Assignment Prompt & Instructions
complete this assignment following the instructions and rubric attached.
**files (1)**
– ## wk10assignment.docx
**## wk10assignment.docx**
**Instructions:**
· Select a DNP project that uses both quantitative and qualitative methods to summarize the results from the options provided.
· Review the required Learning Resources regarding how to summarize results.
· Consider how the findings reflect the practice-focused question in the selected project.
**The Assignment**
Critique a DNP project that used both quantitative and qualitative methods and summarize the results.
Link the results of both quantitative and qualitative findings to the practice-focused question in the DNP project.
Your Assignment should total no more than 5-7 pages, plus your title page and reference page.
Required Resourses: (Quality improvement project assignment options)
· Frazier, M. C. (2023).
[Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872)(Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.
· Karamichos, S. (2023).
[The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.
· Rampersad, M. (2023).
[Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/
· Document:
Simons, A. (2023).
[Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326/download?download_frd=1). Walden University.
Required readings: (at least 3 references)
· Bangura, F. (2024).
[Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.
· Khoja, A., & Moosa, L. (2023).
[Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.
· Tzeng, H.-M., & Yin, C.-Y. (2017).
[A multihospital survey on effective interventions to prevent hospital falls in adults\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.
Rubric:
| | | |
| — | — | — |
| Critiqued the results of the quantitative methods used in the selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the patient care delivery gap or problem. The response comprehensively and clearly includes metrics and data for support.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the patient care delivery gap or problem. The response clearly includes metrics and data for support.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the patient care delivery gap or problem. The response inaccurately or vaguely includes metrics and data for support.<br> <br>**38 to >0 ptsPoor** The response vaguely or inaccurately describes the patient care delivery gap or problem, or it is missing. The response includes inaccurate and vague metrics and data, or it is missing. | 68 pts |
| This criterion is linked to a Learning OutcomeSummarized results of the qualitative methods used in a selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and appropriate examples that fully support the identification.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and accurate examples that support the identification.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the gap or problem by addressing the type of indicators. The response includes inaccurate and irrelevant examples that may support the identification.<br> <br>**38 to >0 ptsPoor** The response inaccurately and vaguely describes the gap or problem by addressing the type of indicators, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing. | 68 pts |
| This criterion is linked to a Learning OutcomeIdentified the connection between the results of the findings and the practice-focused questions in the DNP project. | **34 to >29.0 ptsExcellent** The response comprehensively and clearly identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**29 to >27.0 ptsGood** The response includes examples that support the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**27 to >26.0 ptsFair** The response inaccurately or vaguely identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**26 to >0 ptsPoor** The response does not describe the connection between the results of the findings and the practice-focused question/s in the scholarly project. | 34 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **10 to >8.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**8 to >7.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**7 to >6.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**6 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 10 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation | **10 to >8.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 10 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **10 to >8.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 10 pts |
Total Points: 200
**## wk10assignment.docx**
**Instructions:**
· Select a DNP project that uses both quantitative and qualitative methods to summarize the results from the options provided.
· Review the required Learning Resources regarding how to summarize results.
· Consider how the findings reflect the practice-focused question in the selected project.
**The Assignment**
Critique a DNP project that used both quantitative and qualitative methods and summarize the results.
Link the results of both quantitative and qualitative findings to the practice-focused question in the DNP project.
Your Assignment should total no more than 5-7 pages, plus your title page and reference page.
Required Resourses: (Quality improvement project assignment options)
· Frazier, M. C. (2023).
[Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872)(Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.
· Karamichos, S. (2023).
[The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.
· Rampersad, M. (2023).
[Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/
· Document:
Simons, A. (2023).
[Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326/download?download_frd=1). Walden University.
Required readings: (at least 3 references)
· Bangura, F. (2024).
[Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.
· Khoja, A., & Moosa, L. (2023).
[Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.
· Tzeng, H.-M., & Yin, C.-Y. (2017).
[A multihospital survey on effective interventions to prevent hospital falls in adults\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.
Rubric:
| | | |
| — | — | — |
| Critiqued the results of the quantitative methods used in the selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the patient care delivery gap or problem. The response comprehensively and clearly includes metrics and data for support.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the patient care delivery gap or problem. The response clearly includes metrics and data for support.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the patient care delivery gap or problem. The response inaccurately or vaguely includes metrics and data for support.<br> <br>**38 to >0 ptsPoor** The response vaguely or inaccurately describes the patient care delivery gap or problem, or it is missing. The response includes inaccurate and vague metrics and data, or it is missing. | 68 pts |
| This criterion is linked to a Learning OutcomeSummarized results of the qualitative methods used in a selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and appropriate examples that fully support the identification.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and accurate examples that support the identification.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the gap or problem by addressing the type of indicators. The response includes inaccurate and irrelevant examples that may support the identification.<br> <br>**38 to >0 ptsPoor** The response inaccurately and vaguely describes the gap or problem by addressing the type of indicators, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing. | 68 pts |
| This criterion is linked to a Learning OutcomeIdentified the connection between the results of the findings and the practice-focused questions in the DNP project. | **34 to >29.0 ptsExcellent** The response comprehensively and clearly identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**29 to >27.0 ptsGood** The response includes examples that support the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**27 to >26.0 ptsFair** The response inaccurately or vaguely identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**26 to >0 ptsPoor** The response does not describe the connection between the results of the findings and the practice-focused question/s in the scholarly project. | 34 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **10 to >8.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**8 to >7.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**7 to >6.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**6 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 10 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation | **10 to >8.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 10 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **10 to >8.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 10 pts |
Total Points: 200