epidemiology

 

 

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epidemiology

Week 8: Discussion – Health Policy and Ethics

22 unread replies.22 replies.

Purpose:

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. 

The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. 

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Inspect the relationship between environment and global health (CO5).
  2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO5).

Due Date:

  • Initial prompt due by Wednesday, 11:59 PM MT of week 8
  • One peer and one faculty or two peer posts due by Sunday 11:59 PM MT of week 8

A 10% late penalty will be imposed for initial discussions posted after the weekly deadline regardless of the number of days late. No postings will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

Total Points: 60 Points

Assignment Requirements 

  1. Go to your state government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.
  2. Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (“The Code”), and course readings, to include a minimum of one course scholarly article (provided within the course). Be sure to speak to the role of advocacy and population health.
  3. Respond to a minimum of two (2) peers/faculty posts with one (1) paragraph of 4-5 sentences integrating one scholarly source utilized in an in-text citation/APA.

Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity. (Links to an external site.)

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT

Category

Points

%

Description

Scholarly 

13

22%

  • The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion. 
  • The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
  • The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values. 
  • The student recognizes the accuracy, logic, relevance, or clarity of statements.
  • The student asks clarifying questions and knows when clarifying questions need to be asked. 
  • The student distinguishes fact from opinion. 

Application 

20

33%

  • All components of discussion prompt addressed (met) in initial posting.
  • The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.  
  • All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point. 
  • Information and knowledge are accurate.
  • The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
  • All postings integrate scholarly sources to support points consistently.  

Interactive Dialogue

10

16.6%

  • Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application. 
  • Interacts with a professional tone and is able to express opinions with ownership and without judgement.
  • Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic. 

 

43

72%

Total CONTENT Points= 43 pts

DISCUSSION FORMAT

Category

Points

%

Description

APA

12

20%

  • In text citations are formatted per APA 6th ed.
  • Reference list is formatted per APA 6th ed.
  • Spelling, grammar, and scholarly tone are per APA 6th ed. 

Spelling / Grammar etc.

5

8%

  • Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language).

 

17

28%

Total FORMAT Points=17 pts

 

60

100%

DISCUSSION TOTAL=60 points

 

 

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CategoriesUncategorized

epidemiology

Week 8: Discussion – Health Policy and Ethics

22 unread replies.22 replies.

Purpose:

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. 

The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. 

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Inspect the relationship between environment and global health (CO5).
  2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO5).

Due Date:

  • Initial prompt due by Wednesday, 11:59 PM MT of week 8
  • One peer and one faculty or two peer posts due by Sunday 11:59 PM MT of week 8

A 10% late penalty will be imposed for initial discussions posted after the weekly deadline regardless of the number of days late. No postings will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

Total Points: 60 Points

Assignment Requirements 

  1. Go to your state government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.
  2. Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (“The Code”), and course readings, to include a minimum of one course scholarly article (provided within the course). Be sure to speak to the role of advocacy and population health.
  3. Respond to a minimum of two (2) peers/faculty posts with one (1) paragraph of 4-5 sentences integrating one scholarly source utilized in an in-text citation/APA.

Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity. (Links to an external site.)

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT

Category

Points

%

Description

Scholarly 

13

22%

  • The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion. 
  • The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
  • The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values. 
  • The student recognizes the accuracy, logic, relevance, or clarity of statements.
  • The student asks clarifying questions and knows when clarifying questions need to be asked. 
  • The student distinguishes fact from opinion. 

Application 

20

33%

  • All components of discussion prompt addressed (met) in initial posting.
  • The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.  
  • All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point. 
  • Information and knowledge are accurate.
  • The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
  • All postings integrate scholarly sources to support points consistently.  

Interactive Dialogue

10

16.6%

  • Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application. 
  • Interacts with a professional tone and is able to express opinions with ownership and without judgement.
  • Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic. 

 

43

72%

Total CONTENT Points= 43 pts

DISCUSSION FORMAT

Category

Points

%

Description

APA

12

20%

  • In text citations are formatted per APA 6th ed.
  • Reference list is formatted per APA 6th ed.
  • Spelling, grammar, and scholarly tone are per APA 6th ed. 

