8: Advancing Optimal Care with Clinical Practice Guidelines and Evidence based Recommendations, pp. 182-201

Week 4 Assignment – Section D: Solution Description

Write a paper of 500-750 words (not including the title page and reference list) for your proposed evidence-based practice project solution. Address the following criteria:

  • Proposed Solution:
  1. Describe the proposed solution (or intervention) for the problem and the way(s) in which it is consistent with current evidence. Heavily reference and provide substantial evidence for your solution or intervention.
    1. Consider if the intervention may be unrealistic in your setting, too costly, or there is a lack of appropriate training available to deliver the

intervention. If the intervention is unrealistic, you may need to go back and make changes to your PICOT before continuing.

  • Organization Culture: Explain the way(s) in which the proposed solution is consistent with the organization or community culture and resources.
  • Expected Outcomes: Explain the expected outcomes of the project. The outcomes should flow from the PICOT.
  • Method/s to Achieve Outcomes: Develop an outline of how the outcomes will be achieved. List any specific barriers that will need to be assessed and eliminated. Make sure to mention any assumptions or limitations that may need to be addressed.
  • Outcome Impact: Describe the impact the outcomes will have on one or all of the following indicators: quality care improvement, patient-centered quality care, efficiency of processes, environmental changes, and/or professional expertise.

This assignment is worth 60 points. The grading guidelines for this assignment are in the rubric section of this syllabus.

Upon receiving feedback from the instructor, refine Section D: Solution Description for your final submission. This will be a continuous process throughout the course for each section. Week 4 Discussion Board Question

Conducting research projects while ensuring the protection of human subjects is necessary. What are some methods to protect personal rights of someone in one of the groups that is labeled as vulnerable? Justify your rationale. Post your 250-word initial post by Thursday night and respond to 2 classmates by Sunday night. This assignment is worth 16 points as measured by the discussion board rubric.

Week 5

Evidence-Based Practice Implementation Model

Objectives

  1. Analyze the components associated with implementing evidence-based practice.
  • Differentiate between the following models for applying evidence-based practice: Stetler model, Iowa model, model for EBP for individual practitioners, and the ARCC model.

Resources

  • Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.).
    • Chapter 13: Models to guide implementation and sustainability of evidence-based practice, pp. 274-315
  • Nilsen, P. (2015). Making sense of implementation theories, models and frameworks.

Implementation Science, 10(53), 1-13. https://doi.org/10.1186/s13012-015-0242-0.

  • Open Access
  • Proctor, E. K., Powell, B. J., & McMillen, J. C. (2013). Implementation strategies: Recommendations for specifying and reporting. Implementation Science, 8(139), 1-11. https://doi.org/10.1186/1748-5908-8-139

Week 5 Assignment – Section E: Change Model

In 500-750 words (not including the title page and reference page), critique change models for feasibility for your practice problem.

Review the resources that describe the following change implementation models:

  1. Stetler model of evidence-based practice
  • Advancing Research and Clinical Practice through Close Collaboration model (ARCC)
    • Iowa model of evidence-based practice to promote quality care

Students will use one of these models in the actual implementation plan for Week 6 below. For this Week 5 assignment, analyze the above models for suitability to use in your proposed practice change described in the previous sections of your proposal. Include the following:

Assumptions of the model – “assumptions, aims and other characteristics, which have implications for their use” (Nilsen, 2015)must be recognized in order to determine the best model to follow.

Evidence that the model can be used for your type of project (i.e., primary care versus acute care).

Able to guide the process of implementation for your project. In other words, you can use the model to create objectives for the process of implementation and it will describe what you want to do in your project very well.

In addition, create a conceptual model of your project. This model may be a combination of elements from the three models above or a self-determined diagram that allows the reader to see your whole project pictorially. Submit a draft of the conceptual model you design in this week as an appendix on a separate page, so it can be reviewed by your instructor. The final version of the conceptual model will be due in the appendices of the final paper.

This assignment is worth 32 points. The grading guidelines for this assignment are in the rubric section of this syllabus.

Upon receiving feedback from the instructor, refine Section E: Change Model for your final submission. This will be a continuous process throughout the course for each section.

Discussion Board Question – Week 5

Why is it important to incorporate a theory or model related to change when implementing practice changes? Does the benefit of incorporating a change model outweigh the time and effort it took to include it? Post your answer to these questions in a 250-word post by Thursday night and respond to two other classmates by Sunday night. This assignment is worth 16 points measured by the discussion board rubric.

Week 6

Evidence-Based Practice Implementation Model

Objectives

  1. Using an EBP model describe a plan for implementing a change project.
  • Develop strategies to counter opposition and facilitate change.
  • Design processes to evaluate outcomes

Resources

  • Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.).
    • Chapter 9: Implementing Evidence in Clinical Settings, pp. 202-223
  • Chapter 10: The Role of Outcomes in Evaluating Practice Change, pp. 224-234

Week 6 Assignment – Section F: Implementation Plan

In 500-750 words (not including the title page and reference page), provide a description of the methods to be used to implement the proposed solution. Carry your implementation

through each of the stages, phases, or steps identified in the chosen model. Include the following:

Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval form(s) in this week with the narrative, the consent or approval form(s) should be placed in the appendices for the final paper.

Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in this week with the narrative, the timeline should be placed in the appendices for the final paper.

Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Place this list in the appendices for the final paper.

Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments and place in the appendices for the final paper. Describe the rationale for the methods used in collecting the outcome data.  Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved. Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability. Describe strategies to take if outcomes do not provide positive results. Describe implications for practice and future research.

Explain the process for delivering the (intervention) solution and indicate if any training will be needed. Provide an outline of the data collection plan. Describe how data management

will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Place all tools in the appendices for the final paper.

Describe the strategies to deal with the management of any barriers, facilitators, and challenges. Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment, computer related costs, and other costs (travel, presentation, database access, consultation).  Make sure to provide a brief rationale for each.  Develop a budget plan. Place the budget plan in the appendices for the final paper.

This assignment is worth 36 points. The grading guidelines for this assignment are in the rubric section of this syllabus.

