Category: Nursing

PICO(T) Question Examples – NR439 EBP Essay Assignment Papers

Read each case study and construct a PICO(T) formatted question. After you are finished, next is the answer which is our expert’s clinical question. There may be more than one right answer, so do not be discouraged. However, this is a great guide on how to formulate  PICO(T) questions.

Case 1, part 1

A nurse who works in a nursing home has noticed that many of the elderly male residents who develop heart failure also have a history of myocardial infarction (heart attack). The nurse is aware that all of these men are on Medicaid. The nurse wonders if there is any relationship between these factors. Type a clinical question that pertains to this case.

Answer:

The expert’s question is: Are elderly male residents on Medicaid with a history of myocardial infarction more likely to experience heart failure? Was your answer similar to the expert’s? Remember, there may be more than one right answer.

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2. Case 1, part 2

Review the expert’s clinical question. Are elderly male residents on Medicaid with a history of myocardial infarction more likely to experience heart failure? Identify the PICO(T) elements that are in the clinical question.

Answer:

The expert answers are below:

P = elderly male residents on Medicaid

I = history of myocardial infarction

C = no history of myocardial infarction

O = occurrence of heart failure

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

 

Case 1, part 3 

Review the expert’s PICO elements.

P = elderly male residents on Medicaid

I = history of myocardial infarction

C = no history of myocardial infarction

O = occurrence of heart failure T = no time element in this question

What search terms would you consider that are likely to match terms in the database?

Answer:

The expert’s key terms for each element are below: P = male residents on Medicaid = Medicaid; limits or options could be set for the male gender and an older age group I = history of myocardial infarction = myocardial infarction C = no history of myocardial infarction = The term “myocardial infarction” has already been entered. Adding the word “no” would not add anything meaningful to the search; therefore, you should leave this blank. O = occurrence of heart failure = heart failure T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.

Conduct a search using these terms in EBSCO/CINAHL and PubMed/Medline to find research-based evidence. Did you find research reports that could guide your decision making? If not, how could you adjust the search terms to obtain relevant results.

 

Case 2, part 1 

An occupational health nurse is developing a program to help employees stop smoking. The nurse would like to offer options proven effective by research-based evidence and wonders if alternative approaches, such acupuncture or hypnosis, should be included. Type a clinical question that pertains to this case.

Answer:

Are alternative approaches, such as hypnotic sessions or acupuncture treatments, effective in helping adults stop smoking cigarettes? Was your clinical question similar to the expert’s? Remember, there may be more than one right answer.

 

Case 2, part 2

Review the expert’s clinical question, and identify the PICO(T) elements: Are alternative approaches, such as hypnotic sessions or acupuncture treatments, effective in helping adults stop smoking cigarettes?

Answer:

The expert answers are below:

P = adults who smoke cigarettes

I = hypnosis sessions or acupuncture treatments

C = no treatments

O = stop smoking

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.

 

Case 2, part 3

Review the expert’s PICO(T) elements.

P = adults who smoke cigarettes

I = hypnosis sessions or acupuncture treatments

C = no treatments

O = stop smoking

T = no time element in this question

What terms would you consider using when searching that are likely to match the database?

Answer:

The expert’s key terms for each element are below:

P = adults who smoke cigarettes = limits or options could be set for the age group adults; smoking is already in the Outcome and does not need to be repeated as a key term here.

I = hypnosis sessions = hypnosis; acupuncture treatments = acupuncture

C = no treatments = cold turkey

O = stop smoking = smoking cessation

T = no time element in this question How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

Conduct a search using these terms in EBSCO/CINAHL and PubMed/Medline to find research-based evidence. Did you find research reports that could guide your decision making? If not, how could you adjust the search terms to obtain relevant results.

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Case 3, part 1

The nurse manager of a unit with surgical patients receives a retrospective chart audit that indicates a rising incidence of falls. The nurse manager just read an article in a nursing magazine about nursing rounds and wonders whether nursing rounds would be a useful approach to reduce patient falls. Type a clinical question that pertains to this case.

Answer:

The expert’s clinical question is: Do nursing rounds reduce the number of falls in hospitalized surgical patients? Was your clinical question similar to the expert’s? Remember, there may be more than one right answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.

 

Case 3, part 2

Review the expert’s clinical question, and identify the PICO(T) elements: Do nursing rounds reduce the number of falls in hospitalized surgical patients?

Answer:

The expert answers are below:

P = hospitalized surgical patients

I = nursing rounds

C = Silent or absent. It is assumed that all nurses make rounds, but they are not the type under investigation; therefore, the answer “no nursing rounds” is inappropriate. Leave the Comparison element “silent” or “absent.”

O = reduced number of falls

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

 

Case 3, part 3:

Review the expert’s PICO elements.

P = hospitalized surgical patients

I = nursing rounds

C = Silent or absent. It is assumed that all nurses make rounds, but they are not the type under investigation; therefore, the answer “no nursing rounds” is inappropriate. Leave the Comparison element “silent” or “absent.”

O = reduced number of falls

T = no time element in this question

What search terms would you consider that are likely to match terms in the database?

Answer:

The expert’s key terms for each element are below:

P = hospitalized surgical patients = The P is the last element searched. If you find you have too many returns by searching on just the I and the O, consider entering “hospital” as a key term. Avoid “patient,” as it is generic and would not lead to more relevant returns.

I = nursing rounds = nursing rounds

C = silent = no key term

O = reduced number of falls = falls; accidental falls

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

Conduct a search using these terms in CINAHL and Medline to find research-based evidence. Did you find research reports that could guide your decision making? PICO(T) Question Examples – NR439 EBP Essay Assignment Papers

Introduction to Evidence-Based Practice in Nursing

Introduction to EBP and the Role of Research

What is Nursing Research?