Spelling / Grammar etc.

5

8%

  • Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language).

 

17

28%

Total FORMAT Points=17 pts

 

60

100%

DISCUSSION TOTAL=60 points

 

 

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Week 7: Reflection on Achievement of Outcomes Concept Map

Submit Assignment

  • Due Sunday by 11:59pm
  • Points 50
  • Submitting a file upload

Purpose

The purpose of this assignment is to create a visual map that connects the work of the course (assignments, readings, discussion board, internet reviews , etc.) to all of the objectives specified below.

Take some time now to mindfully reflect over the assignments, readings, discussion board, and web site exploration activities of the course, Population Health, Epidemiology, and Statistical Principles. Next, take a look at the written directions for the assignment and the rubric for the assignment. You will be constructing a Concept M ap that relates (connects) the activities of the course to all of the outcome objectives provided for you in the Requirements section below.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to: 

  1. Synthesize knowledge of population health to the role of political advocacy as an Advanced Practice Nurse.

Due Date: by Sunday, 11:59 p.m. MT at the end of Week 7

Total Points Possible: 50 Points

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

Requirements

  1. The Concept Map must visually connect all of the specified objectives (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).    
  2. All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
  3. Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation , but a PowerPoint slide can be used to “draw” the Map.

Outcomes/Competencies to be connected with course learning:

MSN Program Outcome #2:

Create a caring environment for achieving quality health outcomes (Care-Focused).

MSN Essential VIII:

Clinical Prevention and Population Health for Improving Health

National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies

  • Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.

Preparing the Assignment

ViewHow to Create a Concept Map (Links to an external site.)

ASSIGNMENT CONTENT

Category

Points

%

Description

MSN Program Outcome #2

15

30%

  • The Map visually connects the Category to a minimum of two (2) assignments.
  • Each assignment is clearly labeled with week and content topic.

MSN Essential VIII

15

30%

  • The Map visually connects the Category to a minimum of two (2) assignments.
  • Each assignment is clearly labeled with week and content topic.

NONPF Competencies #4

15

30%

  • The Map visually connects the Category to a minimum of two (2) assignments.
  • Each assignment is clearly labeled with week and content topic.

 

45

90%

Total CONTENT Points=45 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling 

5

5

Grammar, spelling, syntax are accurate. 

 

 

 

Total FORMAT Points= 5 pts

 

 

 

ASSIGNMENT TOTAL=50 points

Rubric

NR503_Concept Map_Sept19

NR503_Concept Map_Sept19

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeAssignment Content Possible Points = 45 Points

MSN Program Outcome Objective #2

15.0 pts

Excellent

The reflection specifically identifies and addresses the pre-determined program outcome and provides two (2) or more examples of how the student specifically achieved or had exposure to this outcome during this course/clinical. All items are labeled.

14.0 pts

V. Good

The reflection specifically identifies and addresses the pre-determined program outcome and provides one (1) example of how the student specifically achieved or had exposure to this outcome during this course/clinical. All items may or may not be labeled.

12.0 pts

Needs Improvement

The reflection is vague and/or does not address the correct pre-determined program outcome that the student achieved or had exposure to during the course/clinical. All items may or may not be labeled.

8.0 pts

Satisfactory

The reflection addresses the pre-determined program outcome in a generic manner without a specific example of exposure to or achievement of the outcome during this course/clinical. All items may or may not be labeled.

0.0 pts

Unsatisfactory

The reflection does not address the program outcomes or the assignment has not been submitted.

15.0 pts

This criterion is linked to a Learning OutcomeMSN Essential VIII Competence Objective

15.0 pts

Excellent

The reflection specifically identifies and addresses the pre-determined MSN Essential Competency and provides two (2) or more examples of how the student specifically achieved or had exposure to this competency during the course/clinical. All items are labeled.

