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DNP 820 Full Course GCU
DNP 820 Full Course Discussions GCU
DNP 820 Topic 1 DQ 1
Describe a situation in which a new clinical practice was put into place. Was there a DNP-prepared nurse leading the translation of the practice from research to practice? If so, describe the process that individual took for translation and why it made a difference in the translation. If there was not a DNP-prepared nurse, describe the process and what would have been different about the process had there been a DNP-prepared nurse leading the practice translation?
DNP 820 Topic 1 DQ 2
Compare the PhD and DNP degrees. Define the differences in roles and education associated with the two degrees. Describe future opportunities for DNP-prepared nurses.
DNP 820 Topic 2 DQ 1
Which research methodology would be the most appropriate for your project and how does it align with your clinical question, data collection, and data analysis? Demonstrate an example of when you might use the opposite methodology in your EBP projects and why.
DNP 820 Topic 2 DQ 2
Within nursing, the patient’s perception is recognized as the patient’s reality. How does this way of knowing in nursing fit within an objective or subjective paradigm of the world? Explain your reasoning.
DNP 820 Topic 3 DQ 1
Which method do you prefer in determining levels of evidence? Describe two advantages to the method and one disadvantage to the method. Explain how you have used this method in your current practice or education. Why are levels of evidence important in selecting empirical articles for your ROL (Chapter 2 of your DPI project)?
DNP 820 Topic 3 DQ 2
Research can take between 10-20 years to be translated into practice. Discuss your thoughts on the reasons why this may occur and describe the barriers within your own practice that prevent you from practicing from a 100% evidence base.
DNP 820 Topic 4 DQ 1
Reliability and validity are often misunderstood and not given much notice in research articles. Using any example, demonstrate how you would correctly describe these two terms to a nurse prepared at a bachelor’s degree level or below. Then describe why the reliability and validity of a study is important for translation.
DNP 820 Topic 4 DQ 2
What are the criteria for selecting qualitative versus quantitative resources in relation to your literature review? Which method(s) of research are you selecting? Why?
DNP 820 Topic 5 DQ 1
What effect does a meta-synthesis or meta-analysis have on research translation? Describe a clinical practice in place that is supported by this level of evidence.
DNP 820 Topic 5 DQ 2
Comparative effective research is important in translating research. Describe one study that used comparative effective research. What were the findings and were they translated into practice?
DNP 820 Topic 6 DQ 1
There is a heavy focus on achieving statistical significance when evaluating outcomes. Often in research or EBP projects, there is no statistical significance, only possible clinical significance. When is it appropriate to deem a project’s outcomes successful only using clinical significance as the only measure of success?
DNP 820 Topic 6 DQ 2
The three components of EBP include clinical expertise, best evidence, and patient preference. Often, patient preference and clinical expertise are at odds with each other. Describe a scenario where you might need to mediate this issue and what is the solution when this occurs. It can be a real-life example as well.
DNP 820 Topic 7 DQ 1
Choose one model for EBP implementation. Describe its components and why you believe this model is most appropriate for assisting in translational activities. Contrast this model with another.
DNP 820 Topic 7 DQ 2
Discuss the role of the DNP-prepared nurse in sustaining an EBP culture. What are two effective methods the DNP can use in sustaining an EBP culture?
DNP 820 Topic 8 DQ 1
Describe and discuss the differences between research, research utilization, and evidence-based practice. Provide examples.
DNP 820 Topic 8 DQ 2
Describe how you will assist others to generate their own evidence-based practice questions. Discuss what your professional obligation as a DNP-prepared nurse is related to evidence-based practice, patients, and other nurses?
DNP 820 Full Course Assignments GCU
DNP 820 Week 1 Individual Success Plan (ISP)
Details:
The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated toward completion of your Direct Practice Improvement Project.
General Requirements:
Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:
- Locate and download Individual Success Plan (ISP) document in the DC Network.
- Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones.
Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice. - Use the Individual Success Plan to develop a personal plan for completing your practice hours and how competencies will be met. Show all of the major milestones and deliverables.