According to your text, “Nursing research is a systematic process of inquiry that uses rigorous guidelines to produce unbiased, trustworthy answers to questions about nursing practice” (Houser, 2018, p. 5). Nursing research strives to understand phenomena that impact health, seeks solutions to problems, tests approaches to improving nursing care, and generates new knowledge to further our profession.

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Evolution of Nursing Research

Nursing research has a long history beginning with Florence Nightingale, a British nurse who championed the use of scientific inquiry to guide nursing practice during the Crimean War. Nightingale employed statistical methods to show that better food, hygiene, and sanitation could reduce morbidity and mortality among the soldiers. Nightingale is recognized as one of the first nurses to utilize evidence as a base for her practice. In addition, she popularized the use of the polar area diagram, a form of pie chart, to depict her statistics; as a result, Nightingale was inducted into the Statistical Society of London.

Several decades passed before nursing would create a significant body of research. Today, the National Institute of Nursing Research (NINR) promotes the health of all Americans through nursing research funding and training. The NINR is a leader in promoting high priority areas of science.

Nurses may assume a variety of roles related to nursing research. Some nurses are consumers of research findings and utilize them to improve nursing practice where they work. Others share research knowledge with colleagues and participate in research-related activities or research projects, and yet another group act as principle investigators to produce research and publish the findings.

Many colleges and universities employ faculty who are engaged in nursing research. Regional, national, and international nursing organizations offer membership to nurses who wish to share their interest in research, including Sigma Theta Tau International, the Western Institute of Nursing, and the Eastern, Southern, and Midwest Nursing Research Societies. Introduction to Evidence-Based Practice in Nursing.

Evidence-Based Practice

Research yields evidence upon which nurses may base their practice (i.e., evidence-based practice). Evidence-based practice is “The use of the best scientific evidence, integrated with clinical experience and incorporating patient values and preferences in the practice of professional nursing care” (Houser, 2018, p. 12). The movement to base practice on evidence began in the early 1990s and has become a worldwide standard not only for nursing but also for many other health disciplines. Introduction to Evidence-Based Practice in Nursing.

Levels of Evidence

Level of Rating

Type of Study

Level I

Multiple randomized controlled trials (RCTs) reported as meta-analysis, systematic review, or metasynthesis, with results that consistently support a specific intervention or treatment

Randomized trials with large sample sizes and large effect sizes

Level II

Evidence from well-designed controlled studies, either randomized or nonrandomized, with results that consistently support a specific intervention or treatment

Level III

Evidence from studies of intact groups

Ex-post-facto and causal-comparative studies

Case-control or cohort studies

Evidence obtained from time series with and without an intervention

Single experimental or quasi-experimental studies with dramatic effect sizes

Level IV

Evidence from integrative reviews

Systematic reviews of qualitative or descriptive studies

Theory-based evidence and expert opinion

Peer-reviewed professional organization standards with supporting clinical studies

Review and rating of the evidence should result in recommendations for practice, with the strength of these recommendations being commensurate with the level of evidence and the quality of the study. Introduction to Evidence-Based Practice in Nursing.

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Sources of Evidence

Decision making does not always rely on research or scientific investigation. The evidence pyramid reveals the sources of evidence that nurses use to make decisions and to solve problems.

Routine, day-to-day decisions involved in traditional problem solving rely on experience, expert advice, and standards of care, but what about those situations where the answer to your question is not obvious or well-understood? Maybe you and your colleagues have little experience with the situation, or you recognize that current practice is not working. Now, you are faced with a significant problem where trial and error or untested ideas prove unreliable. Instead, you turn to research-based evidence for guidance.Introduction to Evidence-Based Practice in Nursing.

Exercise: Levels of Evidence

Determine the definition of each of the levels of evidence.

Level I

Multiple randomized controlled trials (RCTs) reported as meta-analysis, systematic review, or metasynthesis, with results that consistently support a specific intervention or treatment

Randomized trials with large sample sizes and large effect sizes

Level II

Evidence from well-designed controlled studies, either randomized or nonrandomized, with results that consistently support a specific intervention or treatment

Level III

Evidence from studies of intact groups

Ex-post-facto and causal-comparative studies

Case-control or cohort studies

Evidence obtained from time series with and without an intervention

Single experimental or quasi-experimental studies with dramatic effect sizes

Level IV

Evidence from integrative reviews

Systematic reviews of qualitative or descriptive studies

Theory-based evidence and expert opinion

Peer-reviewed professional organization standards with supporting clinical studies

Finding Research-Based Evidence—Writing Searchable Questions

As you engage in nursing practice, you may find yourself reflecting on a situation where evidence is needed to practice safe, effective, and efficient nursing. Evidence can form the basis of best practices for:

the nursing care process, including assessment, diagnosis, planning, implementation, and evaluation;

policies and procedures that are tested and found to be effective;

patient-care management tools, such as care maps and critical pathways;  and

the care of the individual patient.

As you consider the who, what, where, when, why, and how of the situation, you begin to formulate a clinical question that addresses these queries. Introduction to Evidence-Based Practice in Nursing.

The PICO(T) format is a way to develop a clinical question that lends itself to searching for evidence. PICO(T) is an acronym for

P
 = population of interest

I
 = intervention of interest

C
 = comparison of interest

O
 = outcome of interest

T
 = time

All of the PICO(T) elements may not be present in every clinical question. For example, the T (time) may not be relevant or there may be no C (comparison of interest). Introduction to Evidence-Based Practice in Nursing.

In quantitative research that has an experimental design, you will find interventions (I), and perhaps comparisons, (C) that are independent variables. The outcomes (O) are dependent variables. Variables will be discussed in more detail later in the course.

Once you have formulated your clinical question and determined the PICO(T) elements, the next step is to identify key terms that reflect the elements. The key terms are the actual words or phrases that you will use to search the indices, databases, and search engines. The goal is to select key terms that will likely match those terms that the authors assigned to relevant research reports. Introduction to Evidence-Based Practice in Nursing.

The following diagram illustrates how the search for evidence mirrors the research process. Notice that the place where both processes connect is at the key terms.