14.0 pts

V. Good

The reflection specifically identifies and addresses the pre-determined MSN Essential Competency and provides one (1) example of how the student specifically achieved or had exposure to this competency during this course/clinical. All items may or may not be labeled.

12.0 pts

Needs Improvement

The reflection addresses the pre- determined MSN Essential Competency in a generic manner without a specific example of exposure to or achievement of the competency during this course/clinical. All items may or may not be labeled.

8.0 pts

Satisfactory

The reflection is vague and/or does not address the correct pre-determined MSN Essential Competency that the student achieved or had exposure to during the course/clinical. All items may or may not be labeled.

0.0 pts

Unsatisfactory

The reflection does not address the MSN Essential Competence.

15.0 pts

This criterion is linked to a Learning OutcomeNONPF Competencies #4

15.0 pts

Excellent

The reflection specifically identifies and addresses the pre-determined NONPF competencies and provides two (2) or more examples of how the student specifically achieved or had exposure to this competency during this course/clinical. All items are labeled.

14.0 pts

V. Good

The reflection specifically identifies and addresses the pre-determined NONPF Competencies and provides one (1) example of how the student specifically achieved or had exposure to this competency during this course/clinical. All items may or may not be labeled.

12.0 pts

Needs Improvement

The reflection addresses the pre- determined NONPF Competencies in a generic manner without a specific example of exposure to or achievement of the competency during this course/clinical. All items may or may not be labeled.

8.0 pts

Satisfactory

The reflection is vague and/or does not address the correct pre-determined NONPF Competencies that the student achieved or had exposure to during the course/clinical. All items may or may not be labeled.

0.0 pts

Unsatisfactory

The reflection does not address the NONPF Competencies.

15.0 pts

This criterion is linked to a Learning OutcomeAssignment Format Possible Points = 5 Points

Grammar, Syntax, Spelling & Punctuation

5.0 pts

Excellent

Grammar, spelling, and/or punctuation are accurate, or with zero to one error.

4.0 pts

V. Good

Two to four errors in grammar, spelling, and syntax noted.

3.0 pts

Satisfactory

Five to seven errors in grammar, spelling, and syntax noted.

2.0 pts

Needs Improvement

Eight to nine errors grammar, spelling, and syntax noted.

0.0 pts

Unsatisfactory

Post contains ten or greater errors grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

Minus Points

0.0 pts

Minus Points

0.0 pts

Total Points: 50.0

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epidemiology

Week 7: Discussion-Global and Environmental Health

33 unread replies.33 replies.

Purpose:

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. 

The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. 

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Inspect the relationship between environment and global health (CO7).
  2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO7).

Due Date: 

  • Initial prompt due by Wednesday, 11:59 PM MT of week 7
  • One peer and one faculty or two peer posts due by Sunday 11:59 PM MT of week 7

A 10% late penalty will be imposed for initial discussions posted after the weekly deadline regardless of the number of days late. No postings will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

Points: 60 points

Assignment Requirements 

  1. Please go to a lay press newspaper, for example, The Washington Post, The New York Times, or other national publication. 
  2.   Locate an article that has global health implications, such as malaria, untreated strep throat or other infectious diseases in developing countries.  Other topic areas may address environmental global health issues, for example, safe water, sanitation, or oral health.  
  3. After you locate and read over the article, respond to the following prompt:
    • During NR503, we have discussed the web of causation, epidemiological triangle, inter-professional collaboration and various other concepts related to population health and epidemiology.  In responding to your chosen article in this week’s discussion board be sure to synthesize, integrate, these course concepts as well as other terminology found in weekly modules. For example, integrate into your writing information from the World Health Organization and the SDG’s or include social justice theory into your article analysis.  The specific focus is up to you, but be sure to compare and contrast, integrate and think critically, as you present your discussion board post.
  4. Your post should be a minimum of two (2) paragraphs with 4-5 sentences per paragraph.  
  5. Your initial post should include a minimum of two (2) scholarly articles which would not include your course text, which is also permitted to be used.  
  6. Reply posts should include a scholarly reference and be a minimum of one (1) paragraph, 4-5 sentences. 
  7. A scholarly tone should be maintained throughout all posts. 
  8. A link to the article using APA should be included.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT

Category

Points

%

Description

Scholarly 

13

22%

  • The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion. 
  • The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
  • The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values. 
  • The student recognizes the accuracy, logic, relevance, or clarity of statements.
  • The student asks clarifying questions and knows when clarifying questions need to be asked. 
  • The student distinguishes fact from opinion. 