- Within the Individual Success Plan, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.
- Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. And you need to turn in a new Individual Success Plan for all courses.
- Identify the remaining deliverables you will complete in the upcoming courses.
- List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
- You can renegotiate these deliverables with your faculty throughout this course and update your Individual Success Plan accordingly.
- This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
- You are not required to submit this assignment to LopesWrite.
Directions:
Complete the Contact Information table at the beginning of the ISP resource, and type in your signature and the date on which you completed the table.
Read the information in the ISP document including the following:
- Learner expectations
- Derivation of the ISP
- Instructions for completing the ISP
Follow the instructions and complete the ISP.
Individual Success Plan (ISP)
| 1 Unsatisfactory 0.00% |
2 Less than Satisfactory 74.00% |
3 Satisfactory 79.00% |
4 Good 87.00% |
5 Excellent 100.00% |
||
| 100.0 %Content | ||||||
| 30.0 %Deliverables | Description of specific deliverables to be completed in the course is not included. | Description of specific deliverables to be completed in the course is incomplete or incorrect. | Description of specific deliverables to be completed in the course is included but lacks sufficient detail. | Description of specific deliverables to be completed in the course is complete and includes sufficient detail. | Description of specific deliverables to be completed in the course is extremely thorough and includes sufficient detail. | |
| 30.0 %Remaining Deliverables | Description of remaining deliverables to complete is not included. | Description of remaining deliverables to complete is incomplete or incorrect. | Description of remaining deliverables is included but lacks sufficient detail. | Description of remaining deliverables to complete is complete and includes sufficient detail. | Description of remaining deliverables to complete is extremely thorough and included sufficient detail. | |
| 15.0 %Domains and Competencies | A list of domains and competencies used are not included. | N/A | N/A | N/A | A list of domains and competencies used are complete. | |
| 15.0 %Objectives | A list of objectives is not included. | N/A | N/A | N/A | A list of objectives is included. | |
| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | |
| 5.0 %Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 100 %Total Weightage | ||||||
DNP 820 Week 2 DPI Project Milestone
DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Details:
In the prospectus, proposal, and scholarly project there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The 10 strategic points emerge from researching literature on a topic that is based on or aligned with the learner’s personal passion, future career purpose, and degree area. These 10 points provide a guiding vision for DPI Project. In this assignment, you will continue the work begun in DNP-815, working on your draft of a document addressing the 10 key strategic points that define your intended research focus and approach.
General Requirements:
Use the following information to ensure successful completion of the assignment:
- Locate the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” that you completed in DNP-815.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to draft statements for each of the 10 points for your intended research study.
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
DNP-820-RS-10StrategicPointsfortheProspectusProposalandDPI.docx
DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
| 1 Unsatisfactory 0.00% |
2 Does Not Meet Expectations 74.00% |
3 Approaching Meeting Expectations 87.00% |
4 Meets Expectations 100.00% |
||
| 100.0 %Content | |||||
| 10.0 %Topic: Provides a broad project topic area/title. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 15.0 %Literature Review: Lists primary points for four sections in the Literature Review: (a) Background of the problem/gap and the need for the project based on citations from the literature; (b) Theoretical foundations (models and theories to be foundation for study); (c) Review of literature topics with key concept (??) for each one; (d) Summary. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Problem Statement: Describes the problem to address through the project based on defined gaps or needs from the literature. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Sample and Location: Identifies sample, needed sample size, and location. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Clinical/PICOT Questions: Provides clinical/PICOT questions to all of the collected data needed to address the problem statement. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 5.0 %Variables | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Methodology and Design: Describes the selected methodology and specific research design to address problem statement and clinical/PICOT questions. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Purpose Statement: Provides one sentence statement of purpose including the problem statement, methodology, design, population sample, and location. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Data Collection: Describes primary instruments and sources of data to answer research questions. Reliability and Validity of the instruments are addressed. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 10.0 %Data Analysis: Describes the specific data analysis approaches to be used to address clinical/PICOT questions. The statistical test(s) that will be used must be identified and must be appropriate for the level of data and the clinical/PICOT question. | Item is not present. | Not all components are present. Large gaps are present in the components that leave the reader with significant questions. | Component is present and adequate. Small gaps are present that leave the reader with questions. | Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. | |
| 100 %Total Weightage | |||||
DNP 820 Week 3 Critical Appraisal of Practice Guidelines
Details:
While there are several tools to critically appraise practice guidelines, the most comprehensively validated appraisal tool is the AGREE II Instrument. The AGREE II Instrument can be used by individual practitioners to critically appraise health guidelines and by decision makers to inform policy decisions. The purpose of the AGREE II Instrument is to provide a framework to:
- Assess the quality of guidelines.