Upon receiving feedback from the instructor, refine Section F: Implementation Plan for your final submission. This will be a continuous process throughout the course for each section. Week 6 Discussion Board

In a 250-word post, describe an evaluation plan that includes how the expected change outcomes will be measured and how the implementation process outcomes will be measured. Please use this table to show your plan and describe the plan in the 250-word narrative:

Element        
Expected Change Outcomes        
Implementation Process Outcomes        
         

This assignment is worth 16 points as measured by the discussion board rubric.

Week 7 Disseminating Evidence

Objectives

  1. Compile the seven sections of the proposal into a final formal paper.
  • Create an evaluation plan based on the project objectives developed during Week 4 assignment.
  • Develop an evidence-based presentation to present the major sections of the proposal to an audience of nursing professionals.

Resources

  • Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.).
    • Chapter 18 Disseminating Evidence through Publications, Presentations, Health Policy Briefs, and the Media, pp. 391-436
  • Elsberry, L., & Mirambeau, A. (n.d.). Creating an effective dissemination plan. Retrieved from https://www.cdc.gov/dhdsp/pubs/docs/cb_oct2015.pdf

Week 7 Assignment – EBP Proposal Final Paper

Throughout this course you have been developing a formal, evidence-based practice proposal to improve quality of care or improve healthcare outcomes. The proposal is the plan for an EBP project designed to address a problem, issue, or concern in the professional work setting. Although several types of evidence can be used to support a proposed solution, a sufficient and compelling base of support from valid research studies is required as the major component of that evidence.

Proposals are submitted in a format suitable for obtaining formal approval in the work setting. Proposals will vary in length depending upon the problem or issue addressed, they can be between 3,500 and 5,000 words, approximately 11-16 pages. The cover sheet, abstract, references page, and appendices are not included in the word limit. A proposal with less than 11 pages or more than 16 will be charged a penalty in grading.

Section headings are required for each section exactly as outlined below. Evaluation of the proposal in all sections is based upon the extent to which the depth of content reflects graduate-level, critical-thinking skills.

This project contains seven formal sections:

  • Section A: Organizational Culture and Readiness Assessment
  • Section B: Problem Description
  • Section C: Literature Support
  • Section D: Solution Description
  • Section E: Change Model
  • Section F: Implementation Plan
  • Section G: Dissemination of Evidence

The first six sections were submitted as a separate assignment, so your instructor could provide feedback as noted above. Section G: Dissemination of Evidence is a new section to be included in the final paper/proposal but will not have feedback from the instructor. The final paper consists of the completed project (with revisions), title page, abstract, reference list, and appendices. Appendices will include a conceptual model for the project (figure or picture or line drawing showing connection of key concepts), handouts, data and evaluation collection tools, a budget, a timeline, and resource lists.

This assignment is worth 36 points. The grading guidelines for this assignment are in the rubric section of this syllabus.

Week 7 Discussion Board: EBP Presentation

Develop a PowerPoint presentation no longer than 10 slides with comprehensive speaker’s notes that cover all of the major sections of your proposal. The major objective of this presentation is to make the case for the project you want to do. You will need to post your presentation to the Discussion Board as directed by the instructor for class discussion and peer feedback. While APA Style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA Style documentation guidelines. You are NOT required to submit this assignment to SafeAssign.

This discussion board is worth 16 points. However, the grading rubric is different than the other discussion board rubrics. See the grading guidelines for the Week 7 presentation discussion board in the rubric section of this syllabus.

Assignment and Grading Overview

Week 1 Assignment 28
  DB 16
Week 2 Assignment 36
  DB 16
Week 3 Assignment 36
  DB 16
Week 4 Assignment 60
  DB 16
Week 5 Assignment 32
  DB 16
Week 6 Assignment 36
  DB 16
Week 7 Assignment 36
  DB 16

Total                            376 points

To translate final number (points) score to 100-point scale – divide final points by 3.76. Then use that number to determine the final letter grade.

The DUE DATE is defined as 12:01 a.m. to 11:59 p.m. (EST) of the stated date. The courses in the MSN program are written at the graduate level and reflect learner outcomes espoused by the Essentials of Master’s Education for Advanced Practice Nursing, National League for Nursing: Core Competencies of Nurse Educators, National Organization of Nurse Practitioner Faculties: Domains and Core Competencies of Nurse Practitioner Practice, Nurse Executive (KSA), and the Spring Arbor University graduate requirements. Online learning requires participatory, collaborative interactions between students and students-to-faculty.

Seminar and discussion format promote metacognitive reasoning by requiring students to utilize reflective thought to synthesize and apply information within the context of advanced professional practice and expound on the ideas of others.

Grading Scale

A 95 – 100 (4.0) C+ 77 – 79 (2.33) U 65 and under
A- 90 – 94 (3.67) C 73 – 76 (2.0) I Incomplete*
B+ 87 – 89 (3.33) C- 70 – 72 (1.67)    
B 83 – 86 (3.0) D+ 67 – 69 (1.33)    
B- 80 – 82 (2.67) D 66 (1.0)    
  • Instructor-approved unusual circumstances

Grading Rubrics

The following scoring criteria are used for evaluation of A work (4.0) versus U work (0.0).

Score Indicators
4.0/A Assignment completed with exceptional effort and/or quality. Work shows that the student did over and above the expected. Student demonstrates desire to use the information to enhance their own learning or to apply the knowledge in advanced ways.
3.5/A- Assignment meets desired outcomes with some areas exceeding expectations.
3.0/B Assignment completed with very few errors or very minimal deficiencies. Work shows that the student did exactly what was expected with little or no additional assistance from the professor or only moderate amount of insight, or understanding.
2.5/B- Assignment completed with errors and did not meet some expectations.
2.0/C The assignment was completed but there are either errors or some missing or deficient parts. Ideas are incompletely explained and student does not effectively use supporting evidence. It took extended intervention with the professor to complete the assignment.
1.0/D Assignment completed with significant errors or noticeable deficiencies. The work provides no understanding or reflective thought about the topic. Ideas not explained clearly and no supporting evidence provided. Information presented in a disjointed, unpolished style, not at graduate level.
0.0/U The work was so substandard as to not be accepted by the professor.