Application 

20

33%

  • All components of discussion prompt addressed (met) in initial posting.
  • The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.  
  • All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point. 
  • Information and knowledge are accurate.
  • The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
  • All postings integrate scholarly sources to support points consistently.  

Interactive Dialogue

10

16.6%

  • Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application. 
  • Interacts with a professional tone and is able to express opinions with ownership and without judgement.
  • Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic. 

 

43

72%

Total CONTENT Points= 43 pts

DISCUSSION FORMAT

Category

Points

%

Description

APA

12

20%

  • In text citations are formatted per APA 6th ed.
  • Reference list is formatted per APA 6th ed.
  • Spelling, grammar, and scholarly tone are per APA 6th ed. 

Spelling / Grammar etc.

5

8%

  • Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language).

 

17

28%

Total FORMAT Points=17 pts

 

60

100%

DISCUSSION TOTAL=60 points

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epidemiology

Week 6: Epidemiological Analysis: Chronic Health Problem

Submit Assignment

  • Due Feb 16 by 11:59pm
  • Points 200
  • Submitting a file upload

Purpose

The purpose of this assignment is:

  1. Integrate knowledge and skills learned throughout NR503 course
  2. Direct application of course objectives utilizing epidemiological analysis of a chronic health problem, along with state and national level data.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

See weekly outcomes from Weeks 1-6.

Due Date: Sunday, 11:59 p.m. MT at the end of Week 6.

Total Points Possible: 200

Requirements:

This paper should clearly and comprehensively identify the chronic health disease chosen. Select a topic from the following list (topics rotate):

  • Chronic Kidney Disease
  • Personality Disorders
  • Glaucoma
  • Migraine and Chronic Headache

The paper should be organized into the following sections:

  1. Introduction (Identification of the problem) with a clear presentation of the problem as well as the significance and a scholarly overview of the paper’s content. No heading is used for the Introduction per APA 6th edition. 
  2. Background and Significance of the disease, to include: Definition, description, signs and symptoms, and current incidence and/or prevalence statistics by state with a comparison to national statistics pertaining to the disease.  Create a table of incidence or prevalence rates by your geographic county/city or state with a comparison to national statistics. Use the APA text for formatting guidelines (tables).  This is a table that you create using relevant data, it should not be a table from another source using copy/paste.
  3. Surveillance and Reporting: Current surveillance methods and mandated reporting processes.
  4. Epidemiological Analysis:  Conduct a descriptive epidemiology analysis of the health condition. Be sure to include all of the 5 W’s:  What, Who, Where, When, Why.  Use details associated with all of the W’s, such as the “Who” which should include an analysis of the determinants of health.  Include costs (both financial and social) associated with the disease or problem.
  5. Screening and Guidelines:  Review how the disease is diagnosed and current national standards (guidelines).  Pick one screening test (review Week 2 Discussion Board) and review its sensitivity, specificity, predictive value, and cost.
  6. Plan:  Integrating evidence, provide a plan of how a nurse practitioner will address this chronic health condition after graduation.  Provide three specific interventions that are based on the evidence and include how you will measure outcomes (how will you know that the interventions have utility, are useful?)  Note:  Consider primary, secondary, and tertiary interventions as well as the integration of health policy advocacy efforts.  All interventions should be based on evidence – connected to a resource such as a scholarly piece of research. 
  7. Summary/Conclusion: Conclude in a clear manner with a brief overview of the keys points from each section of the paper utilizing integration of resources.
  8. Adhere to all paper preparation guidelines (see below).