 

Summary

This lesson introduced you to evidence-based practice and the basic concepts associated with EBP. The lesson defined nursing research and its evolution, followed by a description of evidence-based practice and its relationship to nursing research. The lesson concluded with a review of how to find sources of evidence by shaping searchable clinical questions using the PICO(T) format.

Introduction to Evidence-Based Practice in Nursing. Houser, J. (2018). 
Nursing research: Reading, using, and creating evidence
 (4th ed.). Sudbury, MA: Jones and Bartlett.

Heritage Assessment Tool Assignment

The learning activity and corresponding assignment in this topic   requires students to perform a heritage assessment with families   selected by students from their local communities.

Click on 
http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf
   in order to access the “Heritage Assessment Tool.”

Interview three families from different cultures. One family should   be from your own culture. Compare the differences in health traditions   between these cultures. Heritage Assessment Tool Assignment.

Assess the three families using the “Heritage Assessment   Tool.” In 1,000-1,500 words, discuss the usefulness of applying a   heritage assessment to evaluate the needs of families and develop   plans for health maintenance, health protection, and health   restoration. Include the following:

Perform a heritage assessment on three families. One of these     families should be from your own culture.

Complete the     “Heritage Assessment Tool” for each of the three families     interviewed and submit the three assessments to:     RNBSNclientcare@gcu.edu. You are not required to include the tool in     your LoudCloud submission.

Identify common health     traditions based on cultural heritage. Evaluate and discuss how the     families subscribe to these traditions and practices. Address health     maintenance, health protection, and health restoration as they     relate to your assessment. Heritage Assessment Tool Assignment.

Prepare this assignment according to the guidelines found in the APA   Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to   beginning the assignment to become familiar with the expectations for   successful completion. Heritage Assessment Tool Assignment

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

Answer the following questions. APA format. Include citation from Kouzes and Posner for question 4.

For question 2, my myers briggs personality is INJT and for color personality is Gold, I attached what the meaning of Gold is.

Assignment instructions

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Make a list of four or five experiences from the past that have been  “turning points” for you- experiences that have truly influenced the  direction you have taken in your life. These experiences can be from  twenty years ago, or from the present.  The importance is that they made  a real difference in your life. Describe each experience in a few  words.

Now review the experiences in your list. Do you see a pattern?  Is  there a common theme?  What is the pattern?  What are the themes?  What  do they tell you about what creates meaning for you?  How does this  relate to your Myers Briggs and Colorful Personality inventories?

Imagine that you are attending a dinner given by your colleagues to  honor you as “Leader of the Year”. One after another, your colleagues  and your family talk about the contributions you have made to the  organization and the community.  What do you hope they will say about  you?

Are you clear about your organization’s vision? If not, where do you  need clarity, and how are you going to find it?  What if there is a  conflict?  How will you deal with that? What does Kouzes and Posner say  about vision?

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

COLORFUL PERSONALITIES

Create an understanding of who you really are

Put words to feelings and stresses

Celebrates uniqueness and talents

Gives a general idea of what your personality style is all about

Understand other’s differences to achieve effective communication

 

GOLDS

Believe in following through on commitments; dependable, prepared, punctual

Loyal; understand what is right and wrong in life

Value home, family, traditions

Faithful and caring friend; loves helping others and fulfilling sense of belonging

Plan things out carefully and orderly in concrete steps to see things through to completion

Sense of duty and responsibility; taken very seriously

Go the extra mile

Work on one project, fully complete it well then move to next one

Good team players

Organized; make lists

Strict rule followers-follow policies

Not risk takers, conservative

Practical, detail-oriented

Get stressed by mess and clutter

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

 

BLUES

Idealist, intuitive

Seek harmony; easily connects with others

Love team work; everything revolves around relationships

Always looks for good in others

Excellent caregivers, mediators, peacemakers

Often get taken advantage of; deeply affected by criticism, harsh words, cruelty

Heart on their sleeve; spiritual

Follow their heart

Sacrifice own wishes to accommodate others

Good listeners

Positive and optimistic

Work on touching peoples lives and having a positive impact

Cannot be phony or insincere

Strong need to feel included

Needs to express when feelings are hurt

Forgive but never forget

Frequently say “I’m  sorry” even if not their fault

The Peacemakers

 

ORANGES

Enjoy being noticed and recognized

Have to have latest & greatest & coolest stuff

Trendsetters

Love back and forth interactions

May make lots of money but spend it quickly

Act on impulse

Love physical activity; competitive

Challenge boundaries and the status quo

Love speed and action, adventure, excitement

Multi-takers; keep moving to keep from getting bored

Plan at last minute; may give others ulcers but doesn’t give self one

Wing it; play it by ear; see what happens

Creative; artistic; no fear

Anything is possible

Like challenges

Not usually on time but stays late

Don’t like to sit for long periods of time

Name droppers

“Just do it”  “Go for it”  “Get over it”

 

GREENS

Leaders, not followers

Always want to learn and grow

Love learning

Trend setters

Think things through, look at consequences, possibilities, implications

Above average intellectually

Information is power

Like to teach and train others what they have learned

Like to be well prepared; research a topic and analyze it

Logical thought process, options research and defendable

Always thinking

Content watching from sidelines; participating drains energy level

Wants to understand how their piece fits in the big picture

Communication via Email-gives them time to think things through and reply on their own schedule

Everything spelled correctly, good grammar

Research big purchases; own the latest gadgets

Don’t like to repeat things

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

Summarize

Research today on nursing turnover rates are focused on the causes and prevention, but not many studies are geared towards hospitals dealing with the results of nursing turnover rates and shortages. (Havens
et al.
, 2013, 928) Researchers Havens
et al
argue that increasing work engagement (vigor, dedication, and absorption) can help improve the quality of patient care which can be greatly impacted by nursing shortages. In addition, nurses in the workforce today can be categorized by generation which can help administrations design strategy for enhancement of work engagement. (Havens
et al.
, 2013, 928-929)

