Reflect on The Essentials of Baccalaureate Education for Professional Nursing Practice. How have you previously met Essentials V through IX in nursing practice based on your undergraduate experience?
Reflect on The Essentials of Baccalaureate Education for Professional Nursing Practice. How have you previously met Essentials V through IX in nursing practice based on your undergraduate experience?
Provide a brief practice example for the Essentials V through IX.
Describe how this relates to the DNP scientific underpinnings for practice and the relationship to advanced nursing practice.
Journal Response Expectations
Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.
Wilson, G. (2021, January 16). A brief history
of reflective practice [Video]. YouTube.
https://www.youtube.com/watch?v=W_r1
EVzecNI
The American Association of Colleges of Nursing, (n.d.). Baccalaureate Essentials Tool
Kit.https://www.aacnnursing.org/EducationResources/Tool-Kits/BaccalaureateEssentials-Tool-Kit
,
NURSE FACULTY TOOL KIT FOR THE IMPLEMENTATION OF THE BACCALAUREATE ESSENTIALS
February 19, 2009
Table of Contents Page Overview 2 Integrative Learning Strategies 3 Essential I 4 Essential II 4 Essential III 5 Essential IV 6 Essential V 6 Essential VI 7 Essential VII 8 Essential VIII 8 Essential IX 10 Opportunities for Program Enhancement 11 Helpful Web links, including Stakeholders 19 AACN Presentations 22 References/Bibliography 23
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OVERVIEW
The purpose of the Baccalaureate Essentials Tool Kit is to provide resources and exemplars to assist faculty with the implementation of the Essentials of Baccalaureate Education for Professional Nursing Practice (2008). The tool kit provides integrative learning strategies, opportunities for program enhancement, and resources that will assist faculty with the integration of the Baccalaureate Essentials throughout the nursing curriculum. This tool kit includes a review of the nine Baccalaureate Essentials followed by Integrative Learning Strategies, Opportunities for Program Enhancement, Web Links, AACN Presentations, and References. Baccalaureate Essentials Essentials I through IX delineate the outcomes expected of graduates of baccalaureate nursing programs. Achievement of these outcomes will enable graduates to practice within complex healthcare systems and assume the roles: provider of care; designer/manager/coordinator of care; and member of a profession. The nine Essentials are: • Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o A solid base in liberal education provides the cornerstone for the practice and education of nurses.
• Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
o Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care.
• Essential III: Scholarship for Evidence Based Practice o Professional nursing practice is grounded in the translation of current
evidence into practice. • Essential IV: Information Management and Application of Patient Care
Technology o Knowledge and skills in information management and patient care technology
are critical in the delivery of quality patient care. • Essential V: Healthcare Policy, Finance, and Regulatory Environments
o Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice.
• Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
o Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care.
• Essential VII: Clinical Prevention and Population Health o Health promotion and disease prevention at the individual and population
level are necessary to improve population health and are important components of baccalaureate generalist nursing practice.
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• Essential VIII: Professionalism and Professional Values o Professionalism and the inherent values of altruism, autonomy, human
dignity, integrity, and social justice are fundamental to nursing. • Essential IX: Baccalaureate Generalist Nursing Practice
o The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments.
o The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients (AACN, 2008).
INTEGRATIVE LEARNING STRATEGIES
Achievement of outcomes delineated in the Essentials of Baccalaureate Education for Professional Nursing Practice (2008) is enhanced through the intentional use of active, collaborative, and integrative learning strategies. The American Association of Colleges & Universities (AAC&U 2004) defines Integrative Learning Strategies as powerful, active, and collaborative instructional methods that thread general education concepts throughout the major. Integrative learning strategies, as used in this document, expand on this definition and includes the integration of:
• liberal education throughout the nursing curriculum • practice with theory • practice knowledge and theory across essentials • active learning strategies throughout the curriculum • interprofessional learning opportunities; and • learning activities across academic disciplines
The purpose of this document is to provide nursing programs with examples of educational approaches that actively engage the learner and integrate liberal education, nursing science, clinical reasoning, and ethical considerations into both classroom and clinical learning. These examples are provided as a starting point to develop learning activities for the preparation of entry-level professional nurses and may be relevant to more than one essential. The learning strategies include a variety of methods, such as unfolding case studies, simulation, and reflective practice exercises to assist with implementation of a well-integrated curriculum based on the AACN’s Baccalaureate Essentials. By their nature, integrative learning strategies listed in this document may address more than one of the Baccalaureate Essentials. The following integrative learning strategies were developed by the American Association of Colleges of Nursing (AACN) Task Force on the Revision of the Essentials of Baccalaureate Education for Professional Nursing Practice with input from participants at regional meetings held across the Unites States in 2007-2008. These strategies are consistent with the work of the AAC&U (2007) and the Carnegie Foundation’s (In press) ongoing work on education in the professions.