Preparing the Paper:

  1. Page length: 7-10 pages, excluding title page and references.
  2. APA format 6th edition
  3. Include scholarly in-text references throughout and a reference list.
  4. Include at least one table that the student creates to present information. Please refer to the “Requirements” or rubric for further details.  APA formatting required. 
  5. Length: Papers not adhering to the page length may be subject to either (but not both) of the following at the discretion of the course faculty: 1.  Your paper may be returned to you for editing to meet the length guidelines, or, 2. Your faculty may deduct up to five (5) points from the final grade.
  6. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of original work for assignments.

ASSIGNMENT CONTENT

Category

Pts

%

Description

Identification of the Health Problem

15

7.5%

Comprehensively and succinctly states the problem/concern. Clear presentation of the problem as well as the significance with a scholarly overview of the paper’s content.

Background and Significance of the Health Problem

30

15%

Background and significance is complete, presents risks, disease impact and includes a review of incidence and prevalence of the disease within the student’s state compared to national data. Evidence supports background. A student created table is included using APA format.

Current Surveillance and Reporting Methods 

30

15%

Current state and national disease surveillance methods are reviewed along with currently gathered types of statistics and information on whether the disease is mandated for reporting.  Supported by evidence.

Descriptive Epidemiological Analysis of Health Problem 

35

17%

Comprehensive review and analysis of descriptive epidemiological points for the chronic health problem.  The 5 W’s of epidemiological analysis should be fully identified. Supported by scholarly evidence.

Screening, Diagnosis, Guidelines

30

15%

Review of current guidelines for screening and diagnosis. Screening tool statistics related to validity, predictive value, and reliability of screening tests are presented.

Plan of Action

30

15%

Integrating evidence, provide a plan of how a nurse practitioner will address this chronic health condition after graduation.  Provide three specific interventions that are based on the evidence and include how you will measure outcomes (how will you know that the interventions have utility, are useful?)  Note:  Consider primary, secondary, and tertiary interventions as well as the integration of health policy advocacy efforts.  All interventions should be based on evidence – connected to a resource such as a scholarly piece of research. 

Conclusion

15

7.5%

The conclusion thoroughly, clearly, succinctly, and logically presents major points of the paper with clear direction for action.  Includes scholarly references 

 

185

92%

Total CONTENT Points=185 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

APA 6th ed.

10

5%

APA is consistently utilized according to the 6th edition throughout the paper.

Grammar, Syntax, Spelling

5

3%

The paper is free from grammar, unscholarly context or “voice” and spelling is accurate throughout.

 

15

8%

Total FORMAT Points=15 pts

 

200

100%

ASSIGNMENT TOTAL=200 points

Rubric

NR503_Week 6 Chronic Health_Sept19

NR503_Week 6 Chronic Health_Sept19

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeAssignment Content Possible Points = 185 Points

Introduction of Healthcare Problem/Concern

15.0 pts

Excellent

Comprehensively and succinctly states the problem/concern. Clear presentation of the problem as well as the significance with a scholarly overview of the paper’s content.

14.0 pts

V. Good

Identifies the problem/concern with adequate but not in-depth presentation.

12.0 pts

Satisfactory

Identification of problem/concern is limited.

8.0 pts

Needs Improvement

Improvement- Identification of problem/concern is unclear.

0.0 pts

Unsatisfactory

Improvement- Identification of problem/concern is unclear.

15.0 pts

This criterion is linked to a Learning OutcomeBackground/Significance

30.0 pts

Excellent

Background and significance is complete, presents risks, disease impact and includes a review of incidence and prevalence of the disease within the student’s state compared to national data. Evidence supports background. A student created table is included.

27.0 pts

V. Good

Background is complete, presents risk, disease impact and at least one set of incidence and prevalence statistics supported by evidence, for instance state data or national data is presented, but not both. Or, full data is presented but student table is not included.

26.0 pts

Satisfactory

Background missing one or more key points and at least one set of incidence and prevalence statistics are presented. Lack of evidence or limited presentation of the background. A table is included which may or may not be student created; may be limited in data.