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            Researchers Havens
et al
.
conducted a descriptive, correlational quantitative study
. Non-experimental, cross-sectional surveys were distributed to 747 nurses from 5 rural hospitals in Pennsylvania. Each participant was grouped according to their generational cohort (e.g. Veterans, Baby Boomers, Generation X, and Generation Y). (Havens
et al.
, 2013, 929-930) The results showed that work engagement differed throughout cohorts with Veterans as the most engaged and Generation X as the least engaged. (Havens
et al.
, 2013, 935-936). NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

 

Assess

Little research is done on nurse work engagement and how it may vary across generations, and this study adds knowledge to the existing literature on turnover rates and how to manage with it. In addition, more knowledge on dealing with work engagement in different generations provides a strategy to improve the practice environments at an administrative level. (Havens
et al.
, 2013, 928) The tools that were used in this study included Utrecht Work Engagement Scale (UWES-9), Decisional Involvement Scale (DIS), Relational Coordination Scale (RCS), and Practice Environment Scale of the Nursing Work Index were used, and the Cronbach’s alpha showed they were valid; these tools were also used in previous studies by other researchers. (Havens
et al.
, 2013, 930-931) The researchers all had PhDs which meant they knew how to conduct research. In addition, it included the common elements of a research article such as an introduction, methods, design, results, discussion and conclusion.

Unfortunately, research was conducted on only one state, which makes generalizing the evidence difficult; this is a limitation of the study. And, the level of education of the participants were not tested as well, which can be considered an extraneous variable. (Havens
et al.
, 2013, 936) Overall, the researchers described and compared work engagement at a generational level, provided predictors of work engagement (e.g. tenure, practice environment, relational coordination), and advised on approaches to improve practice environment which is the main predictor across all generations.

The research article on work-to-family conflict by Chen
et al.
is very different from this article written by Havens
et al
. The previous article addressed the cause of turnover intention (job satisfaction, conflict at home), while the latter study focused on the solution (increase work engagement) in the presence of such an issue as high turnover rates. Nonetheless, both studies were conducted by respectable individuals, and their efforts provide more understanding on turnover rates that can be used in clinical practice. NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography.

Reflect

More perspective was gained by reading this article. Turnover rates seemed like an impossible issue, but with more engaged nurses the issue doesn’t seem as grave and this study helped me to understand that. Also, I was planning on discussing the different causes of turnover rates, but with more evidence I will be able to share the effect and possible interventions to high turnover rates; my project will be altogether more well-rounded. Overall, the direction of my project is slightly changed but nonetheless the same.

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

Reference

Chen, I.-H., Brown, R., Bowers, B. J., & Chang, W.-Y. (2015). Work-to-family conflict as a mediator of the relationship between jaob satisfaction and turnover intention.
Journal of Advanced Nursing
, 2350-2361.

Sullivan Havens, D., Warshawsky, N. E., & Vasey, J. (2013). RN work engagement in generational cohorts: the view from rural US hospitals.
Journal of Nursing Management
, 927-939.

 

 

 

 

Department of Nursing

NURS 389 Nursing Research and Evidence-based Practice

 

Annotated Bibliography Grading Criteria

 

Student’s Name: ___________________________________  Date ______________

 

Professor: ____________________________________________________________

 

Grading Criteria

Possible Points

Student’s Score

I.                 
Format

10

 

A.    Title page that includes name, topic, course title, date, instructor.

 

1

.8

B.     Structure

1. Neatly typewritten

2. Spelling and grammar

3. Logical topic development

 

5

5

C.     Length (1 – 2 page[s] not counting title page)

 

2

2

D.    APA general formatting rules and citations throughout paper

 

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

 

2

2

II.              
Content

 

 

A. Summarize
:

 

1. What are the main arguments?

2. What type of research & design?

3. What is the point of this article? What topics are covered?

·         If someone asked what this article is about, what would you say?

 

30

30

B.    
Assess
:

1.      How is this a useful source?

2.      How does it compare with other sources in your bibliography?

3.      Is the information reliable?  p. 323 – 324

2.What are possible extraneous variables and limitations? p. 37-38, 154

3.What is the goal (objective statement) of this source? How do the findings describe meeting (or not meeting) this goal?

 

25

25

C.   
Reflect
:

 

1.  How it fits into your research.

2.  How this source is helpful to your RU project.

§  Specific contributions in helping shape your argument.

2.       Ways this article has changed how you think about your topic.

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

25

25

III.            
References

10

10

1.APA style

2. Article criteria:
< 5 years, nurse authored, peer 3.Reviewed, USA published   Only obligatory: an empirical research reference is the article itself – reference at top of bibliography per example on OWL website. Please use headings as reflected in A, B, & C.         Total Points 100 99.8   APA format reference that you may use for free: https://owl.english.purdue.edu/owl/resource/560/01/   It is recommended that you upload your paper into Turnitin on D2L to check for plagiarism prior to submission to your professor.  Also, to check for correct grammar, use the Grammar Tutor on D2L.   Professor’s comments: ________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

Data Collection and Measurement Assignment

Access the following information. You may read the PDF online or download it.

American Nurses Association. (2014). 
Fast facts: The nursing workforce 2014: Growth, salaries, education, demographics & trends
. ANA. 
http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/Fast-Facts-2014-Nursing-Workforce.pdf
 (Links to an external site.)
Links to an external site.

Review these facts, and describe what the results say about this sample of the nursing workforce.

What do you believe was the intent of the researcher who designed the survey?

The next process for our study is to collect data. The research design will indicate the best data to be collected. The tools that we use to collect data need to be reliable and valid. Define these terms with respect to research, and explain why they are important.