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Examples of Integrative Learning Strategies Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
• Provide local, national, and international experiences, framed by reflective questions, in a variety of cultures, organizations, and communities.
• Promote activities and projects with students from the arts, humanities, and sciences to address community issues or problems.
• Use collaborative learning projects to build communication and leadership skills.
• Engage in community-based activities to promote ethical reasoning, advocacy, collaboration, and social justice.
• Provide opportunities to reflect on one’s own actions and values to promote ongoing self-assessment and commitment to excellence in practice.
• Provide guided exploration of diverse philosophies, ways of knowing, and intellectual approaches to problem solving.
• Use simulation exercises and case-based scenarios with students from other academic disciplines such as history, religion, business, and engineering.
• Provide direct experiences integrating artistic ways of knowing such as the arts, cinema, poetry, literature, and music to enhance the practice of nursing.
• Provide opportunities to observe and participate in various cultures through study abroad.
• Participate in interprofessional service learning activities such as health promotion and disease prevention projects for diverse populations.
• Use writing intensive assignments to promote reflection, insight, and integration of ideas across disciplines and courses.
Essential II: Basic Organizational and Systems Leadership for Patient Safety and Quality Care
• Provide leadership experiences in a variety of organizations and communities. • Provide opportunities for students to:
o Engage in practice settings to build communication and leadership skills.
o Communicate with recognized leaders to solve healthcare practice problems.
o Develop a leadership or quality improvement project that spans several courses (e.g., review literature about a practice problem in one course, propose a practice change based on an evidence-based model in a second course, and then present the practice change to appropriate stakeholders in a third course).
o Shadow a leader and reflect on the experience. o Engage in quality improvement/patient safety activities to promote an
understanding of the organizational process, unit application, and evaluation process.
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o Participate in quality improvement activities and/or required regulatory reporting systems.
o Participate in interprofessional performance improvement team currently working on implementation/evaluation of national patient safety goals.
o Propose an innovative solution to a system-related patient care problem identified in one’s clinical practice.
o Conduct a mock root cause analysis on a near miss and share results with staff or shared governance council.
o Participate in an actual Root Cause Analysis (RCA) and/or Failure Mode Effects Analysis (FMEA).
o Role-play with nursing and medical students using Situation, Background, Assessment, Recommendation (SBAR) communication
o Attend a professional nursing organization meeting and identify personal development opportunities.
o As students examine various microsystem committees, identify one for more in-depth exploration.
Essential III: Scholarship for Evidence-Based Practice
• Ask students to select a clinical topic, search for evidence, and identify the level of evidence for each sample of evidence.
• Create journal clubs where students critique a primary nursing research article and its relevance to their clinical practice.
• Group students according to a clinical issue of interest, conduct a systematic review, and debate the rigor of selected research studies.
• Use controversial case studies to promote discussion about decision making and the evidence that supports those decisions (e.g., If you dropped the patient's last pill, and each pill costs $35 …would you use it? or if a terminally ill patient asks you if he is dying, would you be truthful?).
• Collaborate with librarians to conduct comprehensive and efficient searches on clinical topics.
• Provide a sample of nursing journals and ask students to identify a research article and determine the type and level of evidence included.
• Assign student peer review of a student colleague’s paper. • Provide opportunities/assignments for student to:
o Identify clinical questions in PICO (Patient problem, Intervention, Compare, Outcome) format and conduct searches for current evidence using the PubMed PICO search feature.
o Examine the evidence for an existing policy or procedure using multiple sources (e.g. Cochrane, AHRQ, CINAHL, PubMed).
o Apply specific criteria to evaluate health information resources for lay and professional use as well as to discuss the ethical implications of commercial sources that target laypersons.