15.0 pts

Needs Improvement

Background missing more than one key point and at least one set of incidence and prevalence statistics are presented, or there is no supported evidence. Unclear conclusions or presentation. No student created table is included; or if included is limited in scope or is not student created.

0.0 pts

Unsatisfactory

Background and significance of the disease is not provided.

30.0 pts

This criterion is linked to a Learning OutcomeSurveillance and Reporting

30.0 pts

Excellent

Current state and national disease surveillance methods are reviewed along with currently gathered types of statistics and information on whether the disease is mandated for reporting. All writing is supported by evidence.

27.0 pts

V. Good

State and national disease surveillance methods are reviewed, currently gathered types of statistics is scant, reporting requirements discussed. All writing is supported by evidence.

26.0 pts

Satisfactory

State or national surveillance statistics are discussed as an overview, lacking detail / depth. Mandated reporting may be absent. Writing is supported by evidence but may be inconsistent.

15.0 pts

Needs Improvement

One of either state or national disease surveillance methods reviewed; currently gathered types of statistics may be missing or information on whether the disease is mandated for reporting is missing. There is a lack of depth with inconsistent use of evidence.

0.0 pts

Unsatisfactory

Content not discussed.

30.0 pts

This criterion is linked to a Learning OutcomeDescriptive Epidemiology

35.0 pts

Excellent

Comprehensive review and analysis of descriptive epidemiological points for the chronic health problem. The 5 W’s of epidemiological analysis should be fully identified. Supported by scholarly evidence.

32.0 pts

V. Good

Review and analysis has depth in general but may be missing one of the 5 W’s OR may be scant in one area of the 5 W’s. All writing is supported by evidence.

29.0 pts

Satisfactory

Review and analysis superficial in all of the 5 W’s OR may be scant or missing 2 or more of the W’s. Evidence is present but may not be throughout all content areas.

18.0 pts

Needs Improvement

Review and analysis is missing depth throughout all of the content areas. Evidence may or may not support the writing.

0.0 pts

Unsatisfactory

No analysis provided.

35.0 pts

This criterion is linked to a Learning OutcomeScreening, Diagnosis, Guidelines

30.0 pts

Excellent

Comprehensive review of current guidelines for screening and diagnosis. Screening tool statistics related to validity, predictive value, and reliability of screening tests are presented.

27.0 pts

V. Good

Adequate review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented.

26.0 pts

Satisfactory

Limited review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests.

15.0 pts

Needs Improvement

Minimal or unclear review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests. There is a lack of depth with inconsistent use of evidence.

0.0 pts

Unsatisfactory

Review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests not provided.

30.0 pts

This criterion is linked to a Learning OutcomePlan

30.0 pts

Excellent

Integrating evidence, provide a plan of how a nurse practitioner will address this chronic health condition after graduation. Provide three specific interventions that are based on the evidence and include how you will measure outcomes (how will you know that the interventions have utility, are useful?) Note:  Consider primary, secondary, and tertiary interventions as well as the integration of health policy advocacy efforts. All interventions should be based on evidence – connected to a resource such as a scholarly piece of research.

27.0 pts

V. Good

An adequate, but not fully comprehensive, plan of action specific to the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease.

26.0 pts

Satisfactory

A limited plan of action specific to the problem, and the geographic area, outcomes, or prevalence of the disease. Three actions or less may be presented with limited or little evidence.

15.0 pts

Needs Improvement

Minimal or unclear review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests. Actions are minimal or unclear, or lack specificity, are not supported directly by evidence or are not direct actions the student can take in practice. There is a lack of depth with inconsistent use of evidence.

0.0 pts

Unsatisfactory

Plan of action not provided.

30.0 pts

This criterion is linked to a Learning OutcomeSummary/Conclusion = 185 Points

15.0 pts

Excellent

The conclusion thoroughly, clearly, succinctly, and logically presents major points of the paper with clear direction for action. Includes scholarly references.

14.0 pts

V. Good

The conclusion adequately and logically presents major points of the paper with clear direction for action, but lacks one major point or is not succinct. Includes scholarly references.