Rubric for Discussion Boards

Criteria 4 3 2 1
Initial Post/ Response posts Includes all the elements of the assignment in a graduate level, academic format. Includes most of the elements with very few errors or very minimal deficiencies; Includes errors or some missing or deficient parts Has significant errors or noticeable deficiencies.
Integration Incorporates significant discussion of how this assignment integrates with nursing practice. Includes most of the elements with very few errors or very minimal deficiencies. Includes errors or some missing or deficient parts about how to integrate new information with nursing practice. The work provides no understanding or reflective thought about the topic.
Critical Thinking Includes all the elements of the assignment demonstrating a desire to use the information to enhance their own learning or to apply the knowledge in advanced ways. Includes most of the elements with very few errors or very minimal deficiencies but lacks information about application to knowledge development. Includes errors or some missing or deficient parts especially about advancing knowledge of nursing role. Information presented in a disjointed, unpolished style, not at graduate level.
Professional Communication Includes all the APA Style elements with accuracy. Includes most of the elements with very few errors or very minimal deficiencies. Includes errors or some missing or deficient parts. The work has significant errors in APA Style formatting and writing style.
Totals 16 12 8 4

Rubric for Week 1 Assignment

Section A: Organizational Culture and Readiness Assessment

Element 4 points 3 points 2 points 1 point
Readiness level Provides excellent discussion of organizational readiness, staff readiness, and resource readiness. Provides good discussion of organizational readiness, staff readiness, and resource readiness with only minor missing elements. Provides discussion of organizational readiness, staff readiness, and resource readiness with some missing elements. Provides poor discussion of organizational readiness, staff readiness, and resource readiness with several missing elements.
Project barriers Provides excellent information on barriers such as leadership, team members, ability to collect and analyze data. Provides good information on barriers such as leadership, team members, ability to collect and analyze data with only minor missing elements. Provides information on barriers such as leadership, team members, ability to collect and analyze data with some missing elements. Provides poor information on barriers such as leadership, team members, ability to collect and analyze data with several missing elements.
Project facilitators Provides excellent information on facilitators such as leadership, team members, ability to collect and analyze data and organizational culture. Provides good information on facilitators such as leadership, team members, ability to collect and analyze data and organizational culture with only minor missing elements. Provides information on facilitators such as leadership, team members, ability to collect and analyze data and organizational culture with some missing elements. Provides poor information on facilitators such as leadership, team members, ability to collect and analyze data and organizational culture with several missing elements.
Details/ examples Details and/or examples of organizational or project readiness are specific to the type of project planned and demonstrate understanding of organizational culture and readiness assessment. Details and/or examples of organizational or project readiness lack some specificity to the type of project planned and demonstrate minor flaws in understanding of organizational culture and readiness assessment. Details and/or examples of organizational or project readiness are not specific to the type of project planned and demonstrate some misunderstanding of organizational culture and readiness assessment. Details and/or examples of organizational or project readiness are not specific to the type of project planned and do not demonstrate understanding of organizational culture and readiness assessment.
Strategies for integrating clinical inquiry Provides excellent discussion of organizational ability to utilize Provides good discussion of organizational ability to utilize internal and Provides discussion of organizational ability to utilize Provides poor discussion of organizational ability to utilize
  internal and external clinical evidence. external clinical evidence with only minor missing elements. internal and external clinical evidence with some missing elements. internal and external clinical evidence with several missing elements.
APA Style (citations and format) Excellent use of all elements of APA Style format, including font, spacing, headings, citations, references. Good use of all elements of APA Style format, including font, spacing, headings, citations, references with only minor errors. Good use of some elements of APA Style format, including font, spacing, headings, citations, references with some errors. Poor use of some elements of APA Style format, including font, spacing, headings, citations, references with several errors.
APA Style (writing, punctuation, grammar) Excellent use of sentence structure, paragraph structure, logical progress of ideas, concluding statements. Good use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with only minor errors. Good use of some elements of sentence structure, paragraph structure, logical progress of ideas, concluding statements with some errors. Poor use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with several errors.
Total 28 21 14 7

Rubric for Week 2 Assignment – Section B: Problem Description

Element 4 points 3 points 2 points 1 points
Background of problem: story of the problem Provides excellent discussion of the reason for a needed change including a recognized standard/guideline or a quality of care issue or new evidence regarding a process or procedure. Provides good discussion of the reason for a needed change including a recognized standard/guideline or a quality of care issue or new evidence regarding a process or procedure with only minor missing elements Provides discussion of the reason for a needed change including a recognized standard/guideline or a quality of care issue or new evidence regarding a process or procedure with some missing elements. Provides poor discussion of the reason for a needed change including a recognized standard/guideline or a quality of care issue or new evidence regarding a process or procedure with several missing elements.
Background of problem: stakeholders Provides excellent discussion of the stakeholder perspective of a needed change including clinical evidence, patient concern, organizational goals. Provides good discussion of the stakeholder perspective of a needed change including clinical evidence, patient concern, organizational goals with only Provides discussion of the stakeholder perspective of a needed change including clinical evidence, patient concern, organizational goals with some missing elements. Provides poor discussion of the stakeholder perspective of a needed change including clinical evidence, patient concern, organizational
    minor missing elements.   goals. with several missing elements.
Problem fits specialty Provides excellent discussion of the relevance of the proposed change to nursing advanced practice. Provides good discussion of the relevance of the proposed change to nursing advanced practice with only minor missing elements. Provides discussion of the relevance of the proposed change to nursing advanced practice with some missing elements. Provides poor discussion of the relevance of the proposed change to nursing advanced practice with several missing elements.
Goal The goal statement The goal statement The goal statement is The goal statement
statement is specific to the lacks some only specific to some is not specific to
  PICO or the specificity to the of the PICO or the the PICO or the
  researchable PICO or the researchable researchable
  problem, is researchable problem, is not well problem, is not
  understood by the problem and is understood by the understood by the
  stakeholders and understood by the stakeholders and can stakeholders and
  can be measured by stakeholders and only be partially cannot be
  individual can be generally measured by measured by
  objectives. measured by individual individual
    individual objectives. objectives.
    objectives.    
Objectives Objectives are Objectives are Objectives are only Objectives are not
  Specific, mostly Specific, partially Specific, Specific, or are not
  Measurable, Measurable, Measurable, Measurable, or are
  Acceptable, Acceptable, Acceptable, Realistic not Acceptable, or
  Realistic and Time Realistic or Time or Time bound. are not Realistic or
  bound. bound.   are not Time
        bound.
Support for Excellent Good discussion of Some discussion of Poor discussion of
problem discussion of support for the support for the support for the
  support for the problem and problem and support problem and
  problem and support for the for the problem support for the
  support for the problem solution solution from problem solution
  problem solution from evidence with evidence with some from evidence with
  from evidence. only minor missing missing elements. several missing
    elements.   elements.
Reference list Sources are all Most of the Some of the Sources Some of the
  pertinent and have Sources are are pertinent and sources seem not
  obvious purpose pertinent and have have obvious to be pertinent and
  useful to the topic; obvious purpose purpose useful to the have no obvious
  authors have useful to the topic; topic or some purpose useful to
  appropriate authors have authors have the topic or authors
  credentials. appropriate questionable have inappropriate
    credentials. credentials. credentials.
APA Style Excellent use of all Good use of all Good use of some Poor use of some
(citations and elements of APA elements of APA elements of APA elements of APA
format) Style format, Style format, Style format, Style format,
  including font, including font, including font, including font,
  spacing, headings, spacing, headings, spacing, headings, spacing, headings,
  citations, references. citations, references with only minor errors. citations, references with some errors. citations, references with several errors.
APA Style (writing, punctuation, grammar) Excellent use of sentence structure, paragraph structure, logical progress of ideas, concluding statements. Good use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with only minor errors. Good use of some elements of sentence structure, paragraph structure, logical progress of ideas, concluding statements with some errors. Poor use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with several errors.
Total 36 27 18 9