Consider data collection and measurement methods for your nursing clinical issue. Explain how you would collect data and what measurement methods you would use. Data Collection and Measurement Assignment

Module 4 – Case

HEALTH CARE OPERATIONS AND QUALITY

Assignment Overview

According to the Agency for Healthcare Research and Quality (2002), “a central goal of healthcare quality improvement is to maintain what is good about the existing healthcare system while focusing on the areas that need improvement” (para. 2). This assignment will familiarize you with the quality improvement (QI) approaches and models that health care administrators can effectively apply.

Case Assignment

Use the library to
access the following book: 
The healthcare quality book: vision, strategy, and tools. 
 Review Chapter 4, 
Quality Improvement: Foundation, Processes, Tools, And Knowledge Transfer Techniques
. There are six approaches/models of quality improvement discussed in Chapter 4.

Create an 8- to 10-slide PowerPoint (PPT) to discuss three of the six approaches/models of quality improvement discussed. Your presentation should address the following explicitly:

Explanation and/or reasoning for the importance of using quality improvement as a health care administrator. 

The steps, stages, or processes of each selected approach/model.

Example of health care administrator’s applicable use of each selected approach/model.

 

Assignment Expectations

 

Speaker notes, citations, and a reference slide are required.

Conduct additional research to gather sufficient information to support the information presented in PPT.

Support your case with peer-reviewed articles, with at least 2 references (you can use the book as one reference). Use the following source for additional information on how to recognize peer-reviewed journals: 
http://www.angelo.edu/services/library/handouts/peerrev.php.

You may use the following source to assist in formatting your assignment: 
https://owl.english.purdue.edu/owl/resource/560/01/

 

TRIDENT UNIVERSITY

BHA 320- MGT OF HEALTH PROGRAMS

Module 4 – SLP

HEALTH CARE OPERATIONS AND QUALITY

From the library access the following text: 
Healthcare Operations Management
 (Authors: Daniel B. McLaughlin & Julie M Hays). Review Chapter 1: The Challenge and the Opportunity (Introduction to Healthcare Operations).

Then, review common hospital operations problems at 
http://www.beckershospitalreview.com/hospital-management-administration/5-common-hospital-problems-and-suggestions-for-how-to-fix-them.html
.

Select two of the problems identified in the above article and develop a 2- to 3-page paper assessing the reasons for the problems and possible solutions (recommended solutions should include a brief plan of action). In your paper, identity which of the ten action steps recommended by Institute of Medicine (IOM) to close the quality chasm is applicable to each selected problem. The ten action steps can be found on pages 6 and 7 of  the text or at the following link: 
http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf

SLP Assignment Expectations

Conduct additional research to gather sufficient information to support your identification of problems and recommended solutions

Limit your response to a maximum of 3 pages.

Support your SLP with peer-reviewed articles, with at least 2 references. Use the following source for additional information on how to recognize peer-reviewed journals: 
http://www.angelo.edu/services/library/handouts/peerrev.php.

You may use the following source to assist in your formatting your assignment: 
https://owl.english.purdue.edu/owl/resource/560/01/
.

Reading Research Literature—Implementing the Study, Data Collection Methods

Numbers and Definitions

We continue our review of the steps of the research process. Earlier in the course, we discussed the following.

Why the researcher believes the topic to be significant enough to warrant further investigation. The 
why
 is found in the Introduction and Literature review.

What the researcher chooses to research. The 
what
 is identified in the research problem, research purpose, and research question.

Who the researcher decides to study. 
Who
 is explained in the sampling strategy.

Where the researcher opts to conduct the study. The 
where
 is described in the setting section.

How is the theme this week as we concentrate on how the research data are measured and collected on the sample of the population. This information is usually found in the methods section of the research report.

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In general, the researcher wishes to learn more about the characteristics of a population. Research questions may include the following.

Are the characteristics of interest present in the population?

Are there discernible relationships among the characteristics?

Can predictions be made about one characteristic based on another? Data collected about the characteristics are usually represented by numbers.

Why use numbers? According to Houser (2018), numbers are objective, standardized, consistent, precise, statistically testable, and an accurate representation of attributes.

The researcher may work with numbers that can be calculated and have numerical value—for example, body temperature. At other times, the researcher assigns numbers to traits simply to classify them. These numbers are not quantifiable but, rather, serve to sort, organize, or group subjects according to traits. An example would be a rating based on perception, such as self-esteem. Reading Research Literature—Implementing the Study, Data Collection Methods

As you can see, not all numbers possess the same properties. The researcher must set up rules regarding how numbers are determined, collected, recorded, and analyzed. These rules are called the measurement strategy.

Part of the measurement strategy is to define the research variables.

The 
conceptual definition
 may be offered in the conceptual or theoretical framework. This is understood, but is vague, and, therefore, does not lend itself to direct measurement.

The researcher must translate the conceptual definition into an 
operational definition
 that spells out in specific, concrete terms how variables will be measured.

Example: 
The researcher may wish to study anxiety. The researcher offers a conceptual definition of anxiety as the emotional response to a perceived threat. The operational definition describes the emotional responses in concrete, measureable terms, such as sweating and rapid heart rate.

Think Like the Researcher

When you formulate clinical questions and identify PICO elements, your goal is to think like the researcher. Select key words to search that are similar to operational definitions the researcher may have chosen. Avoid searching on conceptual terms such as 
better health
 that are too vague to match. Operationalizing key terms will improve your chances of finding relevant research-based evidence. Reading Research Literature—Implementing the Study, Data Collection Methods

Levels of Measurement

Variables must be expressed as numbers in order to analyze them statistically, but different types of numbers have different levels of measurement.

 

Table 5.1

Levels of Measurement

Level of Measurement

Description

Examples

Implications for Statistical Testing

Nominal

Variables are

categorized data;

classified; and

not ordered.

Gender

Ethnicity

Religion

Subjects cannot be compared. Analysis may include frequencies in each category. Analyze with nonparametric statistics.

Ordinal

Variables are

categorized data;

classified;

ordered and may be ranked; and

not proportional, or no fixed intervals.