12.0 pts

Satisfactory

The conclusion is a limited review of key points of the paper, is not succinct, or lacks one or more major points of the paper or clear direction for action. Scholarly references may or may not be included.

8.0 pts

Needs Improvement

Conclusion is unclear or significantly limited in overview of the paper. Scholarly references may or may not be included.

0.0 pts

Unsatisfactory

No Summary/conclusion is included.

15.0 pts

This criterion is linked to a Learning OutcomeAssignment Format Possible Points =15 Points

APA 6th ed.

10.0 pts

Excellent

APA is consistently utilized according to the 6th edition throughout the paper.

9.0 pts

V. Good

One or two errors in APA format

8.0 pts

Satisfactory

Three-Five errors in APA format

5.0 pts

Needs Improvement

Six errors in APA format

0.0 pts

Unsatisfactory

Greater than six errors in APA formatting.

10.0 pts

This criterion is linked to a Learning OutcomeGrammar, Syntax, Spelling

5.0 pts

Excellent

There are no grammar, unscholarly context or “voice” errors in the paper and spelling is accurate throughout.

4.0 pts

V. Good

One or two errors

3.0 pts

Satisfactory

Three-five errors

2.0 pts

Needs Improvement

Six errors

0.0 pts

Unsatisfactory

Greater than six errors

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

Minus Points

0.0 pts

Minus Points

0.0 pts

Total Points: 200.0

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Week 4: Open Forum Discussion

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Purpose

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Course Outcomes

CO#6 – Identify important sources of epidemiological data. (PO 2)

 

Due Date

All postings to the Open Forum are due by Sunday, 11:59 p.m. MT. 

Total Points Possible: Complete/Incomplete

 

Preparing the Assignment

All students are required to make one post. You are not required to provide reply posts.

You can use this time to have a non-structured conversation about the web site exploration links below. Provide one fact or element from the web site exploration that applies to the topics from the first four modules.  Please remember to provide a reference for all sources included in your post.

Web Site Exploration:

Institute for Healthcare Improvement (Links to an external site.)

IHI Triple Aim (Links to an external site.)

Campaign for Action: Fostering Inter-professional Collaboration (Links to an external site.)

 

 

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Week 5: Infectious Disease Paper

Submit Assignment

  • Due Feb 9 by 11:59pm
  • Points 125
  • Submitting a file upload

 

 Purpose

Infectious disease occurs worldwide and must be addressed just as chronic disease is approached. This assignment will present the learner an opportunity to explore a communicable disease, to apply the epidemiological triad, and to discern the demographic and at-risk background data for a specific infectious disease agent.

Activity Learning Outcomes

Through this assessment, the student will meet the following Course Outcomes.

  1. Identify appropriate outcome measures and study designs applicable to epidemiological sub-fields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. (CO3)
  2. Identify important sources of epidemiological data. (CO6)

Due Date: by Sunday, 11:59 p.m. MT of Week 5

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

Total Points Possible: 125

Requirement

  1. Apply the concepts of population health and epidemiology to one of the following infectious diseases:  (Choose one from the following list for your paper.)
    • Hepatitis C
    • Listeria Infections
    • Rabies
    • Eastern Equine Encephalitis
  2. Synthesize Course content from Weeks 1-5 according to the following sections:
    • Introduction:  Analysis of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) to include demographic break down that includes age, gender, race, or other at-risk indicators (data per demographics should include mortality, morbidity, incidence, and prevalence).
    • Determinants of Health:  Define, identify and synthesize the determinants of health as related to the development of the infection.  Utilize HP2020.
    • Epidemiological Triad:  Identify and describe all elements of the epidemiological triad: Host factors, agent factors (presence or absence), and environmental factors. Utilize the demographic break down to further describe the triad.  
    • Role of the NP:  Succinctly define the role of the nurse practitioner according to a national nurse practitioner organization (National Board of Nursing or AANP, for example) and synthesize the role to the management of infectious diseases (surveillance, primary/secondary/tertiary interventions, reporting, data collecting, data analysis, and follow-up). This includes the integration of a model of practice which supports the implementation of an evidence-based practice.  Refer to your course textbook for models of practice examples.