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o Collaborate with clinical partners to identify practice problems, formulate evidence-based conclusions and recommendations, and present findings in poster format to staff and class.
o Apply evidence-based practice models to assess the applicability and feasibility of new findings to practice.
o Cite sources of evidence for planned interventions. o For assigned patients, compare observed practices with published practice
standards. o Link how individual nursing actions are related to recognized nurse
sensitive quality indicators. Essential IV: Information Management and Application of Patient Care Technology
• Provide opportunities/assignments for students to: o Use information and patient care technology to communicate
effectively with members of the healthcare team. o Use clinical evidence and research to base and validate practice
decisions related to information management and patient care technology.
o Participate in quality improvement activities and required regulatory reporting through information systems.
o Employ a range of technologies that support patient care, such as electronic health and medical records, patient monitoring systems, and medication administration systems.
o Use simulation and electronic medical records to access and analyze data relevant to the patient situation.
o Use information technology resources such as Wiki, Second Life simulation, or SkyScape.com to communicate with other healthcare professionals or students in other disciplines regarding a joint project.
o Develop a professional e-portfolio. Essential V: Healthcare Policy, Finance, and Regulatory Environments
• Provide opportunities/assignments for students to: o Observe a state board of nursing hearing and reflect on how the state
practice act protects the welfare and safety of the citizens. o Participate with national or state nursing associations in activities such as
“lobby day”. o Review proposed legislation affecting health care and provide written
comments. o Attend national or state congressional hearings on healthcare issues. o Observe testimony at a state legislative or regulatory hearing on a
healthcare issue focusing on access to care or patient advocacy.
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o Provide written or verbal feedback on the ethical, financial, and social implications of the testimony observed and recommended policy changes.
o Compare the costs of common diagnostic tests, procedures, and medications charged to insurance companies vs. self-pay patients.
o Explore the costs and availability of care options for patients with dementia or a psychiatric/mental health illness in your local community. (What does private health insurance cover? Medicaid? Medicare?).
o Develop a lobbying plan for an identified issue that includes a concise (30 seconds or less) oral synopsis for a decision maker and a one-page policy memo.
o Participate in advocating for change in policy related to a selected healthcare issue at the local, state, or national level.
o As an interprofessional group, role play a legislator, proponent and opponent for a healthcare or professional issue.
o Analyze a hospital bill for one day of care in an acute setting and identify where nursing services are embedded.
o Compare one or more healthcare systems in other countries with the U.S. system, including costs, services provided, and outcomes, (e.g., pre-and postnatal care, role of midwife and other healthcare professionals/workers, insurance coverage, maternity/paternity leave).
o As an interprofessional group, develop a policy (new or revised) to address an issue identified in a practice setting. Delineate processes for getting policy adopted and implemented within that practice setting.
Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
• Provide opportunities/assignments for students to: o Engage in case study discussions/dialogue with a variety of healthcare and
other professionals. o Participate in interprofessional collaboration (e.g., grand rounds,
community coalition meetings). o Work in interprofessional and intraprofessional teams on course
projects/assignments. o Engage in interprofessional and intraprofessional care in simulation labs. o Develop interprofessional community projects. o Assess group dynamics of an interprofessional or intraprofessional group . o After attending a professional meeting of another healthcare profession,
compare and contrast professional perspectives. o Participate on interprofessional teams at national competitions (e.g.,
Clarion Interprofessional Team Case Competition at the University of Minnesota, National Student Nurses Association).
o Participate in campus-wide student governance and committees. o Organize activities for National Primary Care Week as a student
ambassador.
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Essential VII: Clinical Prevention and Population Health for Optimizing Health
• Provide opportunities/assignments for students to: o Analyze health behavior(s) of self or others using models or theories. o Participate in individually-focused clinical prevention activities such as:
teaching about and providing immunizations improving adherence to tuberculosis chemoprophylaxis through
health teaching and directly observed therapies providing health counseling regarding smoking cessation, stress
management, exercise, and diet teaching about and encouraging cancer screening conducting basic environmental exposure history regarding
pesticides conducting basic genetic health screening and referring high risk
individuals to genetic services assessing a home environment and health counseling to prevent
falls in older adults identifying and intervening in elder abuse;
o Use clinical practice guidelines for planning and/or evaluating clinical prevention interventions.
o Participate in community or population-focused assessment. o Participate in development of plans and policies to effectively prepare a
community for disasters or to protect vulnerable populations during disasters.
o Help organizations and communities create healthy environments such as smoke- free workplaces.
o Teach vulnerable populations about avoiding environmental risks. o Collaborate with institutions, such as day care centers or homeless
shelters, to develop and implement policies to minimize transmission of communicable diseases.
o Participate in a community disaster drill. o Develop a policy memo to address a health issue identified in the
community. o Advocate for policy change regarding a health issued identified in the
community. o Initiate an interprofessional going-green campaign to improve
environmental health. Essential VIII: Professionalism and Professional Values
• Provide opportunities/assignments for students to: o Write a letter to the editor or opinion editorial about the role of nursing in
improving health care and submit the letter to a local newspaper for publication.