Pain scale

Small, medium, large amounts

First place, second place, third place

Subjects can be compared. Analysis may include frequencies and percentiles. The median may be computed. Analyze with nonparametric statistics. Reading Research Literature—Implementing the Study, Data Collection Methods

Interval

Variables are

continuous data;

quantified;

proportional, or fixed intervals; and

no true zero.

Fahrenheit or Celsius body temperature

Height

Values can be added and a mean computed. Analyze with parametric statistics.

Reading Research Literature—Implementing the Study, Data Collection Methods

Ratio

Variables are

continuous data;

quantified;

proportional, or fixed intervals; and

true zero.

Body weight

Heart rate

Values can be added and a mean computed. Analyze with parametric statistics.

 

Information adapted from Houser, 2018.

 

Errors

Errors may occur when collecting data. A measurement error is the difference between the true number and the number that the instrument reads.

Random error leads to readings that may be inaccurate for a variety of reasons. Some readings are accurate, whereas others are inaccurate; the occurrence of either type of reading is unpredictable and cannot be reproduced.

Systematic error happens consistently and can introduce bias into the readings. One example of a systematic error occurs when a poorly calibrated instrument produces readings that are all too high or too low, or a systematic error happens when an observer mistakes a behavior and marks it as one thing on the rating tool when the behavior should be marked as another. Reading Research Literature—Implementing the Study, Data Collection Methods.

Errors in measurement can ripple throughout the rest of the research process and lead to faulty findings.

Instruments

Instruments measure variables. Instruments must be reliable and valid in order to yield useful data.

Reliable
 instruments measure a variable with precision.

Internal reliability occurs when the instrument produces the same results each time it is used. This indicates that the instrument is stable. Certain instruments may need to be calibrated in order to ensure reliable measurement.

Inter-rater reliability indicates that the instrument produces the same results when different people use it. The raters are stable when this occurs. Inter-rater reliability is particularly important in studies where data are collected by more than one researcher. If there is a lack of reliability (as inter-rater stability is established), we conclude that any significant differences may be due to the inaccurate measurement of the instrument and not because of the variables themselves.

Valid
 instruments measure in a manner that is accurate and truthful. A valid instrument measures the correct thing.

An instrument may be reliable but not valid in that it may consistently measure something that is not accurate. Instruments must be reliable in order to be valid, and both attributes must exist in order to measure data in a way that inspires confidence in the research findings. Each method of data collection has its own strengths and weaknesses with respect to reliability and validity.

The measurements section of the research report describes the instruments that the researcher used to collect data. The researcher may describe the reliability and validity of the instrument. The existence of both attributes lends credibility to the claims that the researcher makes in the findings. Decide if the instruments actually measure the variables identified in the research question. If there is a mismatch, the findings should not be applied to your situation. Reading Research Literature—Implementing the Study, Data Collection Methods.

 Data Collection

The computer industry has adopted the acronym GIGO, or 
garbage-in garbage-out,
 to explain that no matter how well information is processed, the quality of the information that comes out can be no better than the quality of the information that goes in (Business Dictionary, 2010). If data are improperly collected, the findings based on those data are worthless, or garbage. How does the researcher collect reliable, valid, clear, consistent, and unbiased data? The following are primary data collection methods, where the researcher or data collector directly measures the subjects.

Physiologic measures involve instruments that measure physiologic dimensions, such as blood gases, pulmonary function, and other diagnostic tests.

Psychometric instruments include scales or surveys. The survey is the most common method to collect research data.

Interviews and questionnaires collect subjective data, such as attitudes or descriptions of experiences provided by individuals or focus groups.

Observation obtains objective data related to behavior that the subject may not be able to describe, such as activity during sleep or agitation in the person withdrawing from alcohol. Reading Research Literature—Implementing the Study, Data Collection Methods.

Secondary data may be collected from sources that were not created for the current research study. Typically, the researcher looks through records or “mines” the relevant data that pertains to the variables. Examples include but are not limited to

patient charts;

census reports; and

public health records.

Q&A

A popular data collection instrument is the Likert scale. What is a Likert scale? What type of number does it measure?

Answer

The Likert scale is a 5- or 7-point scale that asks the subject to answer a question by indicating a number on the scale. Typically, the subject is asked to indicate the degree to which there is agreement or disagreement. The numbers represent ordinal data. The numbers can be ordered and ranked, but there is no fixed interval between the numbers. An example of a question using a Likert scale is, “Do all citizens have a right to healthcare regardless of their ability to pay?” Please choose a number between one and five that best indicates your answer to this question.

1

2

3

4

5

Strongly Agree

 Agree

Neutral

 Disagree

Strongly Disagree

Review the interactive research report to discover where the data collection method is described.

 Interactive Research Report

The following research report contains descriptions of the various components that comprise most reports. The purpose of this interactive report is to help you learn where to find specific information.

Interactive Research Report

Summary

The implementation of the research study is a crucial step of the research process. The way the researcher defines characteristics in the population leads to the selection of instruments to measure and collect data on the subjects that represent that population. The key terms that you choose to search for, research-based evidence, should try to match the way in which the researcher operationalizes the definitions of the variables. Reading Research Literature—Implementing the Study, Data Collection Methods.

It is important to remember that not all numbers have the same attributes. Some are merely for classification, whereas others can be quantified and analyzed statistically. Be sure that any instruments are reliable and valid and that they accurately collect data that will help the researcher to close the knowledge gap.

References

Garbage-in, garbage-out
. (2010). Business Dictionary.com. Retrieved from http://www.businessdictionary.com/definition/garbage-in-garbage-out-GIGO.html

Houser, J. (2018). 
Nursing research: Reading, using, and creating evidence
 (4th ed.). Sudbury, MA: Jones and Bartlett. Reading Research Literature—Implementing the Study, Data Collection Methods.

Heritage Assessment Essay Assignment Paper

The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by students from their local communities.

Click
here
 in order to access the “Heritage Assessment Tool.”