- Provide a methodological strategy for the development of guidelines.
- Inform what information and how the information ought to be reported in guidelines.
Overall assessment includes rating the overall quality of the guideline and whether the guideline would be recommended for use in practice.
Items are rated on a 7-point scale from 1 (Strongly Disagree) to 7 (Strongly Agree). A score of 1 is given when there is no information on that item or if it is poorly reported. A score of 7 is given if the quality of reporting is excellent and when full criteria have been met (Score explanations found in the AGREE II-GRS Instrument).
A quality score is calculated for each of the six domains, which are independently scored. Domain scores are calculated by summing up all the scores of the items in the domain and by scaling the total as a percentage of the maximum possible score for that specific domain.
For this assignment, you will choose a guideline and assess the overall quality and whether the guideline would be recommended for use in practice.
General Requirements:
Use the following information to ensure successful completion of this assignment:
- Download the AGREE II instrument.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
- You are not required to submit this assignment to LopesWrite.
Directions:
Perform the following tasks to complete this assignment:
- Using the AGREE II instrument as your guide, create a table that discusses a practice guideline in which you might have questioned the recommendations. (Note: You may be able to copy and paste the instrument into a new Word document and complete the information.)
- Each domain must have its own cell (similar to the one shown in the manual) and add domain scores and an overall guideline assessment. Be sure to include comments and additional considerations that influenced your rating decision and cite any sources used.
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
Critical Appraisal of Practice Guidelines
| 1 Unsatisfactory 0.00% |
2 Less Than Satisfactory 74.00% |
3 Satisfactory 79.00% |
4 Good 87.00% |
5 Excellent 100.00% |
||
| 70.0 %Content | ||||||
| 20.0 %Discuss a practice guideline in which you might have questioned the recommendations. | Discussion of the practice is not presented. | Discussion of the practice is presented but incomplete. | Discussion of the practice is presented but at a cursory level. | Discussion of the practice is clearly presented and convincing. Sources cited are from current scholarly but some outdated sources. | Discussion of the practice is clearly presented and perceptive. Sources cited are from current scholarly sources. | |
| 25.0 %Create a table for each domain (similar to the one shown in the manual) and add domain scores and an overall guideline assessment. | A table with each domain is not presented. | A table with each domain is presented but incomplete. | A table with each domain is presented but at a cursory level. | A table with each domain is clearly presented. Scores are present for each domain and justification is beyond surface understanding. | A table with each domain is clearly presented. Scores are present for each domain and justification is insightful. | |
| 25.0 %Create a table for the overall guideline assessment. | A table for the overall guideline assessment is not presented. | A table for the overall guideline assessment is presented but incomplete. | A table for the overall guideline assessment is presented but at a cursory level. | A table for the overall guideline assessment is clearly presented and convincing. | A table for the overall guideline assessment is clearly presented and perceptive. | |
| 20.0 %Organization and Effectiveness | ||||||
| 7.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |
| 8.0 %Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner is present. All sources are authoritative. | |
| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format | ||||||
| 5.0 %Paper Format (Use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |
| 100 %Total Weightage | ||||||
DNP 820 Week 4 Introduction to the Literature Review
Details:
Empirical research is the foundation of scholarly research and scholarly writing. An empirical article is defined as one that reports actual results of a research study. An empirical article includes a description of the study, an introduction, a research question, an explanation of the study’s methodology, a presentation of the results of the study, and a conclusion that discusses the results and suggests topics for further study.
