Assignment Prompt & Instructions
**files (4)**
– ## Assignment_Week_6.docx
– ## Module6RUBRIC-DNP860.docx
– MODULE2WEEK2.docx
– DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf
**## Assignment_Week_6.docx**
**Assignment Description:**
**Research Study Database Essay**
Pivoting off your Module 2 PICOT development, conduct a deeper dive into the evidence. Working systematically (using your database filtering skills and keeping track of your steps), select a minimum of 10 research studies that support your project gap. These studies will become part of your literature review write-up for your final assignment and will be the foundation for the Chapter Two section of your manuscript.
Refer to the article, Critical Appraisal of the Evidence: Part III as a guide in completing the Evidence-Based table. For your convenience, the table has been extracted as a word document.
**Complete the Table of Evidence activity by following these instructions:**
· Using reliable databases, create a filter for (original data only) scholarly literature (peer-reviewed) and primary and secondary sources no older than five years.
· Essay:
· Restate your refined PICOT question.
· Explain the key terms you used to conduct your dive, what databases you used, and what your findings were. What steps did you take to narrow down your search? What are your next steps? What more do you need to do to continue your literature search to inform your Chapter Two Literature Review?
·
· Evidence-Based Table: Enter data from 10 of the most appropriate studies to support your scholarly project using the provided word document table. Include each of your scholarly selections in the Reference page.
· Do your best to critique the studies as you complete your Evidence-Based Table. Be detailed as this content is what you pull from to write your Literature Review for Chapter Two. Please see the YouTube video to help you navigate having both portrait and landscape in one document.
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3)
**Start by reading and following these instructions:**
1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.
**The following specifications are required for this assignment:**
·
**Length:** 2000-words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Your submission should have a title page, introduction (with purpose statement), body, conclusion, reference page and the table listed as an appendix after your reference page. Formatting should follow the APA style. The title page and reference page do not count toward the minimum word count for this assignment.
·
**References:**
Use the appropriate APA style. All of your selected sources used in the table should be listed in the reference section.
**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**
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 chapter 15.
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 chapter 15.
**Additional Resources**
Top Tip Bio. (2021).
_How to landscape one page_ [Video]. YouTube
[https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
_The American Journal of Nursing, 110_(11), 43–51.
[https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)
O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
_StatPearls_.
[https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)
Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
_American Journal of Nursing, 110_(11).
[https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)
**## Module6RUBRIC-DNP860.docx**
4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom
4/12/26, 8:43 PM 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.
4/12/26, 8:43 PM 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**
4/
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/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/6269462/View 1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5
**MODULE2WEEK2.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2week2-docx-10532565)
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf)
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf)
**## Assignment_Week_6.docx**
**Assignment Description:**
**Research Study Database Essay**
Pivoting off your Module 2 PICOT development, conduct a deeper dive into the evidence. Working systematically (using your database filtering skills and keeping track of your steps), select a minimum of 10 research studies that support your project gap. These studies will become part of your literature review write-up for your final assignment and will be the foundation for the Chapter Two section of your manuscript.
Refer to the article, Critical Appraisal of the Evidence: Part III as a guide in completing the Evidence-Based table. For your convenience, the table has been extracted as a word document.
**Complete the Table of Evidence activity by following these instructions:**
· Using reliable databases, create a filter for (original data only) scholarly literature (peer-reviewed) and primary and secondary sources no older than five years.
· Essay:
· Restate your refined PICOT question.
· Explain the key terms you used to conduct your dive, what databases you used, and what your findings were. What steps did you take to narrow down your search? What are your next steps? What more do you need to do to continue your literature search to inform your Chapter Two Literature Review?
·
· Evidence-Based Table: Enter data from 10 of the most appropriate studies to support your scholarly project using the provided word document table. Include each of your scholarly selections in the Reference page.
· Do your best to critique the studies as you complete your Evidence-Based Table. Be detailed as this content is what you pull from to write your Literature Review for Chapter Two. Please see the YouTube video to help you navigate having both portrait and landscape in one document.
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3)
**Start by reading and following these instructions:**
1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.
**The following specifications are required for this assignment:**
·
**Length:** 2000-words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Your submission should have a title page, introduction (with purpose statement), body, conclusion, reference page and the table listed as an appendix after your reference page. Formatting should follow the APA style. The title page and reference page do not count toward the minimum word count for this assignment.
·
**References:**
Use the appropriate APA style. All of your selected sources used in the table should be listed in the reference section.
**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**
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 chapter 15.
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 chapter 15.
**Additional Resources**
Top Tip Bio. (2021).
_How to landscape one page_ [Video]. YouTube
[https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
_The American Journal of Nursing, 110_(11), 43–51.
[https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)
O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
_StatPearls_.
[https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)
Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
_American Journal of Nursing, 110_(11).
[https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)
**## Module6RUBRIC-DNP860.docx**
4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom
4/12/26, 8:43 PM 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.
4/12/26, 8:43 PM 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**
4/
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/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/6269462/View 1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5
**MODULE2WEEK2.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2week2-docx-10532565)
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf)
**## Assignment_Week_6.docx**
**Assignment Description:**
**Research Study Database Essay**
Pivoting off your Module 2 PICOT development, conduct a deeper dive into the evidence. Working systematically (using your database filtering skills and keeping track of your steps), select a minimum of 10 research studies that support your project gap. These studies will become part of your literature review write-up for your final assignment and will be the foundation for the Chapter Two section of your manuscript.
Refer to the article, Critical Appraisal of the Evidence: Part III as a guide in completing the Evidence-Based table. For your convenience, the table has been extracted as a word document.
**Complete the Table of Evidence activity by following these instructions:**
· Using reliable databases, create a filter for (original data only) scholarly literature (peer-reviewed) and primary and secondary sources no older than five years.
· Essay:
· Restate your refined PICOT question.
· Explain the key terms you used to conduct your dive, what databases you used, and what your findings were. What steps did you take to narrow down your search? What are your next steps? What more do you need to do to continue your literature search to inform your Chapter Two Literature Review?
·
· Evidence-Based Table: Enter data from 10 of the most appropriate studies to support your scholarly project using the provided word document table. Include each of your scholarly selections in the Reference page.
· Do your best to critique the studies as you complete your Evidence-Based Table. Be detailed as this content is what you pull from to write your Literature Review for Chapter Two. Please see the YouTube video to help you navigate having both portrait and landscape in one document.
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3)
**Start by reading and following these instructions:**
1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.
**The following specifications are required for this assignment:**
·
**Length:** 2000-words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Your submission should have a title page, introduction (with purpose statement), body, conclusion, reference page and the table listed as an appendix after your reference page. Formatting should follow the APA style. The title page and reference page do not count toward the minimum word count for this assignment.
·
**References:**
Use the appropriate APA style. All of your selected sources used in the table should be listed in the reference section.
**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**
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 chapter 15.
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 chapter 15.
**Additional Resources**
Top Tip Bio. (2021).
_How to landscape one page_ [Video]. YouTube
[https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
_The American Journal of Nursing, 110_(11), 43–51.
[https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)
O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
_StatPearls_.
[https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)
Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
_American Journal of Nursing, 110_(11).
[https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)
**## Module6RUBRIC-DNP860.docx**
4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom
4/12/26, 8:43 PM 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.
4/12/26, 8:43 PM 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**
4/
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/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/6269462/View 1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5
**MODULE2WEEK2.docx**
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**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
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