Interview three families from different cultures. One family should be from your own culture. Compare the differences in health traditions between these cultures.

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Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words, discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following:

Perform a heritage assessment on three families. One of these families should be from your own culture.

Complete the “Heritage Assessment Tool” for each of the three families interviewed and submit the three assessments to: RNBSNclientcare@gcu.edu. You are not required to include the tool in your LoudCloud submission.

Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment.

Prepare this Heritage Assessment Essay Assignment Paper according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This Heritage Assessment Essay Assignment Paper uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this Heritage Assessment Essay Assignment Paper to Turnitin. Please refer to the directions in the Student Success Center. Heritage Assessment Essay Assignment Paper

Reading Research Literature Essay Assignment Paper

Reading Research Literature Guidelines

Purpose

The student will read research literature to determine the research purpose, question, design, population, sample, limitations, data collection and analysis.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

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CO2: Apply research principles to the interpretation of the content of published research studies. (PO4 and 8)

CO4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (PO4 and 8)

Points:
 This assignment is worth 225 points.

Due Date:
 Submit the completed 
Reading Research Literature form
 (Links to an external site.)
Links to an external site.
 by 11:59 p.m. MT Sunday at the end of Week 5.

Requirements

Download the research articles from the Chamberlain library.

Retrieve the following research articles: 
Make sure you are viewing the full text PDF. If you view the article in HTML format, you may not be able to see the tables and figures that are referenced in the questions.

Velayutham, S. G., Chandra, S. R., Bharath, S., & Shankar, R. G. (2017). Quantitative balance and gait measurement in patients with frontotemporal dementia and Alzheimer diseases: A pilot study. 
Indian Journal Of Psychological Medicine, 39
(2), 176-182. doi:10.4103/0253-7176.203132. 
http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=122248443&site=eds-live&scope=site
 (Links to an external site.)
Links to an external site.

Pals, R. S., Hansen, U. M., Johansen, C. B., Hansen, C. S., Jørgensen, M. E., Fleischer, J., & Willaing, I. (2015). Making sense of a new technology in clinical practice: A qualitative study of patient and physician perspectives. 
BMC Health Services Research
, 
15
(1), 1-10. doi:10.1186/s12913-015-1071-1  
http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=her&AN=109884152&site=eds-live
 (Links to an external site.)
Links to an external site.

Download the 
NR439_W5_Reading_Research_Literature_Form

Watch the video on how to complete this assignment at 
http://www.brainshark.com/devry/vu?pi=zGCzbNjK4zHr05z0.
 (Links to an external site.)
Links to an external site.

Type answers to the questions directly onto the form. Your form does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax, and write in complete sentences. Reading Research Literature Essay Assignment Paper.

Please post questions about this assignment to the Q & A Forum.

Save the file by clicking Save as and adding your last name, e.g., 
NR439_W5_Reading_Research_Literature_Form_Smith.docx.

Submit the completed form by 11:59 p.m. MT Sunday at the end of Week 5.

We
value honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Reading Research Literature Essay Assignment Paper.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

Rubric

NR439_Reading_Research_Literature

NR439_Reading_Research_Literature

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome
Velayutham, et al article: Question 1 Purpose

Identifies the purpose of the research article.

10.0
 pts

Correctly identifies the purpose of the research article.

9.0
 pts

Mostly identifies the purpose of the research article

8.0
 pts

Somewhat identifies the purpose of the research article.

4.0
 pts

Offers a purpose for the article, but incorrectly identifies it.

0.0
 pts

Does not identify any purpose for the research.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 2 Research Question

Identifies the research question implied in the study.

10.0
 pts

Correctly identifies the research question in the study, or identifies the implied question, or indicates that no research question was given.

9.0
 pts

Mostly identifies the research question that the author described.

8.0
 pts

Somewhat identifies the research question that the author described.

4.0
 pts

Offers a research question, but incorrectly identifies it.

0.0
 pts

Does not identify any research question.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 3 Research Design

Describes the research design of the study.

10.0
 pts

Correctly describes the research design of the study.

9.0
 pts

Mostly describes the research design of the study.

8.0
 pts

Somewhat describes the research design of the study.

4.0
 pts

Offers a research design, but incorrectly identifies it.

0.0
 pts

Does not identify any research design.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 4 Population

Identifies and describes the population.

10.0
 pts

Correctly identifies and describes in detail the population of the research article.

9.0
 pts

Mostly describes identifies and describes the population of the research article.

8.0
 pts

Somewhat identifies and describes the population of the research article.

4.0
 pts

Offers a population, but incorrectly identifies it as the one in the research article.

0.0
 pts

Does not identify any population.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 5 Sample

Was the sample adequate for the research design?

10.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, and if it was adequate.

9.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, but fails to correctly identify if it was adequate.

8.0
 pts

Correctly explains the sampling approach, but incorrectly identifies if it was, or was not, appropriate or adequate.

4.0
 pts

Misidentifies the sampling approach.

0.0
 pts

Doesn’t explain any sampling approach.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 6 Data Collection

Describe the data collection procedure

10.0
 pts

Correctly describes the data collection procedure in detail.

9.0
 pts

Correctly describes the data collection procedure in general.

8.0
 pts

Correctly describes most of the data collection procedure but fails to describe all of it. Reading Research Literature Essay Assignment Paper

4.0
 pts

Incorrectly describes the data collection procedure, or omits most of the information.

0.0
 pts

Does not describe any data collection procedures.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 7 Data Analysis

How were the data analyzed

10.0
 pts

Correctly describes how the all of the data were analyzed.

9.0
 pts

Correctly describes how most of the data were analyzed.

8.0
 pts

Describes how the data were analyzed, but may contain some misinformation.

4.0
 pts

Describes incorrectly how data were analyzed, or omitted large portions of the information.

0.0
 pts

Does not describe how data were analyzed.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 8 Limitations

Describes the limitations in the study.