Rubric for Week 3 Assignment – Section C of final proposal: Literature Support

Element 4 points 3 points 2 points 1 points
Search method/s Description of search strategy includes databases, keywords, criteria for inclusion and exclusion, number of studies that fit your criteria and correct broad to specific process. Description of search strategy is missing a few elements of the search that may make it hard to be unbiased. Description of search strategy is missing some elements of the search that may make it hard to be unbiased. Description of search strategy is missing several elements of the search that make it hard to be unbiased.
Research evidence summary: P Provides compelling and accurate evidence clearly linked to the topic and participants. The importance/ relevance of all pieces of evidence is clearly stated. Provides good evidence clearly linked to the topic and participants. The importance/ relevance of some pieces of evidence is stated but some clarity is missing. Provides some evidence linked to the topic and participants. The importance/ relevance of all pieces of evidence is not clearly stated. Provides very little evidence linked to the topic and participants. The importance/ relevance of all pieces of evidence is not stated.
Research evidence summary: I Provides compelling and accurate evidence clearly linked to the topic and intervention. The importance/ relevance of all pieces of evidence is clearly stated. Provides good evidence clearly linked to the topic and intervention. The importance/ relevance of some pieces of evidence is stated but some clarity is missing Provides some evidence linked to the topic and intervention. The importance/ relevance of all pieces of evidence is not clearly stated Provides very little evidence linked to the topic and intervention. The importance/ relevance of all pieces of evidence is not stated.
Research evidence summary: C Provides compelling and accurate evidence clearly linked to the Provides good evidence clearly linked to the topic and comparison. Provides some evidence linked to the topic and comparison. The Provides very little evidence linked to the topic and comparison.
  topic and The importance/ importance/ The importance/
comparisons. The relevance of some relevance of all relevance of all
importance/ pieces of evidence pieces of evidence pieces of evidence
relevance of all is stated but some is not clearly stated is not stated.
pieces of evidence clarity is missing    
is clearly stated.      
Research Provides Provides good Provides some Provides very
evidence compelling and evidence clearly evidence linked to little evidence
summary: O accurate evidence linked to the topic the topic and linked to the topic
  clearly linked to the and outcomes. The outcomes. The and outcomes.
  topic and importance/ importance/ The importance/
  outcomes. The relevance of some relevance of all relevance of all
  importance/ pieces of evidence pieces of evidence pieces of evidence
  relevance of all is stated but some is not clearly stated is not stated.
  pieces of evidence clarity is missing    
  is clearly stated.      
Research Excellent summary Good summary of Good summary of Poor summary of
evidence of evidence from evidence from evidence from evidence from
summary: sources that have sources that have scientific sources sources that do
scientific the best scientific good scientific related to the not make the case
merit related merit and clearly merit and make the proposed solution, for the proposed
to problem make the case for case for the but clearly missing problem solution.
  the proposed proposed problem some elements.  
  problem solution. solution with only    
    minor missing    
    elements.    
Validity Excellent Good discussion of Discussion of how Poor discussion of
description discussion of how how the validity of the validity of the how the validity
  the validity of the the resources was resources was of the resources
  resources was verified with only verified with some was verified with
  verified. minor missing missing elements. several missing
    elements.   elements.
Evidence Completes all the Completes the all The table is The table is
Synthesis columns with the columns with incomplete with incomplete with
table comprehensive basic information several missing several missing
  information required to elements. Does not and incorrect
  required to summarize address all the information
  summarize evidence elements of the  
  evidence. Utilizes   rapid critical  
  the rapid critical   appraisal tool  
  appraisal tool      
  effectively      
APA Style & Excellent use of Good use of Good use of some Poor use of
writing sentence structure, sentence structure, elements of sentence structure,
  paragraph structure, paragraph structure, sentence structure, paragraph
  logical progress of logical progress of paragraph structure, structure, logical
  ideas, concluding ideas, concluding logical progress of progress of ideas,
  statements. statements with ideas, concluding concluding
  Excellent use of all only minor errors. statements with statements with
  elements of APA   some errors. several errors.
  Style format, including font, spacing, headings, citations, references. Good use of all elements of APA Style format, including font, spacing, headings, citations, references with only minor errors. Good use of some elements of APA Style format, including font, spacing, headings, citations, references with some errors. Poor use of some elements of APA Style format, including font, spacing, headings, citations, references with several errors.
Total 36 27 18 9