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o Observe and respond to focused questions about the proceedings of ethical review committees, IRB, nursing practice councils, and state board of nursing meetings and/or hearings.
o Participate in professional or community-based organizations that advocate for quality and access to care.
o Use simulated vignettes that address ethical, legal. and moral patient care situations such as:
provider abandonment of a patient decision-making about reporting to work in the event of a disaster reporting sexual assault or abuse suspected drug use by a colleague end-of-life decision-making identification of a spiritual crisis withdrawal of life support
o Participate in interprofessional service-learning projects such as student visits to secondary schools, school career days, summer health camps, or vulnerable populations in homeless shelters or homes for battered women and children.
o Partner with a nursing school from another country to gain global perspective; use the internet for global experiences.
o Engage in legislative state house visits to articulate professional nursing role/perspective.
o Work with legislative staff at various levels. o Participate in values clarification exercises, using poems, literature, and
video clips that illustrate bias, such as the “See Me Nurse” video on aging (Southern Region Coalition).
o Participate in rounds with chaplains or other spiritual care professionals. o Develop a self-care improvement plan. For example, use a tool such as the
“Circle of Human Potentials” (Dossey & Keegan, 2009) ) to conduct a self-assessment and develop a self-care improvement plan that includes measurable outcomes.
o Conduct a self-assessment in one or more of the following areas: physical, emotional, spiritual, cultural, relationships, communications, and learning style. Based on this assessment, develop an improvement plan that includes measurable outcomes.
o Analyze the media’s portrayal of nurses and other aspects of health care. o Discuss cultural and ethical variables in patient care scenarios using
software, such as The Neighborhood (Gidden, 2007) in interprofessional and intraprofessional learning groups.
o Use reflective writing to discuss student use of moral agency and/or patient advocacy.
o Create a student honor code to be adopted. o Engage with a nurse actively involved in professional nursing practice for
more than 30 years to explore changes within the profession.
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Essential IX: Baccalaureate Generalist Nursing Practice • In a group of students, plan, provide and evaluate nursing care for a patient with
multiple co-morbidities and symptoms in a simulated or patient care environment. • In a group of interprofessional students, provide care that reflects patient preferences
and values in a simulated or patient care environment. • Arrange cultural immersion care giving experiences in settings such as homeless
shelters, migrant clinics, correctional facilities, and corporate health settings. • Provide opportunities/experiences for students to:
o Provide evidence-based, patient-centered end-of-life care to a dying patient and their significant others.
o Interview volunteers with complex problems, such as HIV, psychiatric conditions, tuberculosis, or substance abuse to explore patient preferences and values.
o Provide care to a group of patients that incorporates delegation, supervision, and outcomes evaluation.
o Administer and document administration of medications to groups of patients in a patient care or simulated environment.
o Perform patient assessment and evaluation of a patient’s response to pharmacological agents in a simulated or patient care environment.
o Use unfolding case study analysis to correlate a patient’s medical condition and pathophysiology and design appropriate therapeutic interventions.
o Use a constructed genetic pedigree from collected family history information to identify a risk profile and develop a plan of care, including patient education and referral.
o Use simulation, case studies and patient assignments to make decisions about the organization, prioritization, and appropriate delegation of care.
o Consult with other professionals to improve transitions of elderly patients across care settings.
o Evaluate patient education materials for cultural and linguistic appropriateness.
o Elicit a spiritual history and integrate a patient’s spirituality into the care plan.