10.0
 pts

Correctly describes all of the limitations in the study.

9.0
 pts

Correctly describes most of the limitations in the study.

8.0
 pts

Correctly describes some of the limitations in the study, but may omit one or two.

4.0
 pts

Minimally describes the limitations of the study, or misidentifies them.

0.0
 pts

Does not describe any limitations for the study.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 9 Conclusions

Describes the authors’ conclusions.

10.0
 pts

Correctly describes all of the authors’ conclusions.

9.0
 pts

Correctly describes most of the authors’ conclusions.

8.0
 pts

Correctly describes some of the authors’ conclusions, but may omit one or two.

4.0
 pts

Minimally describes the author’s conclusions, or misidentifies them.

0.0
 pts

Does not describe any author conclusions.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 10 Advances Knowledge

How does this advance knowledge in the field.

10.0
 pts

Describes in-depth how this research advances knowledge in the field.

9.0
 pts

Generally, describes how this research advances knowledge.

8.0
 pts

Briefly describes how this research advances knowledge in the field.

4.0
 pts

Incorrectly describes how this research advances knowledge in the field.

0.0
 pts

Does not describe how the research advances knowledge in the field.

10.0
 pts

This criterion is linked to a Learning Outcome
Pals et al article: Question 11 Purpose

Identifies the purpose of the research article.

10.0
 pts

Correctly identifies the purpose of the research article.

9.0
 pts

Mostly identifies the purpose of the research article

8.0
 pts

Somewhat identifies the purpose of the research article. Reading Research Literature Essay Assignment Paper

4.0
 pts

Offers a purpose for the article, but incorrectly identifies it.

0.0
 pts

Does not identify any purpose for the research.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 12 Research Question

Identifies the research question implied in the study.

10.0
 pts

Correctly identifies the research question in the study, or identifies the implied question, or indicates that no research question was given.

9.0
 pts

Mostly identifies the research question that the author described.

8.0
 pts

Somewhat identifies the research question that the author described.

4.0
 pts

Offers a research question, but incorrectly identifies it.

0.0
 pts

Does not identify any research question.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 13 Research Design

Describes the research design of the study.

10.0
 pts

Correctly describes the research design of the study.

9.0
 pts

Mostly describes the research design of the study.

8.0
 pts

Somewhat describes the research design of the study.

4.0
 pts

Offers a research design, but incorrectly identifies it.

0.0
 pts

Does not identify any research design.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 14 Population

Identifies and describes the population.

10.0
 pts

Correctly identifies and describes in detail the population of the research article.

9.0
 pts

Mostly describes identifies and describes the population of the research article.

8.0
 pts

Somewhat identifies and describes the population of the research article.

4.0
 pts

Offers a population, but incorrectly identifies it as the one in the research article.

0.0
 pts

Does not identify any population.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 15 Sample

Was the sample adequate for the research design?

10.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, and if it was adequate.

9.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, but fails to correctly identify if it was adequate.

8.0
 pts

Correctly explains the sampling approach, but incorrectly identifies if it was, or was not, appropriate or adequate.

4.0
 pts

Misidentifies the sampling approach.

0.0
 pts

Doesn’t explain any sampling approach.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 16 Data Collection

Describe the data collection procedure.

10.0
 pts

Correctly describes the data collection procedure in detail.

9.0
 pts

Correctly describes the data collection procedure in general.

8.0
 pts

Correctly describes most of the data collection procedure but fails to describe all of it.

4.0
 pts

Incorrectly describes the data collection procedure, or omits most of the information.

0.0
 pts

Does not describe any data collection procedures.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 17 Data Analysis

How were the data analyzed?

10.0
 pts

Correctly describes how the all of the data were analyzed.

9.0
 pts

Correctly describes how most of the data were analyzed.

8.0
 pts

Describes how the data were analyzed, but may contain some misinformation.

4.0
 pts

Describes incorrectly how data were analyzed, or omitted large portions of the information.

0.0
 pts

Does not describe how data were analyzed.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 18 Limitations

Describes the limitations in the study.

10.0
 pts

Correctly describes all of the limitations in the study.

9.0
 pts

Correctly describes most of the limitations in the study.

8.0
 pts

Correctly describes some of the limitations in the study, but may omit one or two.

4.0
 pts

Minimally describes the limitations of the study, or misidentifies them.

0.0
 pts

Does not describe any limitations for the study.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 19 Conclusions

Describes the authors’ conclusions.

10.0
 pts

Correctly describes all of the authors’ conclusions.

9.0
 pts

Correctly describes most of the authors’ conclusions. Reading Research Literature Essay Assignment Paper

8.0
 pts

Correctly describes some of the authors’ conclusions, but may omit one or two.

4.0
 pts

Minimally describes the author’s conclusions, or misidentifies them.

0.0
 pts

Does not describe any author conclusions.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 20 Advances Knowledge

How does this advance knowledge in the field.

10.0
 pts

Describes in-depth how this research advances knowledge in the field.

9.0
 pts

Generally, describes how this research advances knowledge.

8.0
 pts

Briefly describes how this research advances knowledge in the field.

4.0
 pts

Incorrectly describes how this research advances knowledge in the field.

0.0
 pts

Does not describe how the research advances knowledge in the field.

10.0
 pts

This criterion is linked to a Learning Outcome
Style and Writing

Names file, includes name on paper. Writes in complete sentences with no grammar, spelling, or syntax errors.

25.0
 pts

Correctly names file, includes name on paper. Writes in complete sentences with no grammar, spelling, or syntax errors.

22.0
 pts

One to four errors in grammar, spelling, and syntax.

20.0
 pts

Five to eight errors in grammar, spelling, and syntax.

10.0
 pts

Nine to twelve errors in grammar, spelling, and syntax

0.0
 pts

Thirteen or more errors in grammar, spelling, and syntax.

25.0
 pts

Total Points: 
225.0

 Reading Research Literature Essay Assignment Paper