Rubric for Week 4 Assignment – Section D: Solution Description

Element 4 points 3 points 2 points 1 points
Solution description Excellent description of the problem solution consistent with current evidence and with appropriate references. Good description of the problem solution consistent with current evidence and with appropriate references but with minor missing elements. Description of the problem solution is not well referenced so hard to determine consistence with current evidence. Poor description of the problem solution and not well referenced.
Feasibility of intervention Excellent description of feasibility of implementation in practice setting including cost and training justification. Good description of feasibility of implementation in practice setting with some review of cost and training. Description of feasibility is lacking some key elements to determine how well it could be implemented. Poor description of feasibility of implementation, lacking specific budget or training details.
Consistency with culture Excellent description of how project fits the organizational culture or minor issues that need to be addressed. Good description of how project fits the organizational culture but no consideration for issues that need to be addressed. Description of how project fits the organizational culture is lacking specificity. Poor description of how project fits the organizational culture and no consideration for any issues that need to be addressed.
Expected outcomes: P Excellent explanation of expected outcomes with specific objectives regarding the participants/ population. Good explanation of expected outcomes but the objectives lack some specifics regarding the participants/ population. Explanation of expected outcomes is lacking proper format and/or clarity of purpose regarding participants/ population. Poor explanation of expected outcomes and is lacking proper format and/or clarity of purpose regarding participants/ population.
Expected outcomes: I Excellent explanation of expected outcomes with specific objectives Good explanation of expected outcomes but the objectives lack some specifics Explanation of expected outcomes is lacking proper format and/or clarity of purpose Poor explanation of expected outcomes and is lacking proper format and/or clarity of purpose
  regarding the intervention. regarding the intervention. regarding the intervention. regarding the intervention.
Expected outcomes: C Excellent explanation of expected outcomes with specific objectives regarding the comparison intervention. Good explanation of expected outcomes but the objectives lack some specifics regarding the comparison intervention. Explanation of expected outcomes is lacking proper format and/or clarity of purpose regarding the comparison intervention. Poor explanation of expected outcomes and is lacking proper format and/or clarity of purpose regarding the comparison intervention.
Expected outcomes: O Excellent explanation of expected outcomes with specific objectives for the process of the project. Good explanation of expected outcomes but the objectives lack some specifics regarding the process of the project. Explanation of expected outcomes is lacking proper format and/or clarity of purpose regarding the process of the project. Poor explanation of expected outcomes and is lacking proper format and/or clarity of purpose regarding the process of the project.
Methods: Quality care The outline of how to translate evidence to practice includes excellent measures to assure quality of care. The outline of how to translate evidence to practice includes measures to assure quality of care with minor missing elements. The outline of how to translate evidence to practice includes measures to assure quality of care but with some missing or faulty elements. The outline of how to translate evidence to practice does not include specific measures to assure quality of care.
Methods: Processes The outline of how to translate evidence to practice includes excellent measures to assure a logical process of implementation. The outline of how to translate evidence to practice includes measures to assure a logical process with minor missing elements. The outline of how to translate evidence to practice includes measures to assure a logical process but with some missing or faulty elements. The outline of how to translate evidence to practice does not include specific measures to assure a logical process.
Methods: Professional expertise The outline of how to translate evidence to practice includes excellent measures to assure professional expertise is followed. The outline of how to translate evidence to practice includes measures to assure professional expertise with minor missing elements. The outline of how to translate evidence to practice includes measures to assure professional expertise but with some missing or faulty elements. The outline of how to translate evidence to practice does not include specific measures to assure professional expertise.
Outcome impact description: Quality care Outcome measures will evaluate the impact of the proposed solution on quality care very well. Outcome measures may evaluate the impact of the proposed solution on quality care but Outcome measures may evaluate the impact of the proposed solution on quality care but have some missing elements. Outcome measures may not evaluate the impact of the proposed solution on quality care because of major flaws in
    have a few missing elements.   describing the evaluation.
Outcome impact description: Processes Outcome measures will evaluate the impact of the proposed solution on work processes very well. Outcome measures may evaluate the impact of the proposed solution on work processes but have a few missing elements. Outcome measures may evaluate the impact of the proposed solution on work processes but have some missing elements. Outcome measures may not evaluate the impact of the proposed solution on work processes because of major flaws in describing the evaluation.
Outcome impact description: Professional expertise Outcome measures will evaluate the impact of the proposed solution on professional expertise very well. Outcome measures may evaluate the impact of the proposed solution on professional expertise but have a few missing elements. Outcome measures may evaluate the impact of the proposed solution on professional expertise but have some missing elements. Outcome measures may not evaluate the impact of the proposed solution on professional expertise because of major flaws in describing the evaluation.
APA Style (citations and format) Excellent use of all elements of APA Style format, including font, spacing, headings, citations, references. Good use of all elements of APA Style format, including font, spacing, headings, citations, references with only minor errors. Good use of some elements of APA Style format, including font, spacing, headings, citations, references with some errors. Poor use of some elements of APA Style format, including font, spacing, headings, citations, references with several errors.
APA Style (writing, punctuation, grammar) Excellent use of sentence structure, paragraph structure, logical progress of ideas, concluding statements. Good use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with only minor errors. Good use of some elements of sentence structure, paragraph structure, logical progress of ideas, concluding statements with some errors. Poor use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with several errors.
Total 60 45 30 15