As you search the library for scholarly research, you should limit your search to identify empirical articles. (You can use the “Empirical Research Checklist” from DNP-801 to assist in this determination.) After finding an empirical study, begin to assess the validity of the conclusion by determining if the conclusion answers the proposed research question and if the methodology is appropriate.
As you move forward in your doctoral journey, you will read research papers that will require you to assess the validity of the studies in question. To accomplish this, qualitative assessments about the research must be made by comparing, contrasting, and synthesizing what the research says.
In this assignment, you will continue to develop the skill of writing, by reviewing 15 research articles associated with your chosen topic and using the content to identify at least five major concepts and subthemes related to your topic.
General Requirements:
Use the following information to ensure successful completion of this assignment:
- Use the “Empirical Research Checklist” to assist in the determination of empirical articles.
- Use the “Research Article Chart” to provide a summary review of each component of your assignment.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Part 1: Selection of 15 Articles
Select 15 empirical articles related to your PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology.
Part 2: Research Article Chart
Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template.
Part 3: Synthesis of Research Studies
Based upon your review of the 15 research articles, identify at least five major concepts that relate to your project topic, and three subthemes related to each concept.
Using the information from the completed “Research Article Chart,” and the major concepts and subthemes you have identified, write a 2,000-3,000 word paper that synthesizes the content of the 15 research studies.
Summarize each major concept and focus on providing a detailed synthesis of the three identified subthemes that support that concept by addressing the following.
- Introduction of the identified subtheme
- Summary of the research questions posed by the studies
- Summary of the sample populations used
- Summary of the limitations of the studies
- Summary of the conclusion and recommendations for further research
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
DNP-820-RS-EmpiricalResearchChecklist-Student.docx DNP-820-RS-ResearchArticleChart.docx
Introduction to the Literature Review
| 1 Unsatisfactory 0.00% |
2 Less Than Satisfactory 74.00% |
3 Satisfactory 79.00% |
4 Good 87.00% |
5 Excellent 100.00% |
||
| 70.0 %Content | ||||||
| 10.0 %Introduction | An introduction is not present. | An introduction is present, but it does not relate to the body of the paper. | An introduction is present, and it relates to the body of the paper. There is nothing in the introduction to entice the reader to continue reading. | An introduction is present, and it relates to the body of the paper. Information presented in the introduction provides a weak incentive for the reader to continue reading. | An introduction is present, and it relates to the body of the paper. Information presented in the introduction is intriguing and encourages the reader to continue reading. | |
| 15.0 %Synthesis of Research Questions | No synthesis of research questions is presented. | A synthesis of research questions is presented. However, the synthesis is not valid. | A cursory though valid synthesis of research questions is presented. | A moderately thorough and valid synthesis of research questions is presented. | A reflective and insightful synthesis of research questions is presented. | |
| 15.0 %Synthesis of Sample Populations | No synthesis of sample populations is presented. | A synthesis of sample populations is presented. However, the synthesis is not valid. | A cursory though valid synthesis of sample populations is presented. | A moderately thorough and valid synthesis of sample populations is presented. | A reflective and insightful synthesis of sample populations is presented. | |
| 15.0 %Synthesis of the Limitations of the Study | No synthesis of the limitations of the studies is presented. | A synthesis of the limitations of the studies is presented. However, the synthesis is not valid. | A cursory though valid synthesis of the limitations of the studies is presented. | A moderately thorough and valid synthesis of the limitations of the studies is presented. | A reflective and insightful synthesis of the limitations of the studies is presented. | |
| 15.0 %Conclusion and Recommendations for Further Research | No conclusion and recommendations for further research are presented. | A conclusion and recommendations for further research are presented. However, they are not valid. | A cursory though valid conclusion and recommendations for further research are presented. | A moderately thorough and valid conclusion and recommendations for further research are presented. | A reflective and insightful conclusion and recommendations for further research are presented. | |
| 20.0 %Organization and Effectiveness | ||||||
| 7.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. | |
| 8.0 %Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |
| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format | ||||||
| 5.0 %Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |
| 100 %Total Weightage | ||||||
DNP 820 Week 5 Implementation Into Practice
Details:
The Institute of Medicine set a goal that 90% of health care decisions should be evidence-based by 2020. At best guess, less than 10% of decisions use best evidence. Bridging the gap between research, findings, and practice implementation is one strategy to meet this important goal. This assignment will help you to find gaps that may be used for your project.
