Category: Nursing

[Solved] Journal MODULE 5

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Benchmark is not obtained? RUBRIC Must be reviewd **files (2)** – ## Module5JournalRubric.docx – ## Journal_Week_5.docx **## Module5JournalRubric.docx** 3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen Unive…

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Assignment Prompt & Instructions

Benchmark is not obtained?

RUBRIC Must be reviewd

**files (2)**

– ## Module5JournalRubric.docx

– ## Journal_Week_5.docx

**## Module5JournalRubric.docx**

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Journal Question Rubric v1

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets Expectations**

**Exceeds Expectations**

**Criterion Score**

Claim/Quality of

Information

Weight: 40%

/ 8

0

points

**pts**

**)**

**(0**

Response to quiz

question is missing

or inaccurate.

Answer is inaccurate

and does not ad

–

dress the prompt.

2.5

points

**(5.6**

**pts**

**)**

Response to quiz

question is missing

key elements.

Answer is partially

inaccurate and

misses elements in

the prompt. Claims

are lacking informa

–

tion to be fully

thought out.

6.4

points

**)**

**pts**

**(6.4**

Response to quiz

question is appropri

–

ate and accurate.

Answer is appropri

–

ate and responses

to the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to quiz

question is thorough

and detailed.

Answer is clear and

concise and re

–

sponses to all as

–

pects of the prompt.

Claims are justified

and plausible.

![](https://www.sweetstudy.com/questions/journal-module-5)

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

1/3

## image1.png

**## Journal_Week_5.docx**

Reflect on this week’s readings regarding monitoring, measuring, and analyzing care quality. What are quality measures monitored at your clinical practice?

Share the relevance and importance of this indicator.

What happens if the benchmark is not obtained?

Describe the key players and the action steps to monitor this indicator's metric achievement.

**I AM IN AN AMBULATORY OUTPATIENT IN AN UNDERSERVED COMMUNITY**

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 10.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 13 & 14.

**Additional source**

Center for the Advancement of Research Methods and Analysis (CARMA) (Producer), & Murphy, K. (2006). Power analysis for traditional & modern hypothesis tests. [Video/DVD].
[https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests](https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests)

Laerd Statistics. (2018).
_Descriptive and inferential statistics._ [https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php](https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php)

Madrid Software Training Solutions. (2021).
_Statistics for data science._ [YouTube].
[https://youtu.be/DEt1WhVwjuc](https://youtu.be/DEt1WhVwjuc)

Math Goodies. (2020).
_Practice exercises for introduction to statistics._ [_https://www.mathgoodies.com/lessons/vol8/practice_unit8_](https://www.mathgoodies.com/lessons/vol8/practice_unit8)

Fernandez, J. (2020). The statistical analysis t-test simply explained.
_Towards Data Science._ [_https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/_](https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/)

JMP Statistical Discovery.
_(2022). Statistical knowledge portal._ [https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html](https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html)

Simple Interactive Statistical Analysis. (n.d.).
_Glossary of statistical methods._ [_http://www.quantitativeskills.com/sisa/_](http://www.quantitativeskills.com/sisa/)

IBM. (n.d.).
_SPSS statistics – Overview_.
[https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Free and Open-Source Software (FOSS) Computer-Assisted Qualitative Data Analysis Software (CAQDAS). (n.d.).
_What is QualCoder?_ [https://alternativeto.net/software/qualcoder/about/](https://alternativeto.net/software/qualcoder/about/)

IBM. (n.d.).
_SPSS statistics software._ [https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Meredith Rocchi. (2014, August 14).
_Tutorial: Introduction to SPSS_. YouTube.
[https://www.youtube.com/watch?v=SL2bZXfWQls](https://www.youtube.com/watch?v=SL2bZXfWQls)

Research By Design. (2017, November 30).
_01 How to Use SPSS – An Introduction to SPSS for Beginners_. YouTube.
[https://www.youtube.com/watch?v=_zFBUfZEBWQ](https://www.youtube.com/watch?v=_zFBUfZEBWQ)

Research By Design. (2017, December 5).
_02 Descriptive Statistics and Frequencies in SPSS – SPSS for Beginners_ [Video]. YouTube.
[https://www.youtube.com/watch?v=bapuGcjwiLQ](https://www.youtube.com/watch?v=bapuGcjwiLQ)

Aspen University. (n.d.).
_Aspen research tips._ Research Tips – Library (aspen.edu).
[https://classroom.aspen.edu/d2l/le/content/19391/Home](https://classroom.aspen.edu/d2l/le/content/19391/Home)

**## Journal_Week_5.docx**

Reflect on this week’s readings regarding monitoring, measuring, and analyzing care quality. What are quality measures monitored at your clinical practice?

Share the relevance and importance of this indicator.

What happens if the benchmark is not obtained?

Describe the key players and the action steps to monitor this indicator's metric achievement.

**I AM IN AN AMBULATORY OUTPATIENT IN AN UNDERSERVED COMMUNITY**

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 10.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 13 & 14.

**Additional source**

Center for the Advancement of Research Methods and Analysis (CARMA) (Producer), & Murphy, K. (2006). Power analysis for traditional & modern hypothesis tests. [Video/DVD].
[https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests](https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests)

Laerd Statistics. (2018).
_Descriptive and inferential statistics._ [https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php](https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php)

Madrid Software Training Solutions. (2021).
_Statistics for data science._ [YouTube].
[https://youtu.be/DEt1WhVwjuc](https://youtu.be/DEt1WhVwjuc)

Math Goodies. (2020).
_Practice exercises for introduction to statistics._ [_https://www.mathgoodies.com/lessons/vol8/practice_unit8_](https://www.mathgoodies.com/lessons/vol8/practice_unit8)

Fernandez, J. (2020). The statistical analysis t-test simply explained.
_Towards Data Science._ [_https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/_](https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/)

JMP Statistical Discovery.
_(2022). Statistical knowledge portal._ [https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html](https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html)

Simple Interactive Statistical Analysis. (n.d.).
_Glossary of statistical methods._ [_http://www.quantitativeskills.com/sisa/_](http://www.quantitativeskills.com/sisa/)

IBM. (n.d.).
_SPSS statistics – Overview_.
[https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Free and Open-Source Software (FOSS) Computer-Assisted Qualitative Data Analysis Software (CAQDAS). (n.d.).
_What is QualCoder?_ [https://alternativeto.net/software/qualcoder/about/](https://alternativeto.net/software/qualcoder/about/)

IBM. (n.d.).
_SPSS statistics software._ [https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Meredith Rocchi. (2014, August 14).
_Tutorial: Introduction to SPSS_. YouTube.
[https://www.youtube.com/watch?v=SL2bZXfWQls](https://www.youtube.com/watch?v=SL2bZXfWQls)

Research By Design. (2017, November 30).
_01 How to Use SPSS – An Introduction to SPSS for Beginners_. YouTube.
[https://www.youtube.com/watch?v=_zFBUfZEBWQ](https://www.youtube.com/watch?v=_zFBUfZEBWQ)

Research By Design. (2017, December 5).
_02 Descriptive Statistics and Frequencies in SPSS – SPSS for Beginners_ [Video]. YouTube.
[https://www.youtube.com/watch?v=bapuGcjwiLQ](https://www.youtube.com/watch?v=bapuGcjwiLQ)

Aspen University. (n.d.).
_Aspen research tips._ Research Tips – Library (aspen.edu).
[https://classroom.aspen.edu/d2l/le/content/19391/Home](https://classroom.aspen.edu/d2l/le/content/19391/Home)

**## Module5JournalRubric.docx**

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Journal Question Rubric v1

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets Expectations**

**Exceeds Expectations**

**Criterion Score**

Claim/Quality of

Information

Weight: 40%

/ 8

0

points

**pts**

**)**

**(0**

Response to quiz

question is missing

or inaccurate.

Answer is inaccurate

and does not ad

–

dress the prompt.

2.5

points

**(5.6**

**pts**

**)**

Response to quiz

question is missing

key elements.

Answer is partially

inaccurate and

misses elements in

the prompt. Claims

are lacking informa

–

tion to be fully

thought out.

6.4

points

**)**

**pts**

**(6.4**

Response to quiz

question is appropri

–

ate and accurate.

Answer is appropri

–

ate and responses

to the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to quiz

question is thorough

and detailed.

Answer is clear and

concise and re

–

sponses to all as

–

pects of the prompt.

Claims are justified

and plausible.

![](https://www.sweetstudy.com/questions/journal-module-5)

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

1/3

## image1.png

**## Journal_Week_5.docx**

Reflect on this week’s readings regarding monitoring, measuring, and analyzing care quality. What are quality measures monitored at your clinical practice?

Share the relevance and importance of this indicator.

What happens if the benchmark is not obtained?

Describe the key players and the action steps to monitor this indicator's metric achievement.

**I AM IN AN AMBULATORY OUTPATIENT IN AN UNDERSERVED COMMUNITY**

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 10.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 13 & 14.

**Additional source**

Center for the Advancement of Research Methods and Analysis (CARMA) (Producer), & Murphy, K. (2006). Power analysis for traditional & modern hypothesis tests. [Video/DVD].
[https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests](https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests)

Laerd Statistics. (2018).
_Descriptive and inferential statistics._ [https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php](https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php)

Madrid Software Training Solutions. (2021).
_Statistics for data science._ [YouTube].
[https://youtu.be/DEt1WhVwjuc](https://youtu.be/DEt1WhVwjuc)

Math Goodies. (2020).
_Practice exercises for introduction to statistics._ [_https://www.mathgoodies.com/lessons/vol8/practice_unit8_](https://www.mathgoodies.com/lessons/vol8/practice_unit8)

Fernandez, J. (2020). The statistical analysis t-test simply explained.
_Towards Data Science._ [_https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/_](https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/)

JMP Statistical Discovery.
_(2022). Statistical knowledge portal._ [https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html](https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html)

Simple Interactive Statistical Analysis. (n.d.).
_Glossary of statistical methods._ [_http://www.quantitativeskills.com/sisa/_](http://www.quantitativeskills.com/sisa/)

IBM. (n.d.).
_SPSS statistics – Overview_.
[https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Free and Open-Source Software (FOSS) Computer-Assisted Qualitative Data Analysis Software (CAQDAS). (n.d.).
_What is QualCoder?_ [https://alternativeto.net/software/qualcoder/about/](https://alternativeto.net/software/qualcoder/about/)

IBM. (n.d.).
_SPSS statistics software._ [https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Meredith Rocchi. (2014, August 14).
_Tutorial: Introduction to SPSS_. YouTube.
[https://www.youtube.com/watch?v=SL2bZXfWQls](https://www.youtube.com/watch?v=SL2bZXfWQls)

Research By Design. (2017, November 30).
_01 How to Use SPSS – An Introduction to SPSS for Beginners_. YouTube.
[https://www.youtube.com/watch?v=_zFBUfZEBWQ](https://www.youtube.com/watch?v=_zFBUfZEBWQ)

Research By Design. (2017, December 5).
_02 Descriptive Statistics and Frequencies in SPSS – SPSS for Beginners_ [Video]. YouTube.
[https://www.youtube.com/watch?v=bapuGcjwiLQ](https://www.youtube.com/watch?v=bapuGcjwiLQ)

Aspen University. (n.d.).
_Aspen research tips._ Research Tips – Library (aspen.edu).
[https://classroom.aspen.edu/d2l/le/content/19391/Home](https://classroom.aspen.edu/d2l/le/content/19391/Home)

**## Module5JournalRubric.docx**

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Journal Question Rubric v1

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets Expectations**

**Exceeds Expectations**

**Criterion Score**

Claim/Quality of

Information

Weight: 40%

/ 8

0

points

**pts**

**)**

**(0**

Response to quiz

question is missing

or inaccurate.

Answer is inaccurate

and does not ad

–

dress the prompt.

2.5

points

**(5.6**

**pts**

**)**

Response to quiz

question is missing

key elements.

Answer is partially

inaccurate and

misses elements in

the prompt. Claims

are lacking informa

–

tion to be fully

thought out.

6.4

points

**)**

**pts**

**(6.4**

Response to quiz

question is appropri

–

ate and accurate.

Answer is appropri

–

ate and responses

to the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to quiz

question is thorough

and detailed.

Answer is clear and

concise and re

–

sponses to all as

–

pects of the prompt.

Claims are justified

and plausible.

![](https://www.sweetstudy.com/questions/journal-module-5)

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

1/3

## image1.png

**## Journal_Week_5.docx**

Reflect on this week’s readings regarding monitoring, measuring, and analyzing care quality. What are quality measures monitored at your clinical practice?

Share the relevance and importance of this indicator.

What happens if the benchmark is not obtained?

Describe the key players and the action steps to monitor this indicator's metric achievement.

**I AM IN AN AMBULATORY OUTPATIENT IN AN UNDERSERVED COMMUNITY**

**Journal Response Expectations**

**Each short-answer Journal response will be a minimum of 300 words.**

**No citation, reference, or APA style is necessary.**

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 10.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapters 13 & 14.

**Additional source**

Center for the Advancement of Research Methods and Analysis (CARMA) (Producer), & Murphy, K. (2006). Power analysis for traditional & modern hypothesis tests. [Video/DVD].
[https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests](https://video.alexanderstreet.com/watch/power-analysis-for-traditional-modern-hypothesis-tests)

Laerd Statistics. (2018).
_Descriptive and inferential statistics._ [https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php](https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php)

Madrid Software Training Solutions. (2021).
_Statistics for data science._ [YouTube].
[https://youtu.be/DEt1WhVwjuc](https://youtu.be/DEt1WhVwjuc)

Math Goodies. (2020).
_Practice exercises for introduction to statistics._ [_https://www.mathgoodies.com/lessons/vol8/practice_unit8_](https://www.mathgoodies.com/lessons/vol8/practice_unit8)

Fernandez, J. (2020). The statistical analysis t-test simply explained.
_Towards Data Science._ [_https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/_](https://towardsdatascience.com/statistical-t-test-simply-explained-b510045d69e/)

JMP Statistical Discovery.
_(2022). Statistical knowledge portal._ [https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html](https://www.jmp.com/en_us/statistics-knowledge-portal/t-test.html)

Simple Interactive Statistical Analysis. (n.d.).
_Glossary of statistical methods._ [_http://www.quantitativeskills.com/sisa/_](http://www.quantitativeskills.com/sisa/)

IBM. (n.d.).
_SPSS statistics – Overview_.
[https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Free and Open-Source Software (FOSS) Computer-Assisted Qualitative Data Analysis Software (CAQDAS). (n.d.).
_What is QualCoder?_ [https://alternativeto.net/software/qualcoder/about/](https://alternativeto.net/software/qualcoder/about/)

IBM. (n.d.).
_SPSS statistics software._ [https://www.ibm.com/products/spss-statistics](https://www.ibm.com/products/spss-statistics)

Meredith Rocchi. (2014, August 14).
_Tutorial: Introduction to SPSS_. YouTube.
[https://www.youtube.com/watch?v=SL2bZXfWQls](https://www.youtube.com/watch?v=SL2bZXfWQls)

Research By Design. (2017, November 30).
_01 How to Use SPSS – An Introduction to SPSS for Beginners_. YouTube.
[https://www.youtube.com/watch?v=_zFBUfZEBWQ](https://www.youtube.com/watch?v=_zFBUfZEBWQ)

Research By Design. (2017, December 5).
_02 Descriptive Statistics and Frequencies in SPSS – SPSS for Beginners_ [Video]. YouTube.
[https://www.youtube.com/watch?v=bapuGcjwiLQ](https://www.youtube.com/watch?v=bapuGcjwiLQ)

Aspen University. (n.d.).
_Aspen research tips._ Research Tips – Library (aspen.edu).
[https://classroom.aspen.edu/d2l/le/content/19391/Home](https://classroom.aspen.edu/d2l/le/content/19391/Home)

November 6, 2026
[Solved] Affordable Care Act Implications

✓ Verified Academic Solution Available

Executive Solution Overview

What are the specific implications of ACA that influence health professionals regardless of their practice area?

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Assignment Prompt & Instructions

What are the specific implications of ACA that influence health professionals regardless of their practice area?

November 6, 2026
[Solved] 566 week 8 Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. Include the following sections: 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. Look back at your initial post and …

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.

Include the following sections:

1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. Look back at your initial post and respond to peers and faculty that have commented.

1. Reflect on your learning experience in this course. Which concepts stood out to you and made an impact?  How do you envision using these concepts in your future nursing practice as a master’s prepared nurse?
2. Describe how course learning activities and assignments will help you achieve Program Outcome 1: Provide high-quality, safe, patient-centered care grounded in holistic health principles.
3. Describe how course assignments or activities will help you achieve ONE of the sub-competencies from the advanced-level nursing education competencies from AACN Essentials Competency 1.3 Demonstrate clinical judgment founded on a broad knowledge base.
1. 1.3d Integrate foundational and advanced specialty knowledge into clinical reasoning.
2. 1.3e Synthesize current and emerging evidence to influence practice.
3. 1.3f Analyze decision models from nursing and other knowledge domains to improve clinical judgment.
4. Provide AI and Similarity report

November 6, 2026
[Solved] 566 week 7 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions** **Step 1**: Identify your assigned client from the Week 7 Explore lesson. Your assignment is based on the first letter of your last name in the chart …

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Assignment Prompt & Instructions

Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.

**General Instructions**

**Step 1**: Identify your assigned client from the Week 7 Explore lesson. Your assignment is based on the first letter of your last name in the chart below. Review your assigned clinical application activity from the lesson. The client case link will take you to the page in the lesson where the respective case is located. Scroll to the bottom of the page to locate the client case.

**Last NameClient from Week 7 Lesson**

[Suresh Anand](https://chamberlain.instructure.com/courses/195312/pages/week-7-drugs-used-to-manage-parkinsons-disease "Week 7: Drugs Used to Manage Parkinson’s Disease") – **Rx**: selegiline (Eldepryl) 5 mg

**Step 2**: Assess the client’s case, the applicable clinical practice guideline (CPG), and the prescription writing activity for that client within the lesson.

**Step 3**: Answer the discussion prompts below with explanation and detail, providing complete references for all citations. Refer to the lesson for client information.

**Step 4**: Reply to peers with a different assigned client.

**Step 5**: Look back at your initial post and respond to peers and faculty that have commented.

Include the following sections:

1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

1. Describe your assigned client’s situation. Why are they presenting to the clinic? What medications are they currently taking?
2. Assess the applicable clinical practice guideline (CPG) for your assigned client. What treatment is recommended by the CPG for your client’s situation?
3. Discuss your personal professional assessment of the client’s situation provided in the scenario. What pharmacological treatment is necessary and why?
4. Reflect on additional questions you have about your assigned client that may influence treatment. What else do you need to know? What follow-up assessments, labs, or conversations are required to ensure optimal health outcomes?
2. **Integration of Evidence**: Integrate relevant scholarly sources as defined by [program expectationsLinks to an external site.](https://mychamberlain.sharepoint.com/:b:/r/sites/StudentResourceCenter/Shared%20Documents/Program%20Page%20Documents/NP/NP%20Program%20Expectations%20for%20Scholarly%20Resources%2012-2023.pdf?csf=1&web=1&e=7ZM9K8):

1. Cite a scholarly source in the initial post.
2. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.Include a

1. **Professionalism in Communication**: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
2. **Reference Citation**: Use current APA format to format citations and references and is free of errors.
3. Please provide AI and Similarity report

– [\
\
SureshAnand.docx](https://www.sweetstudy.com/files/sureshanand-docx "SureshAnand.docx")

November 6, 2026
[Solved] Help

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] need help

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Can someone help me for my presentation. I need to present a topic about pericare on CNA's skin assessment, woundvac, pressure ulcer prevention and Low air loss mattress care

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Assignment Prompt & Instructions

Can someone help me for my presentation. I need to present a topic about pericare on CNA's skin assessment, woundvac, pressure ulcer prevention and Low air loss mattress care

November 6, 2026
[Solved] Written case presentation question

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View attached files – [\ \ IMG_1799.png](https://www.sweetstudy.com/files/img-1799-png-10528751 "IMG_1799.png") – [\ \ IMG_1801.png](https://www.sweetstudy.com/files/img-1801-png-10528753 "IMG_1801.png") – [\ \ IMG_1798.png](https://www.sweetstudy.com/files/img-1798-png-10528755 "IMG_1798.p…

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Assignment Prompt & Instructions

View attached files

– [\
\
IMG_1799.png](https://www.sweetstudy.com/files/img-1799-png-10528751 "IMG_1799.png")
– [\
\
IMG_1801.png](https://www.sweetstudy.com/files/img-1801-png-10528753 "IMG_1801.png")
– [\
\
IMG_1798.png](https://www.sweetstudy.com/files/img-1798-png-10528755 "IMG_1798.png")
– [\
\
IMG_1803.png](https://www.sweetstudy.com/files/img-1803-png-10528757 "IMG_1803.png")
– [\
\
IMG_1802.png](https://www.sweetstudy.com/files/img-1802-png-10528759 "IMG_1802.png")
– [\
\
IMG_1800.png](https://www.sweetstudy.com/files/img-1800-png-10528761 "IMG_1800.png")

November 6, 2026
[Solved] WEEK 6 MODULE DATA ANALYSIS

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Executive Solution Overview

**Data Analysis** **Assigned Runric must be use** **files (3)** – ## miisingassignment.docx – ## Module5Assignment-RUBRIC.docx – Assignment_Week_5.docx **## miisingassignment.docx** **1. You DID NOT answer the actual dataset questions** **❌ Missing:** · Mean for each variable (age, pre-test, post…

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Assignment Prompt & Instructions

**Data Analysis**

**Assigned Runric must be use**

**files (3)**

– ## miisingassignment.docx

– ## Module5Assignment-RUBRIC.docx

– Assignment_Week_5.docx

**## miisingassignment.docx**

**1. You DID NOT answer the actual dataset questions**

**❌ Missing:**

· Mean for each variable (age, pre-test, post-test, etc.)

· Standard deviation values

· Interpretation of YOUR dataset

**✅ What YOU need to add:**

Write a paragraph that says:

· “The mean of ___ was…”

· “The standard deviation was…”

· “This means…”

👉 Right now, you
**talk about statistics**, but you don’t
**use them on the data**.

**2. No direct discussion SPSS output**

The assignment specifically says to evaluate your SPSS findings.

**❌ Missing:**

· No mention of what YOU saw in SPSS

· No interpretation of your outputs

**✅ Add:**

· What did SPSS show you?

· Any trends?

· Any surprises?

**3. “What other metrics SPSS offers?”**

You mention software, but not
**specific outputs**.

**❌ Missing:**

· Frequencies

· Graphs

· Correlations

· Confidence intervals

**✅ Add:**

A short paragraph like:

· “SPSS also provides… which helps by…”

**4. T-test explanation is TOO generic**

You explain what it is—but not clearly tied to YOUR data.

**❌ Missing:**

· Why a
**paired t-test specifically**

· Connection to
**pre vs post scores**

**✅ Add:**

· “This dataset would use a paired t-test because…”

· “It compares the same participants…”

**5. No discussion of NORMAL DISTRIBUTION**

The assignment asks:

Did it fall into a normal distribution?

**❌ Missing:**

· No mention of distribution at all

**✅ Add:**

· Are scores spread out or clustered?

· Any outliers?

· Does it
_look_ normal?

**6. No connection back to YOUR DNP project (SDSCA)**

You briefly mention it—but not strongly.

**❌ Missing:**

· Clear link between THIS assignment and YOUR project

**✅ Add:**

· “In my SDSCA project, I would use these same methods to…”

👉 This is what makes it
**DNP-level (not just homework)**

**7. Appendix is COMPLETELY missing**

This is a
**BIG point loss**.

**❌ Missing:**

· Descriptive stats screenshot

· Frequencies screenshot

· Graph screenshot

**✅ You MUST include:**

· Appendix A

· Appendix B

· Appendix C

**## Module5Assignment-RUBRIC.docx**

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Graduate Simple Essay Rubric v1

Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content Weight:

30

%

/ 30

0

points

Topic is inappropri

–

ate to assignment,

inaccurate under

–

standing of con

–

cepts, unclear and

difficult to under

–

stand; does not ad

–

dress many assign

–

ment requirements.

Information has

weak or no connec

–

tion to the assign

–

ment topic.

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demonstrate

accurate under

–

standing of con

–

cepts; mostly clear

and understandable;

lacks some of the

requirements of the

assignment descrip

–

tion and/or provides

little detail;

Information relates

to the main topic,

but few details

and/or examples are

given.

points

24

Topic is covered

completely and ap

–

propriate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and under

–

standable; ad

–

dresses all of the re

–

quirements of the

assignment descrip

–

tion, with adequate

attention to detail.

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demonstrated

in information pre

–

sented; approaches

assignment with

depth and breadth,

without redundancy,

using clear and fo

–

cused details.

| | | | | | |
| — | — | — | — | — | — |
| Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
| Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

| | | | | | |
| — | — | — | — | — | — |
| Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

Total

/ 100

Quality of

Written

Communication

Weight: 10%

/ 10

0

points

Style and voice inap

–

propriate or do not

address given audi

–

ence, purpose, etc.

Word choice is ex

–

cessively redundant,

clichéd, and unspe

–

cific. Inconsistent

grammar, spelling,

punctuation, and

paragraphing.

Surface errors are

pervasive enough

that they impede

communication of

meaning.

points

7

Style and voice are

somewhat appropri

–

ate to given audi

–

ence and purpose.

Word choice is of

–

ten unspecific,

generic, redundant,

and clichéd.

Repetitive mechani

–

cal errors distract

the reader.

Inconsistencies in

language, sentence

structure, and/or

word choice are

present.

8

points

Style and voice are

appropriate to the

given audience and

purpose. Word

choice is specific

and purposeful, and

somewhat varied

throughout. Minimal

mechanical or typo

–

graphical errors are

present, but are not

overly distracting to

the reader. Correct

sentence structure

and audience-appro

–

priate language are

used.

points

10

Style and voice are

not only appropriate

to the given audi

–

ence and purpose,

but also show origi

–

nality and creativity.

Word choice is spe

–

cific, purposeful, dy

–

namic and varied.

Free of mechanical

and typographical

errors. A variety of

sentence structures

and effective figures

of speech are used.

Writer is clearly in

command of stan

–

dard, written, aca

–

demic English.

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

1/5

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

**Assignment_Week_5.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment-week-5-docx-10532515)

**Assignment_Week_5.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment-week-5-docx-10532515)

**## miisingassignment.docx**

**1. You DID NOT answer the actual dataset questions**

**❌ Missing:**

· Mean for each variable (age, pre-test, post-test, etc.)

· Standard deviation values

· Interpretation of YOUR dataset

**✅ What YOU need to add:**

Write a paragraph that says:

· “The mean of ___ was…”

· “The standard deviation was…”

· “This means…”

👉 Right now, you
**talk about statistics**, but you don’t
**use them on the data**.

**2. No direct discussion SPSS output**

The assignment specifically says to evaluate your SPSS findings.

**❌ Missing:**

· No mention of what YOU saw in SPSS

· No interpretation of your outputs

**✅ Add:**

· What did SPSS show you?

· Any trends?

· Any surprises?

**3. “What other metrics SPSS offers?”**

You mention software, but not
**specific outputs**.

**❌ Missing:**

· Frequencies

· Graphs

· Correlations

· Confidence intervals

**✅ Add:**

A short paragraph like:

· “SPSS also provides… which helps by…”

**4. T-test explanation is TOO generic**

You explain what it is—but not clearly tied to YOUR data.

**❌ Missing:**

· Why a
**paired t-test specifically**

· Connection to
**pre vs post scores**

**✅ Add:**

· “This dataset would use a paired t-test because…”

· “It compares the same participants…”

**5. No discussion of NORMAL DISTRIBUTION**

The assignment asks:

Did it fall into a normal distribution?

**❌ Missing:**

· No mention of distribution at all

**✅ Add:**

· Are scores spread out or clustered?

· Any outliers?

· Does it
_look_ normal?

**6. No connection back to YOUR DNP project (SDSCA)**

You briefly mention it—but not strongly.

**❌ Missing:**

· Clear link between THIS assignment and YOUR project

**✅ Add:**

· “In my SDSCA project, I would use these same methods to…”

👉 This is what makes it
**DNP-level (not just homework)**

**7. Appendix is COMPLETELY missing**

This is a
**BIG point loss**.

**❌ Missing:**

· Descriptive stats screenshot

· Frequencies screenshot

· Graph screenshot

**✅ You MUST include:**

· Appendix A

· Appendix B

· Appendix C

**## Module5Assignment-RUBRIC.docx**

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Graduate Simple Essay Rubric v1

Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content Weight:

30

%

/ 30

0

points

Topic is inappropri

–

ate to assignment,

inaccurate under

–

standing of con

–

cepts, unclear and

difficult to under

–

stand; does not ad

–

dress many assign

–

ment requirements.

Information has

weak or no connec

–

tion to the assign

–

ment topic.

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demonstrate

accurate under

–

standing of con

–

cepts; mostly clear

and understandable;

lacks some of the

requirements of the

assignment descrip

–

tion and/or provides

little detail;

Information relates

to the main topic,

but few details

and/or examples are

given.

points

24

Topic is covered

completely and ap

–

propriate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and under

–

standable; ad

–

dresses all of the re

–

quirements of the

assignment descrip

–

tion, with adequate

attention to detail.

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demonstrated

in information pre

–

sented; approaches

assignment with

depth and breadth,

without redundancy,

using clear and fo

–

cused details.

| | | | | | |
| — | — | — | — | — | — |
| Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
| Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

| | | | | | |
| — | — | — | — | — | — |
| Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

Total

/ 100

Quality of

Written

Communication

Weight: 10%

/ 10

0

points

Style and voice inap

–

propriate or do not

address given audi

–

ence, purpose, etc.

Word choice is ex

–

cessively redundant,

clichéd, and unspe

–

cific. Inconsistent

grammar, spelling,

punctuation, and

paragraphing.

Surface errors are

pervasive enough

that they impede

communication of

meaning.

points

7

Style and voice are

somewhat appropri

–

ate to given audi

–

ence and purpose.

Word choice is of

–

ten unspecific,

generic, redundant,

and clichéd.

Repetitive mechani

–

cal errors distract

the reader.

Inconsistencies in

language, sentence

structure, and/or

word choice are

present.

8

points

Style and voice are

appropriate to the

given audience and

purpose. Word

choice is specific

and purposeful, and

somewhat varied

throughout. Minimal

mechanical or typo

–

graphical errors are

present, but are not

overly distracting to

the reader. Correct

sentence structure

and audience-appro

–

priate language are

used.

points

10

Style and voice are

not only appropriate

to the given audi

–

ence and purpose,

but also show origi

–

nality and creativity.

Word choice is spe

–

cific, purposeful, dy

–

namic and varied.

Free of mechanical

and typographical

errors. A variety of

sentence structures

and effective figures

of speech are used.

Writer is clearly in

command of stan

–

dard, written, aca

–

demic English.

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

1/5

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

**Assignment_Week_5.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment-week-5-docx-10532515)

**## miisingassignment.docx**

**1. You DID NOT answer the actual dataset questions**

**❌ Missing:**

· Mean for each variable (age, pre-test, post-test, etc.)

· Standard deviation values

· Interpretation of YOUR dataset

**✅ What YOU need to add:**

Write a paragraph that says:

· “The mean of ___ was…”

· “The standard deviation was…”

· “This means…”

👉 Right now, you
**talk about statistics**, but you don’t
**use them on the data**.

**2. No direct discussion SPSS output**

The assignment specifically says to evaluate your SPSS findings.

**❌ Missing:**

· No mention of what YOU saw in SPSS

· No interpretation of your outputs

**✅ Add:**

· What did SPSS show you?

· Any trends?

· Any surprises?

**3. “What other metrics SPSS offers?”**

You mention software, but not
**specific outputs**.

**❌ Missing:**

· Frequencies

· Graphs

· Correlations

· Confidence intervals

**✅ Add:**

A short paragraph like:

· “SPSS also provides… which helps by…”

**4. T-test explanation is TOO generic**

You explain what it is—but not clearly tied to YOUR data.

**❌ Missing:**

· Why a
**paired t-test specifically**

· Connection to
**pre vs post scores**

**✅ Add:**

· “This dataset would use a paired t-test because…”

· “It compares the same participants…”

**5. No discussion of NORMAL DISTRIBUTION**

The assignment asks:

Did it fall into a normal distribution?

**❌ Missing:**

· No mention of distribution at all

**✅ Add:**

· Are scores spread out or clustered?

· Any outliers?

· Does it
_look_ normal?

**6. No connection back to YOUR DNP project (SDSCA)**

You briefly mention it—but not strongly.

**❌ Missing:**

· Clear link between THIS assignment and YOUR project

**✅ Add:**

· “In my SDSCA project, I would use these same methods to…”

👉 This is what makes it
**DNP-level (not just homework)**

**7. Appendix is COMPLETELY missing**

This is a
**BIG point loss**.

**❌ Missing:**

· Descriptive stats screenshot

· Frequencies screenshot

· Graph screenshot

**✅ You MUST include:**

· Appendix A

· Appendix B

· Appendix C

**## Module5Assignment-RUBRIC.docx**

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Graduate Simple Essay Rubric v1

Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content Weight:

30

%

/ 30

0

points

Topic is inappropri

–

ate to assignment,

inaccurate under

–

standing of con

–

cepts, unclear and

difficult to under

–

stand; does not ad

–

dress many assign

–

ment requirements.

Information has

weak or no connec

–

tion to the assign

–

ment topic.

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demonstrate

accurate under

–

standing of con

–

cepts; mostly clear

and understandable;

lacks some of the

requirements of the

assignment descrip

–

tion and/or provides

little detail;

Information relates

to the main topic,

but few details

and/or examples are

given.

points

24

Topic is covered

completely and ap

–

propriate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and under

–

standable; ad

–

dresses all of the re

–

quirements of the

assignment descrip

–

tion, with adequate

attention to detail.

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demonstrated

in information pre

–

sented; approaches

assignment with

depth and breadth,

without redundancy,

using clear and fo

–

cused details.

| | | | | | |
| — | — | — | — | — | — |
| Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
| Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

| | | | | | |
| — | — | — | — | — | — |
| Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

Total

/ 100

Quality of

Written

Communication

Weight: 10%

/ 10

0

points

Style and voice inap

–

propriate or do not

address given audi

–

ence, purpose, etc.

Word choice is ex

–

cessively redundant,

clichéd, and unspe

–

cific. Inconsistent

grammar, spelling,

punctuation, and

paragraphing.

Surface errors are

pervasive enough

that they impede

communication of

meaning.

points

7

Style and voice are

somewhat appropri

–

ate to given audi

–

ence and purpose.

Word choice is of

–

ten unspecific,

generic, redundant,

and clichéd.

Repetitive mechani

–

cal errors distract

the reader.

Inconsistencies in

language, sentence

structure, and/or

word choice are

present.

8

points

Style and voice are

appropriate to the

given audience and

purpose. Word

choice is specific

and purposeful, and

somewhat varied

throughout. Minimal

mechanical or typo

–

graphical errors are

present, but are not

overly distracting to

the reader. Correct

sentence structure

and audience-appro

–

priate language are

used.

points

10

Style and voice are

not only appropriate

to the given audi

–

ence and purpose,

but also show origi

–

nality and creativity.

Word choice is spe

–

cific, purposeful, dy

–

namic and varied.

Free of mechanical

and typographical

errors. A variety of

sentence structures

and effective figures

of speech are used.

Writer is clearly in

command of stan

–

dard, written, aca

–

demic English.

4/6/26, 1:46 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

1/5

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269459/View 1/5

**Assignment_Week_5.docx**

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November 6, 2026
[Solved] US and a policy reform

✓ Verified Academic Solution Available

Executive Solution Overview

Select any state in the US and a policy reform that has been updated, revised, or reformed in the past five years. Discuss why the policy you selected is important and why it is important to you as a person and as a professional.

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Assignment Prompt & Instructions

Select any state in the US and a policy reform that has been updated, revised, or reformed in the past five years. Discuss why the policy you selected is important and why it is important to you as a person and as a professional.

November 6, 2026
[Solved] Nursing homework 6

✓ Verified Academic Solution Available

Executive Solution Overview

As we wrap up this semester in the Women's Health in NP course, my hope and goal is that this course has helped you along your professional journey and maybe even turned a few of your heads toward Women's Health as your future career. This week is simple. Please post here one fun, interesting, or ju…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

As we wrap up this semester in the Women's Health in NP course, my hope and goal is that this course has helped you along your professional journey and maybe even turned a few of your heads toward Women's Health as your future career.

This week is simple. Please post here one fun, interesting, or just super helpful fact/thing you have learned in this course. After each of you has posted, you will have a great reference of all the important things you have learned together.

November 6, 2026