Rubric for Week 5 Assignment – Section E: Change Model

Element 4 points 3 points 2 points 1 points
Model assumptions Excellent discussion of all elements related to assumptions of the implementation model. Good discussion of elements related to assumptions of the implementation model with only minor missing elements. Discussion of elements related to assumptions of the implementation model with some missing elements. Poor discussion of elements related to assumptions of the implementation model with several missing elements.
Evidence of suitability for Excellent discussion of Good discussion of the evidence for Discussion of the evidence for the Poor discussion of the evidence for
project: Explains why the proposed intervention will work evidence for the suitability of the project related to why the intervention will work. the suitability of the project related to why the intervention will work with only minor missing elements. suitability of the project related to why the intervention will work with some missing elements. the suitability of the project related to why the intervention will work with several missing elements.
Evidence of suitability for project: Scope of project fits clinical setting Excellent discussion of evidence for the suitability of the project related to the scope of the project and fit with the setting. Good discussion of evidence for the suitability of the project related to the scope of the project and fit with the setting with only minor missing elements. Discussion of evidence for the suitability of the project related to the scope of the project and fit with the setting with some missing elements. Poor discussion of evidence for the suitability of the project related to the scope of the project and fit with the setting with several missing elements.
Able to guide implementation Excellent discussion of how the model will guide implementation. Good discussion of how the model will guide implementation with only minor missing elements. Discussion of how the model will guide implementation with some missing elements. Poor discussion of how the model will guide implementation with several missing elements.
Conceptual model: Concepts relate to problem solution Excellent discussion of the conceptual model related to the problem solution. Good discussion of the conceptual model related to the problem solution with only minor missing elements. Discussion of the conceptual model related to the problem solution with some missing elements. Poor discussion of the conceptual model related to the problem solution with several missing elements.
Conceptual model: Process and/or interactions make sense Excellent discussion of the conceptual model related to the process and interactions. Good discussion of the conceptual model related to the process and interactions with only minor missing elements. Discussion of the conceptual model related to the process and interactions with some missing elements. Poor discussion of the conceptual model related to the process and interactions with several missing elements.
APA Style (citations and format) Excellent use of all elements of APA Style format, including font, spacing, headings, citations, references. Good use of all elements of APA Style format, including font, spacing, headings, citations, references with only minor errors. Good use of some elements of APA Style format, including font, spacing, headings, citations, references with some errors. Poor use of some elements of APA Style format, including font, spacing, headings, citations, references with several errors.
APA Style (writing, punctuation, grammar) Excellent use of sentence structure, paragraph structure, logical progress of ideas, concluding statements. Good use of sentence structure, paragraph structure, logical progress of ideas, concluding Good use of some elements of sentence structure, paragraph structure, logical progress of ideas, concluding Poor use of sentence structure, paragraph structure, logical progress of ideas, concluding
    statements with only minor errors. statements with some errors. statements with several errors.
Total 32 24 16 8

Rubric for Week 6 Assignment – Section F: Implementation Plan

Element 4 points 3 points 2 points 1 points
Setting & Access to Participants Excellent coverage of all elements related to participants. Good coverage of elements related to participants with only minor missing information. Coverage of elements related to participants with some missing information. Poor coverage of elements related to participants with several missing pieces of information
Timeline Excellent coverage of elements related to the timeline. Good coverage of elements related to the timeline with only minor missing information. Coverage of elements related to the timeline with some missing information. Poor coverage of elements related to the timeline with several missing pieces of information.
Resources Excellent discussion of resources required for this project. Good discussion of resources required for this project with only minor missing information. Discussion of resources required for this project with some missing information. Poor discussion of resources required for this project with several missing pieces of information.
Methods & Tools Excellent discussion of methods and tools for this project. Good discussion of methods and tools for this project with only minor missing information. Discussion of methods and tools for this project with some missing information. Poor discussion of methods and tools for this project with several missing pieces of information.
Intervention Excellent coverage of all elements related to the intervention. Good coverage of elements related to the intervention. with only minor missing information. Coverage of elements related to the intervention with some missing information. Poor coverage of elements related to the intervention with several missing pieces of information.
Management of Barriers Excellent discussion of barriers to implementation. Good discussion of barriers to implementation with only minor missing information Discussion of barriers to implementation with some missing information. Poor discussion of barriers to implementation with several missing pieces of information.
Budget Excellent coverage of all elements of the budget for this project. Good coverage of all elements of the budget for this project with only minor missing information Coverage of all elements of the budget for this project with some missing information. Poor coverage of all elements of the budget for this project with several missing pieces of information.
APA Style (citations and format) Excellent use of all elements of APA Style format, including font, spacing, headings, citations, references. Good use of all elements of APA Style format, including font, spacing, headings, citations, references with only minor errors. Good use of some elements of APA Style format, including font, spacing, headings, citations, references with some errors. Poor use of some elements of APA Style format, including font, spacing, headings, citations, references with several errors.
APA Style (writing, punctuation, grammar) Excellent use of sentence structure, paragraph structure, logical progress of ideas, concluding statements. Good use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with only minor errors. Good use of some elements of sentence structure, paragraph structure, logical progress of ideas, concluding statements with some errors. Poor use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with several errors.
Total 36 27 18 9

Rubric for Week 7 Assignment – EBP Proposal Final Paper

Element 4 points 3 points 2 points 1 points
Section A Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some elements are still missing. Poor coverage of content and recommended changes have not been made.
Section B Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some elements are still missing. Poor coverage of content and recommended changes have not been made.
Section C Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some elements are still missing. Poor coverage of content and recommended changes have not been made.
Section D Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some elements are still missing. Poor coverage of content and recommended changes have not been made.
Section E Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some Poor coverage of content and recommended changes have not been made.
      elements are still missing.  
Section F Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some elements are still missing. Poor coverage of content and recommended changes have not been made.
Section G Excellent coverage of all content and attention to recommended changes. Good coverage of all content and some attention to recommended changes. Some content is covered, or some changes have been made but some elements are still missing. Poor coverage of content and recommended changes have not been made.
APA Style (citations and format) Excellent use of all elements of APA Style, including font, spacing, headings, citations, references. Good use of all elements of APA Style, including font, spacing, headings, citations, references with only minor errors. Good use of some elements of APA Style, including font, spacing, headings, citations, references with some errors. Poor use of some elements of APA Style, including font, spacing, headings, citations, references with several errors.
APA Style (writing, punctuation, grammar) Excellent use of sentence structure, paragraph structure, logical progress of ideas, concluding statements. Good use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with only minor errors. Good use of some elements of sentence structure, paragraph structure, logical progress of ideas, concluding statements with some errors. Poor use of sentence structure, paragraph structure, logical progress of ideas, concluding statements with several errors.
Total 36 27 18 9

Week 7 Presentation Discussion Board

Criteria 4 3 2 1
Initial Post/ power point Includes all the elements of the assignment in a graduate level, academic format; thoroughly but concisely presents main points of each Section of the project proposal in a well-organized manner. Includes most of the elements with very few errors or very minimal deficiencies; adequately presents main points of each Section of the project proposal in a fairly well- organized manner. Includes errors or some missing or deficient parts; presents main points of the project proposal but not as sufficiently and not as well- organized. Has significant errors or noticeable deficiencies; does not sufficiently present main points of the project proposal or is not well- organized.
Integration Incorporates significant discussion of how this assignment Includes most of the elements with very few errors or Includes errors or some missing or deficient parts about how to The work provides no understanding or
  integrates with nursing practice. very minimal deficiencies. integrate new information with nursing practice. reflective thought about the topic.
Critical Thinking Includes all the elements of the assignment demonstrating a desire to use the information to enhance their own learning or to apply the knowledge in advanced ways. Includes most of the elements with very few errors or very minimal deficiencies but lacks information about application to knowledge development. Includes errors or some missing or deficient parts especially about advancing knowledge of nursing role. Information presented in a disjointed, unpolished style, not at graduate level.
Professional Communication Includes all the APA Style elements with accuracy. Includes most of the elements with very few errors or very minimal deficiencies. Includes errors or some missing or deficient parts. The work has significant errors in APA Style formatting and writing style.
Totals 16 12 8 4

Format and Procedures

Spring Arbor University is a community of learners distinguished by our lifelong involvement in the study and application of the liberal arts, total commitment to Jesus Christ as the perspective for learning, and critical participation in the contemporary world. It is expected that students will support this Spring Arbor University Concept. All students will work together in a Blackboard online environment with opportunities for groups and face-to-face sessions.