General Requirements:
Use the following information to ensure successful completion of the assignment:
- Review the Agency for Healthcare Research and Quality (AHRQ) website to complete the assignment.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.
- This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
- Use at least two additional scholarly research sources published within the last 5 years. Provide citations and references for all sources used.
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Select a practice from the AHRQ comparative effectiveness research site and write a 1,000-1,250 word paper that looks at a gap that exists between research findings and the implementation of those findings in practice. Include the following:
- Discuss the practice.
- Assess to what extent the practice is being implemented.
- Evaluate the barriers to implementation into practice.
- Propose ways to overcome the barriers.
- Discuss the resources available on the selected site to inform translation.
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-820
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
Implementation Into Practice
| 1 Unsatisfactory 0.00% |
2 Less Than Satisfactory 74.00% |
3 Satisfactory 79.00% |
4 Good 87.00% |
5 Excellent 100.00% |
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| 70.0 %Content | ||||||
| 10.0 %Discuss the Practice | Discussion of the practice is not presented. | Discussion of the practice is presented but is incomplete. | Discussion of the practice is presented but at a cursory level. | Discussion of the practice is clearly presented and convincing. Sources cited are from current scholarly but some outdated sources. | Discussion of the practice is clearly presented and perceptive. Sources cited are from current scholarly sources. | |
| 15.0 %Assess to what extent the practice is being implemented | Assessment of the extent the practice is being implemented is not presented. | Assessment of the extent the practice is being implemented is presented but is incomplete. | Assessment of the extent the practice is being implemented is presented but at a cursory level. | Assessment of the extent the practice is being implemented is clearly presented and convincing. Sources cited are from current scholarly but some outdated sources. | Assessment of the extent the practice is being implemented is clearly presented and perceptive. Sources cited are from current scholarly sources. | |
| 15.0 %Evaluate the Barriers to Implementation Into Practice | Evaluation of the barriers to implementation into practice is not presented. | Evaluation of the barriers to implementation into practice is presented but is incomplete. | Evaluation of the barriers to implementation into practice is presented but at a cursory level. | Evaluation of the barriers to implementation into practice is clearly presented and convincing. Sources cited are from current scholarly but some outdated sources. | Evaluation of the barriers to implementation into practice is clearly presented and perceptive. Sources cited are from current scholarly sources. | |
| 15.0 %Propose Ways to Overcome the Barriers | Proposed ways to overcome the barriers are not presented. | Proposed ways to overcome the barriers are presented but are incomplete. | Proposed ways to overcome the barriers are presented but at a cursory level. | Proposed ways to overcome the barriers are clearly presented and convincing. Sources cited are from current scholarly but some outdated sources. | Proposed ways to overcome the barriers are clearly presented and perceptive. Sources cited are from current scholarly sources. | |
| 15.0 %Discuss the Resources Available on the Selected Site to Inform Translation | Discussion of the resources available on the selected site to inform translation is not presented. | Discussion of the resources available on the selected site to inform translation is presented but is incomplete. | Discussion of the resources available on the selected site to inform translation is presented but at a cursory level. | Discussion of the resources available on the selected site to inform translation is clearly presented and convincing. Sources cited are from current scholarly but some outdated sources. | Discussion of the resources available on the selected site to inform translation is clearly presented and perceptive. Sources cited are from current scholarly sources. | |
| 20.0 %Organization and Effectiveness | ||||||
| 7.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |
| 8.0 %Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | |||