Assignment Prompt & Instructions
**Literature and Evidence Review**
**files (3)**
– ## Module7Assignment7.1.docx
– ## Module7Assignment7.1RUBRIC.docx
– DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf
**## Module7Assignment7.1.docx**
**Module 7 Assignment 7.1**
**Literature and Evidence Review**
This week, you will work on crafting your literature review. Reflecting on your Evidence-Based table will be helpful to you in your synthesis of the research. Start by clustering your sources into conversations or themes. These themes may be (chronological, thematic, methodological, or theoretical). For your literature review and prepping to explain the findings, a thematic approach is an excellent way to organize your patterns. You are not writing your literature review to present an argument or to persuade your reader. Instead, you are writing to explore the relationship between X and Y through your sources. You are collecting critical sources of information about your topic (your PICOT focus) that help support your project. Synthesis enables you to move from the piles of sources you have gathered into a clean, logical exploration supporting your project proposal.
**Note: Students must have their DNP Project Chair review Chapter Two.**
**Search Strategy**
Briefly describe the search terms, databases, inclusion and exclusion criteria, and timeframe used to locate the evidence. Explain how you ensured the sources were credible and relevant to your PICOT question.
**Review of the Evidence** **Synthesize (not summarize) the findings of at least 15–30 peer-reviewed sources from the past five years. Organize your synthesis around themes or patterns found in the literature that directly support your intervention.**
**Summary of Recommendations**
Discuss the implications of the synthesized evidence and the best practice recommendations that emerge from your review. Identify how these recommendations support or inform your proposed intervention.
**Summary**
Provide a brief recap of the major findings and recommendations and how they contribute to the foundation of your DNP project. End with a clear statement on the significance of this literature review in guiding your next steps.
**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: 3000 words excluding the title, reference page, and table of evidence; 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, reference page, and table of evidence do not count toward the minimum word count for this assignment.
· References: Use the appropriate APA style in-text citations and references for all resources utilized in your passage.
**Reference**
Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 11.
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 16 & 17.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
**least 15-30 scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
**This is my DNP 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.”
**## Module7Assignment7.1RUBRIC.docx**
4/20/26, 6:13 AM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269465/View 1/5
1/5
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf-10538081)
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf-10538081)
**## Module7Assignment7.1.docx**
**Module 7 Assignment 7.1**
**Literature and Evidence Review**
This week, you will work on crafting your literature review. Reflecting on your Evidence-Based table will be helpful to you in your synthesis of the research. Start by clustering your sources into conversations or themes. These themes may be (chronological, thematic, methodological, or theoretical). For your literature review and prepping to explain the findings, a thematic approach is an excellent way to organize your patterns. You are not writing your literature review to present an argument or to persuade your reader. Instead, you are writing to explore the relationship between X and Y through your sources. You are collecting critical sources of information about your topic (your PICOT focus) that help support your project. Synthesis enables you to move from the piles of sources you have gathered into a clean, logical exploration supporting your project proposal.
**Note: Students must have their DNP Project Chair review Chapter Two.**
**Search Strategy**
Briefly describe the search terms, databases, inclusion and exclusion criteria, and timeframe used to locate the evidence. Explain how you ensured the sources were credible and relevant to your PICOT question.
**Review of the Evidence** **Synthesize (not summarize) the findings of at least 15–30 peer-reviewed sources from the past five years. Organize your synthesis around themes or patterns found in the literature that directly support your intervention.**
**Summary of Recommendations**
Discuss the implications of the synthesized evidence and the best practice recommendations that emerge from your review. Identify how these recommendations support or inform your proposed intervention.
**Summary**
Provide a brief recap of the major findings and recommendations and how they contribute to the foundation of your DNP project. End with a clear statement on the significance of this literature review in guiding your next steps.
**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: 3000 words excluding the title, reference page, and table of evidence; 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, reference page, and table of evidence do not count toward the minimum word count for this assignment.
· References: Use the appropriate APA style in-text citations and references for all resources utilized in your passage.
**Reference**
Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 11.
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 16 & 17.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
**least 15-30 scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
**This is my DNP 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.”
**## Module7Assignment7.1RUBRIC.docx**
4/20/26, 6:13 AM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269465/View 1/5
1/5
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf-10538081)
**## Module7Assignment7.1.docx**
**Module 7 Assignment 7.1**
**Literature and Evidence Review**
This week, you will work on crafting your literature review. Reflecting on your Evidence-Based table will be helpful to you in your synthesis of the research. Start by clustering your sources into conversations or themes. These themes may be (chronological, thematic, methodological, or theoretical). For your literature review and prepping to explain the findings, a thematic approach is an excellent way to organize your patterns. You are not writing your literature review to present an argument or to persuade your reader. Instead, you are writing to explore the relationship between X and Y through your sources. You are collecting critical sources of information about your topic (your PICOT focus) that help support your project. Synthesis enables you to move from the piles of sources you have gathered into a clean, logical exploration supporting your project proposal.
**Note: Students must have their DNP Project Chair review Chapter Two.**
**Search Strategy**
Briefly describe the search terms, databases, inclusion and exclusion criteria, and timeframe used to locate the evidence. Explain how you ensured the sources were credible and relevant to your PICOT question.
**Review of the Evidence** **Synthesize (not summarize) the findings of at least 15–30 peer-reviewed sources from the past five years. Organize your synthesis around themes or patterns found in the literature that directly support your intervention.**
**Summary of Recommendations**
Discuss the implications of the synthesized evidence and the best practice recommendations that emerge from your review. Identify how these recommendations support or inform your proposed intervention.
**Summary**
Provide a brief recap of the major findings and recommendations and how they contribute to the foundation of your DNP project. End with a clear statement on the significance of this literature review in guiding your next steps.
**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: 3000 words excluding the title, reference page, and table of evidence; 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, reference page, and table of evidence do not count toward the minimum word count for this assignment.
· References: Use the appropriate APA style in-text citations and references for all resources utilized in your passage.
**Reference**
Finkelman, A. (2020).
_Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531. Read chapter 11.
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 16 & 17.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at
**least 15-30 scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
**This is my DNP 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.”
**## Module7Assignment7.1RUBRIC.docx**
4/20/26, 6:13 AM Preview Rubric: Graduate Formal Research Paper 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**
Graduate Formal Research Paper Rubric v1
Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
points
8
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
10
points
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic 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 standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269465/View 1/5
1/5
**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf-10538081)