Online learning requires participatory, collaborative interactions between students and students- to-faculty. Seminar and discussion format promote metacognitive reasoning by requiring students to utilize reflective thought to synthesize and apply information within the context of advanced professional practice and expound on the ideas of others.

The MSN online graduate program design is based on the assumption that each student is a self-directed adult learner. Each student is responsible for completing all course requirements including but not limited to reading, postings, and written assignments on time and in a manner that reflects graduate level work. As adult learners, students bring life experiences and

knowledge from a variety of venues into the learning environment. Building on this premise requires respect from colleagues as fellow students and faculty as facilitators. Students are expected to actively participate in learning activities as individuals and collaborative team members. The goal is to facilitate learning for all within the community of learners.

As graduate nursing students, it is expected that professional behaviors and actions are grounded in the American Nurses Association (ANA) Scope and Standards of Practice; ANA Code of Ethics; state board of nursing guidelines, nurse practice act within the licensee’s state of practice. Licensure must be kept up-to-date and on file in the Graduate Office throughout the program. Any violation of professional nursing practice guidelines may result in disciplinary action at the academic and/or professional level as deemed by the university and Nursing faculty. Discussion Board

Netiquette

Expectations for the discussions are made clear in the course material or in the initial discussion posting. Feedback is provided for discussion threads to enhance learning. All postings should be meaningful, constructive, relevant, and follow online netiquette rules. All postings must exhibit appropriate grammar, spelling, and referencing when citations are included.

The following statement is from the Howard Community College statement on

Netiquette. SAU MSN students will follow the same guidelines.

Most, if not all, of the communication in this course will occur online. It is sometimes difficult to remember that there are real people reading our messages. Words can mean many things, and what we intend to say is not always what others hear. This is especially true of “online communication” where others do not have the opportunity to see your “body language”

or hear your tone; therefore, they have a greater possibility of misunderstanding what you truly mean. For those reasons, users of the Internet have come up with guidelines for net communication aimed at lessening the chances of miscommunication and perceived

disrespect. Please, follow these guidelines in all of your online responses and discussion groups.

Respect All Who are Participating in This Learning Community By…

  • honoring their right to their opinions;
  • respecting the right of each person to disagree with others;
  • responding honestly but thoughtfully and respectfully, using language that others will not consider foul or abusive;
    • signing your name every time to any contribution you make;
  • respecting your own privacy and the privacy of others by not revealing information you deem private and that you feel might embarrass you or others;
    • being constructive in your responses to others in the class;
  • being prepared to clarify statements that might be misunderstood or misinterpreted by others.

One good way to avoid problems is to reread your postings before sending

them. Something written in haste may not say what you really think, after the heat of the moment has passed.

A Special Note About Anger…

  • Do not send messages that you have written when you are angry. You will almost always be sorry, because anger almost always inspires anger in others.
    • In the online world, angry messages are known as “flaming” and are considered very bad behavior.
  • Do not send messages that are written all in uppercase; this is the visual equivalent of SHOUTING. It is considered aggressive, and in the online world, it is considered very bad behavior. If you ever feel like shouting a message, take a deep breath and wait until you have calmed down before responding. Then, respond in a calm and factual manner.

What to do if you are having a problem with some aspect of the course or a conflict with another student or the instructor.

Email your instructor to schedule a time to call for a phone chat or to schedule a virtual meeting to discuss—in a calm and factual way — the nature of the problem. Email can be effective for many types of communication; it is not necessarily the best forum, however, for dealing with conflict or for airing and solving problems.

Attendance and Participation Policy

Attendance in an online course is recorded online when students are logged into Blackboard and make a posting (i.e., discussion board, journal, wiki, blog) or interact within group interactions or submit written assignments and/or tests. This participation, as required by the syllabus guidelines, constitutes attendance. Failure to make the required postings, group interactions, or written assignments within the specified timeframe constitutes absence or tardiness. Attendance is recorded on Blackboard when a student logs in and participate as outlined above and is automatically evaluated each week. Students must interact with Blackboard in order to qualify for financial aid.

Writing Standard

Students are required to use the supplemental textbook, Publication Manual of the American Psychological Association (6th ed.) for all formal written papers and discussion board

communications. Threaded discussion postings and all other communication are expected to display correct grammar, spelling, APA Style, and adherence to netiquette guidelines. Faculty may deduct points for APA Style or grammatical errors.

Late Policy

Note that all due date times are EST. Students residing in other time zones should make a note of this. Assignments, projects, and group work turned in after the due date will receive a penalty based on the number of calendar days late. Assignments more than five days late will receive 0 points.

Calendar Days Late Penalty
One -10%
Two -20%
Three -30%
Four -40%
Five -50%

Assignments turned in more than five days past the due date will not be accepted.

Assignments will not be accepted after the final date of the course. Students with extenuating circumstances (hospitalization, death in the family, etc.) should contact their instructors in writing prior to the assignment due date or as soon as possible following the emergency. Please, note that technical difficulties are not defined as extenuating circumstances. The instructor will exercise his or her professional discernment in deciding to accept the late work and what, if any, penalty will be assessed.

Quiz/Exam Settings

To better prepare students for taking national board exams, the MSN program has adopted a policy for quiz and exam administration. Typically, each Blackboard quiz or test will follow the protocols listed below:

  1. Students will access quizzes and exams between Wednesdays 12:00 a.m. (EST) to Sundays 11:59 p.m. (EST).
    1. Students will be given two (2) minutes to answer each question; total test time will depend on the total number of questions.
    1. Students will see one question at time.
  • Students will not be permitted to backtrack to previous questions.
  • Students must complete each question before the next question will display.
  • Students’ answers will be auto-submitted.
  • Students’ questions will be presented in random order.
  • Students will see only the final test scores; feedback and rationale will not be available.