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OPPORTUNITIES FOR PROGRAM ENHANCEMENT
The following indicators of quality serve to guide baccalaureate nursing programs as they strive for excellence. These suggestions are intended to go beyond required program standards and to build upon the program components identified in AACN’s The Essentials of Baccalaureate Education for Professional Nursing Practice (2008). In the pursuit of continuous improvement, programs may use these indicators of quality to develop action plans appropriate to their mission, philosophy, and core values. This culture of continuous quality improvement fosters inquiry and creativity. While all accredited programs engage in quality improvement processes, the indicators of quality discussed in this document identify elements which can further enhance the quality of the program. These indicators were not developed to be used as accreditation standards. This document identifies elements believed to increase excellence in baccalaureate nursing programs and offers strategies that are most promising for moving programs forward in their quest for excellence. Academic Infrastructure Infrastructure refers to the platform of support provided by an institution to promote the success of its academic programs. Attention to best practices in regards to infrastructure can facilitate a program’s progress to a higher level of excellence. A strong academic infrastructure provides a variety of learning opportunities for students to achieve the Baccalaureate Essentials. Baccalaureate nursing programs moving toward excellence invest in sufficient financial, personnel, instructional, and academic resources as well as facilities to incorporate successful practices into their programs. In addition, programs allocate resources to provide opportunities beyond those necessary for successful program completion. Best practices include providing opportunities for students to attain maximum potential for a successful career trajectory and professional successes, in addition to fostering innovation, creativity, and new ways of thinking and doing. The academic infrastructure reflects the unique qualities of the program and includes exemplary student life and academic support services such as honors programs, opportunities for student involvement in faculty research, internships, student organizations, remediation, and other enhancement programs. Quality programs support enrichment opportunities such as international study, service learning, and career planning. Students have local or international experiences with diverse populations, second-language immersion opportunities, or other experiences indicating involvement in cultural or global issues. Student access to resources, such as scholarships and support for scholarly projects or activities, is an additional indicator of quality. Resources and opportunities are developed to support student goals and the needs of a diverse student population. The presence of institutional resources for research, development, business operations, public relations, marketing, and human resources reflects quality in baccalaureate nursing programs. For example, exceptional programs develop processes to expand and sustain resources in the areas of information technology, library holdings, clinical laboratories and equipment, and space provided for student learning and faculty scholarship.
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Institutional support for faculty development is evidenced by written policies and budget allocations. Benchmarks for faculty development are established and evaluated for quality improvement initiatives. Best practices may include strategies to attract faculty with outstanding academic preparation and experience to enhance the program’s unique mission or to serve a specific community of interest. Academic Environment Principled leadership is an important indicator of quality. This leadership supports and rewards faculty collaboration for teachi
As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.
With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.
In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate.
To Prepare:
- Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
- Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
- Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.
The Assignment: (1 page not including the title and reference page)
Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:
- Briefly and generally explain the policy or regulation you selected.
- Address the impact of the policy or regulation you selected on system implementation.
- Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
- Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.
- Use APA format and include a title page, in-text citations, and reference page.
- Use the Turnitin Drafts to check your match percentage before submitting your work.
NURS_5051_Module06_Week11_Assignment_Rubric
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 1/4
Criteria Ratings Pts
Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:· Briefly and generally explain the policy or regulation you selected.· Address the impact of the policy or regulation you selected on system implementation.
25 pts
· Address the impact of the policy or regulation you selected on system implementation.· Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
25 pts
25 to >22.0 pts Excellent A fully developed and detailed Fact Sheet is provided for the Assignment….Using the literature and course resources:…The response accurately and thoroughly explains in detail the policy and regulation selected….The response accurately and thoroughly explains in detail the impact of the policy or regulation selected on system implementation.
22 to >19.0 pts Good A developed Fact Sheet is provided for the Assignment….Using the literature and course resources:…The response explains the policy or regulation selected….The response explains the impact of the policy or regulation selected on system implementation.
19 to >17.0 pts Fair The response is missing one or two of the required topics or topics are superficially addressed.
17 to >0 pts Poor The response is missing three or more required topics or the topics are superficially addressed.
25 to >22.0 pts Excellent Using the literature and course resources:…The response accurately and thoroughly explains in detail the impact of the policy or regulation selected on system implementation….The response accurately and thoroughly explains in detail the impact of the policy or regulation selected on clinical care, patient/provider interactions, and workflow.
22 to >19.0 pts Good Using the literature and course resources:…The response explains the impact of the policy or regulation selected on system implementation….The response explains the impact of the policy or regulation selected on clinical care, patient/provider interactions, and workflow.
19 to >17.0 pts Fair The response elements are superficially addressed.
17 to >0 pts Poor The response is incomplete or missing.
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 2/4
Criteria Ratings Pts
· Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific. 25 pts
Resources
10 pts
Written Expression and Formatting – Fact Sheet:The Fact Sheet is professional; images are appropriately attributed; images are clear. The Fact Sheet text is readable. Fact Sheet flows well and is presented in a logical order.
5 pts
25 to >22.0 pts Excellent Using the literature and course resources:…Specific and accurate response thoroughly highlights in detail the organizational policies and procedures that are/will be in place at a healthcare organization to address the policy or regulation selected.
22 to >19.0 pts Good Using the literature and course resources:…Accurate response highlights the organizational policies and procedures that are/will be in place at a healthcare organization to address the policy or regulation selected.
19 to >17.0 pts Fair The response elements are superficially addressed.
17 to >0 pts Poor The response is incomplete or missing.
10 to >8.0 pts Excellent Assignment includes: 3 or more peer-reviewed articles and 2 or more course resources.
8 to >7.0 pts Good Assignment includes: 2 peer- reviewed articles and 2 course resources.
7 to >6.0 pts Fair Assignment includes: 1 peer- reviewed article and 1 course resource.
6 to >0 pts Poor Assignment includes: 1 or no resources.
5 to >4.0 pts Excellent Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner.
4 to >3.0 pts Good Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner 80% of the time.
3 to >2.0 pts Fair Sixty to seventy nine percent of the Fact Sheet follows these guidelines: Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner.
2 to >0 pts Poor Sixty percent or less of the Fact Sheet follows these guidelines: Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner.
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 3/4
Criteria Ratings Pts
Written Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation
5 pts
Written Expression and Formatting – APA:The reference list and image attribution list follow correct APA format.
5 pts
Total Points: 100
5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors.
4 to >3.0 pts Good Contains a few (1- 2) grammar, spelling, and punctuation errors.
3 to >2.0 pts Fair Contains several (3-4) grammar, spelling, and punctuation errors.
2 to >0 pts Poor Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 to >4.0 pts Excellent Uses correct APA format with no errors.
4 to >3.0 pts Good Contains a few (1- 2) APA format errors.
3 to >2.0 pts Fair Contains several (3-4) APA format errors.
2 to >0 pts Poor Contains many (≥ 5) APA format errors.
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 4/4
Preparation
This assignment involves applying your knowledge of the types of research by reading an original source of each type. Read the following theoretical study and program evaluation samples to complete your assignment:
Instructions
- Compare the similarities and differences between theoretical research and program evaluation.
- What were the stated purposes of each study/evaluation?
- What were the research questions for each study/evaluation?
- What type of research design and type of evaluation was used for each study/evaluation?
- Identify the sources of data the authors use to answer their question.
- What were the specific data (e.g., qualitative, quantitative, mixed methods) and sources (e.g., general population, practitioners, clients) used for each study/evaluation?
- How was data gathered for each study/evaluation?
- Discuss how each study/evaluation could have involved practitioners, stakeholders, or community members.
- What were some possible roles of potential stakeholders in developing and implementing the study/evaluation?
- Evaluate the legal and ethical guidelines that may apply to the study/evaluation.
- What are the ethical considerations when working with participants and potential stakeholders in each study/evaluation?
- For example, what are the sources of potential harm (physical, psychological, financial) or distress to some participants (e.g., offensive culturally incompetent questions, threats to self-esteem, transportation costs)?
- Are there any relevant laws or policies governing the source of data?
Additional Requirements
Your assignment should also meet the following requirements:
- Written Communication:
- Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Apply APA style and formatting to scholarly writing.
- Length: 5–6 typed, double-spaced pages.
- Format: Use current APA style and format for references, in-text citations, and headings as appropriate. Visit Evidence and APALinks to an external site. for help with APA as needed.
- Font and Font Size: Times New Roman, 12 points.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Explain the differences between action research and theoretical research.
- Compare the similarities and differences between theoretical research and program evaluation.
- Competency 2: Explain how laws, regulations, and ethical implications must be considered when conducting research.
- Evaluate the legal and ethical guidelines that may apply to the study/evaluation.
- Competency 3: Explain the difference between quantitative and qualitative methodologies and when to use each one in human services settings.
- Identify the sources of data the authors use to answer their question.
- Competency 4: Choose appropriate methodologies to investigate organizational and community concerns.
- Discuss how each study/evaluation could have involved practitioners, stakeholders, or community members.
- Competency 5: Convey clear meaning through appropriate word choice and usage.
- Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Apply APA style and formatting to scholarly writing.
This week we focused on applying research. Engage in a conversation with your course community about one of the following:
- For the article you found in Week 2, identify whether it is an empirical article with a method section or a standalone literature review.
- If it is an empirical study, do the authors identify the specific method and design of the study in their method section? Or, if it is a standalone literature review, what conclusions do they make?
- How would you apply these criteria to the program you chose? How would you be able to assess the program and its goals in terms of merit, worth, and values?
- Your course readings discuss the values, merit, and worth of a program. Discuss those aspects of evaluation.
- How would you apply these criteria to the program you chose? How would you be able to assess the program and its goals in terms of merit, worth, and values?
As always, if you are relying on someone else's ideas when presenting yours, you should reference their paper, article, etc. This includes sharing references to your fellow students' ideas!
Response Guidelines
- Your Participation: This discussion is an opportunity for you to review the work of other learners to inform your own learning. Your interactions and anything you share should be courteous, succinct, professional, well-written, and organized. Communicating clearly with proper grammar and punctuation will foster more and better interactions with your classmates.
- Your Post: Create a post responding to one of the discussion prompts. Do not create your post as a reply to another post.
- Responding to Peers: As you respond to one of your classmates, please make sure your response is substantive by sharing your professional experiences and helpful thoughts and feedback about ideas they have shared. Try to comment on those where you feel you have the most useful information to share and consider the following:
- How have your experiences resonated with their ideas?
- What can you add to their ideas, building upon the connections you have made to the material so far? Supplement course resources and extend consideration of the topic by including new information or findings from current journal articles, discussing more in-depth critical thinking questions, or providing constructive or corrective feedback or an alternative viewpoint supported by empirical evidence.
Please create a PowerPoint presentation that includes texts, charts, and graphs answering the questions 1-9 in the following case study:
Question 1: What is the average travel time (commute) to work for individuals in your
metro area?
Question 2: What is the median household income for individuals within your state?
Question 3: How does the median income in your state compare to other states? (Hint: Use
a chart or map.)
Question 4: What is the population of your state?
Question 5: Is the population in your state growing or shrinking? By how much?
Question 6: What percent of the population within your state is between the ages of 20 and
60?
Question 7: How many vehicles are available to the households within your state?
Question 8: How many individuals in your state take alternative methods cabs or bicycles
to get to work?
Question 9: Create a dashboard of two or more charts that you accessed on the website
and paste a screenshot here.
Practical Analytics Chapter 1 | Exercise 1 | Edition 2
Nitin Kalé & Nancy Jones © 2020 1 of 2
1.1 Data Exploration Using Publicly Available Data Nitin Kalé, University of Southern California
Nancy Jones, San Diego State University
OBJECTIVE Self-service data exploration of publicly available data from the U.S. Census.
ACTIVITIES
Explore data with charts and tables.
Filter, sort, and rank data to gain insights.
SOFTWARE PREREQUISITES
Web browser
Scenario Kumar is a new intern at Global Bike. He is working in the sales department with Nina Kane’s team. On
the first day at work, he is tasked with analyzing U.S. census data to understand the demographics of
his home state. The demographic data will be used to help the team devise a targeted marketing plan.
Kumar is alone in the office with only the administrative staff since the sales team is out of town all
week at a trade show. His report needs to be to Nina by next week.
Analysis
a. Access the U.S. Census data at this url: https://www.census.gov
b. Familiarize yourself with the Census website.
c. Go to the Explore Data tab → Explore Data Main page to start your data exploration.
Practical Analytics Chapter 1 | Exercise 1 | Edition 2
Nitin Kalé & Nancy Jones © 2020 2 of 2
d. Identify the most current data for the city and/or state in which your school is located to
answer the questions listed below. If you are not in a metro area, choose the closest metro
area for which you can find data.
e. Include screen shots of the census data visualizations and tables that support your answers.
Question 1: What is the average travel time (commute) to work for individuals in your metro area?
Question 2: What is the median household income for individuals within your state?
Question 3: How does the median income in your state compare to other states? (Hint: Use a chart or map.)
Question 4: What is the population of your state?
Question 5: Is the population in your state growing or shrinking? By how much?
Question 6: What percent of the population within your state is between the ages of 20 and 60?
Question 7: How many vehicles are available to the households within your state?
Question 8: How many individuals in your state take alternative methods cabs or bicycles to get to work?
Question 9: Create a dashboard of two or more charts that you accessed on the website and paste a screen shot here.
What kind of leader am I?
In this discussion board, I would like to get a little personal insight into YOUR leadership style. What kind of leader are you? Do you prefer the transactional approach, or are you more comfortable being transformational? If you have not had much experience in being a leader yet, under what type of leadership style do you prefer to work?
APA STYLE 7 edt.
3 References: must be from current nursing journals (within the last 5 years)
3 pages long
Criteria Ratings Pts
5 pts
5 pts
4 pts
5 pts
4 pts
5 pts
2 pts
Initial Posting: Content
5 pts Excellent Initial posting fully addresses all aspects of the discussion. Information is factually correct, reflective, and substantive contribution which advances discussion
4 pts Proficient Initial posting adequately addresses all aspects of the discussion. Information is factually correct but lacks full development of concepts in discussion.
2 pts Marginal Initial posting loosely addresses all aspects of the discussion and does not add substantive information to the discussion.
0 pts Below Expectation No initial posting
Initial Posting: Word Count
5 pts Excellent Post contains a minimum of 200 words
4 pts Proficient Post contains 150-199 words
2 pts Marginal Post contains 100-149 words
0 pts Below Expectation No initial posting or post contains less than 100 words.
Initial Posting: Timing
4 to >0.0 pts On Time Posts by deadline. Each day late is 1 point deduction
0 pts Not on time Post is more than 3 days late
Initial Posting: References
5 pts Excellent Uses two or more references: At least one must be from current nursing journals (within the last 5 yrs). One reference may come from required course textbook or appropriate health care related government website.
4 pts Proficient Uses two references: At least one must be from nursing journals (age 5-10 years). Only one reference may come from required course textbook or appropriate health care related government website.
2 pts Marginal Uses only one reference from current nursing journals (within the last 5 yrs), OR 2 references are older than 5 years.
0 pts Below Expectation Uses no references to a nursing journal, uses websites, or uses only personal experience
Initial Posting: APA
4 to >0.0 pts Satisfactory Initial post cited in correct APA format. 4 points possible: in-text citation (2) and reference list entry (2)
0 pts Below Expectation All 4 incorrect: in-text citation (2) and reference list entry (2).
Reply #1: Content
5 pts Excellent Demonstrates thorough analysis of peer posts; discussion is meaningful by building on previous posts. Any questions posed to peers are thoughtful and relevant to discussion
4 pts Proficient Demonstrates partial analysis of peer posts with some meaningful discussion.
2 pts Marginal Demonstrates incomplete analysis of peer posts without meaningful discussion.
0 pts Below Expectation No reply post
Reply #1: Word Count
2 pts Excellent Post contains a minimum of 150 words
1 pts Marginal Post contains 80-149 words.
0 pts Below Expectation Post contains less than 80 words or no reply post
8/21/24, 4:06 PM Discussion Board-McGee-Summer 2024
https://arkansasstateuniversity.instructure.com/courses/67787/rubrics/80274 2/4
Criteria Ratings Pts
1 pts
2 pts
2 pts
5 pts
2 pts
1 pts
Reply #1: Timing
1 pts On Time Posts reply by deadline.
0 pts Not on time No reply by deadline
Reply #1: References
2 pts Excellent Uses one or more references: must be from current nursing journals (within the last 5 years), or may come from required course textbook or appropriate health care related government website
1 pts Marginal Use one reference: nursing journal greater than 5 years.
0 pts Below Expectation Uses no references to a nursing journal, uses websites, or uses only personal experience
Reply #1: APA
2 to >0.0 pts Satisfactory Reply post cited in correct APA format. One point for each: in-text citation and reference list entry
0 pts Below Expectation Both incorrect: in-text citation and reference list entry
Reply #2: Content
5 pts Excellent Demonstrates thorough analysis of peer posts; discussion is meaningful by building on previous posts. Any questions posed to peers are thoughtful and relevant to discussion
4 pts Proficient Demonstrates partial analysis of peer posts with some meaningful discussion.
2 pts Marginal Demonstrates incomplete analysis of peer posts without meaningful discussion.
0 pts Below Expectation No reply post
Reply #2: Word Count
2 pts Excellent Post contains a minimum of 150 words
1 pts Marginal Post contains 80-149 words.
0 pts Below Expectation Post contains less than 80 words or no reply post
Reply #2: Timing
1 pts On Time Posts reply by deadline.
0 pts Not on time No reply by deadline
8/21/24, 4:06 PM Discussion Board-McGee-Summer 2024
https://arkansasstateuniversity.instructure.com/courses/67787/rubrics/80274 3/4
Total Points: 50
Criteria Ratings Pts
2 pts
2 pts
3 pts
Reply #2: References
2 pts Excellent Uses one or more references: must be from current nursing journals (within the last 5 years), or may come from required course textbook or appropriate health care related government website
1 pts Marginal Use one reference: nursing journal greater than 5 years.
0 pts Below Expectation Uses no references to a nursing journal, uses websites, or uses only personal experience
Reply #2: APA
2 to >0.0 pts Satisfactory Reply post cited in correct APA format. One point for each: in-text citation and reference list entry
0 pts Below Expectation Both incorrect: in-text citation and reference list entry
Mechanics 3 pts Excellent Free of errors in grammar, punctuation, spelling.
2 pts Proficient 1-2 errors in grammar, punctuation, spelling.
1 pts Marginal 3-5 errors in grammar, punctuation, spelling
0 pts Below Expectation Greater than 5 errors in grammar, punctuation, spelling.
8/21/24, 4:06 PM Discussion Board-McGee-Summer 2024
https://arkansasstateuniversity.instructure.com/courses/67787/rubrics/80274 4/4