Students should be aware that there are some exceptions. Also, some courses allow for multiple attempts. Students should clearly understand, before taking any quiz or exam, how attempts are permitted. Be sure to carefully review the quiz instructions in the assignment forum. A demonstration video on how to take quizzes or exams in Blackboard can be found under the Start Here tab from your course’s home page.

Rounding Policy

B- is the lowest passing grade for each assignment and for the final composite score in this course. The only time a score will be rounded up will be for the final grade. At that time, if the tenths place digit is greater than or equal to 5, the grade will be rounded up to the next whole number. Grades are reported on the final grade roster as a letter grade based on the earned whole number grade range, as indicated above. Examples: A composite score or final grade for the course is 86.5. The student’s whole number grade will be rounded up to 87 = B+. A final grade

average of 94.4 = 94 or A-. Please note, that final grades will be rounded using the first decimal place ONLY. The one-hundredth place will not factor into the final rounding of the grade. For example, a final grade of 86.58 will be rounded based on 86.5, which is rounded up to 87.

Academic Integrity

Students will adhere to the policy of the university that is found in the MSN Graduate Handbook. Problems are approached from a Christian perspective that reflects both justice and compassion. Interactions should first take place between the faculty and student. Sanctions will be determined by the instructor in accordance with the policy.

The expectation at Spring Arbor University is that the principles of truth and honesty will be followed in all academic endeavors, including the preparation and presentation of lectures, preparation of class reports and papers, giving and taking of examinations, and in protecting the validity of assigned grades. This assumes that all work will be done by the person who purports to do the work, without unauthorized aids. Instructors will exercise due diligence in planning and supervising the academic program so that the principles of truth and honesty are upheld.

Student papers are subject to being uploaded to the SafeAssign software available in Blackboard and faculty will use findings to determine if any part of the paper is plagiarized. This includes self-plagiarism, “the practice of presenting one’s own previously published work as though it were new” (APA Manual, 2010, p. 170). Faculty will reserve the right to impose a penalty, including the right to fail any student in a course where the student has been engaged in cheating, plagiarism or other forms of academic dishonesty.

The Spring Arbor University Concept—the heart of this institution—is based on our common commitment to Jesus Christ as the perspective for learning. This means that the Spring Arbor University community seeks to live in close adherence to the example and teaching of

Jesus Christ in our personal and scholarly pursuits. With the purpose of encouraging responsible conduct, this policy flows from the Concept and assumes these important community expectations:

  • Everyone who is part of the Spring Arbor University community will seek to live a life of highest integrity, both personally and academically.
    • Full truthfulness is essential from all those in the Spring Arbor University community.
    • Faculty and students will carefully and diligently guard themselves from stealing material or intellectual property — whether physical or electronic in nature.
    • Silence about others’ disregard for these standards devalues and violates the principles and spirit of our faith, the Concept and this policy. With prayerful introspection and loving confrontation, we should strive to hold one another accountable to the standards of our faith.

Acknowledging the call in the principles above, we challenge ourselves to maintain integrity in all we do academically. There shall be no cheating, misrepresentation, or plagiarism (borrowing ideas, images, facts, stylistic phrasing, or quoted material without credit) on assignments, tests, lectures, handouts or any other written materials. SAU’s Academic Integrity policy is available electronically on its web site and in the Blackboard materials.

Accommodation for Students with Disabilities

Spring Arbor University, in compliance with Federal regulations and in support of our efforts to enable students to maximize their God-given talents and abilities, provides the Academic Student Connections (ASC) office to direct academic services for students with disabilities. Students with disabilities may request accommodations as provided within federal

law. Documentation and requests should be made to the Disability Services Coordinator as early in the semester as possible to prevent delays in accommodations. Students may contact the ASC office on the mySAU portal under “students.”

Prayer Requests, Chapel, and Break Room

Participation in the Chapel area online is voluntary. Everyone is invited and welcome to enter at any time. Another area is the Break Room. If there is a problem presented in this area that should be brought to the attention of the faculty, the expectation is that as professional nurses, action will be taken in confidence and with the dignity and respect afforded to every individual.

Faculty Interaction

Students may contact the instructor through direct email at their arbor.edu address. The instructor will ordinarily respond within 48 hours. If an unexpected absence is required, students will be notified of the time of expected return.  Please contact the SAU Help Desk if experiencing technical difficulties.

Faith and Learning

The culture of advancing professional skills and evidence-based practice (EBP) demands integrity in doing assignments, in practicing new skills and sharing concerns with each other.

Each course seeks to promote a Christian perspective and worldview that recognizes the dignity and worth of each individual. Inherent in this belief is honor towards God and His creation.

Faculty and students will speak the truth in love and in a manner that edifies one another. Compassion and encouragement are means of conveying a Christ-like attitude and promotes the tenets of the nursing profession. The nursing program at Spring Arbor University recognizes nursing as both a calling and a profession.

Course Evaluation

Students are encouraged to provide feedback, comments, and suggestions to the instructor and program director throughout the course. Students are required to complete a formal online course evaluation at the end of every course. Students are asked to complete the confidential evaluation as soon as possible. The instructor will not see the results until after final grades are posted. Evaluations are utilized to provide evidence of course effectiveness and promote ongoing program improvement.

Inclusivity Statement

SAU students and faculty represent a rich variety of backgrounds and perspectives. The MSN program is committed to providing an atmosphere for learning that respects diversity.

While working together to build this community we ask all members to:

  • share their unique experiences, values, and beliefs;
  • be open to the views of others;
  • honor the uniqueness of their colleagues;
  • appreciate the opportunity that we have to learn from each other in this community;
  • value each other’s opinions and communicate in a respectful manner;
  • keep confidential discussions that the community has of a personal (or professional) nature; and
    • use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the SAU MSN community.

Right to Modify

The Nursing program and faculty reserve the right to modify or alter course materials or curriculum according to the guidelines set forth in the Graduate Catalog. Students will be notified in writing of any changes and are responsible for adherence to subsequent changes.

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