Preparing the paper

Submission Requirements

  1. Application: Use Microsoft Wordâ„¢ to create the written assessment.
  2. Length: The paper (excluding the title page and reference page) should be limited to a maximum of four (4) pages.  Papers not adhering to the page length may be returned to you for editing to meet the length guidelines. 
  3. A minimum of three (3) scholarly research/literature references must be used. CDC or other web sources may be utilized but are not counted towards the three minimum references required.  Your course text may be used as an additional resource but is not included in the three minimum scholarly references.
  4. APA format 6th edition.
  5. Include scholarly in-text references and a reference list.
  6. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of student created original work for assignments.
  7. Do not write in the first person (such as “me” “I”)

Best Practices in Preparing the Project

The following are best practices in preparing this project:

  1. Review directions and rubric thoroughly.
  2. Follow submission requirements.
  3. Make sure all elements on the grading rubric are included.  Organize the paper using the rubric sections and appropriate headings to match the sections.
  4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
  5. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
  6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
  7. A minimum of three (3) scholarly literature references must be used. **See above section on “Preparing the Paper”.
  8. Abide by Chamberlain College of Nursing academic integrity policy.

This assignment will be run through Turn It In. Your second submission will be considered final and subject to grading. 

ASSIGNMENT CONTENT

Category

Points

%

Description

Introduction

15

12%

Comprehensive description of the infectious disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Integrate at risk aggregate populations with related descriptive epidemiology.

Determinants of Health

40

32%

Robust identification and description of the determinants of health with explanation of how those factors contribute to the development of this disease. Evidence supports background.

Epidemiological Triad

30

24%

Comprehensive review of the epidemiological triad (host factors, agent factors (presence or absence), and environmental factors).  Uses example/s, resources, to fully describe the triad.

Role of the NP

25

20%

Succinctly defines the role of the nurse practitioner according to a national nurse practitioner organization (Board of Nursing, AANP, for example) and synthesize the role to the management of infectious diseases (surveillance, primary/secondary/tertiary interventions, reporting, data collecting, data analysis, and follow-up). This includes the integration of a model of practice which supports the implementation of an evidence-based practice. 

 

110

88%

Total CONTENT Points=110 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

APA 

10

8%

All elements of the paper utilize APA Format 6th Ed.

Spelling/grammar/ voice

5

4%

All elements of the paper correctly utilize spelling, grammar and a scholarly voice.

 

15

12%

Total FORMAT Points=15 pts

 

125

100%

ASSIGNMENT TOTAL=125 points

Rubric

NR503_Week 5 Infectious Diseases Paper_Sept19

NR503_Week 5 Infectious Diseases Paper_Sept19

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeAssignment Content Possible Points =110 Points

Introduction of Infectious Disease

15.0 pts

Excellent

Comprehensive description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Integrate at risk aggregate populations.

14.0 pts

V. Good

Adequately identifies the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Integration of at-risk aggregate populations.

12.0 pts

Satisfactory

Limited description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Integration of at-risk aggregate populations scantly present.

8.0 pts

Needs Improvement

Unclear description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Integration of at-risk aggregate populations inaccurately discussed/not related.

0.0 pts

Unsatisfactory

Data is minimal or absent.

15.0 pts

This criterion is linked to a Learning OutcomeDeterminants of Health

40.0 pts

Excellent

Robust identification and description of the determinants of health with explanation of how those factors contribute to the development of this disease. Evidence supports background.

36.0 pts

V. Good

Identification of determinants is complete but lack depth in an area or overall, presents risk factors, disease impact and at least one set of incidence and prevalence statistics which are presented and supported by evidence.

33.0 pts

Satisfactory

Description of determinants is missing one or more key points. Limited presentation of the contributing factors. Lack of evidence to support writing may be present or evidence may be inconsistent throughout.

20.0 pts

Needs Improvement

Determinants missing depth in general and more than one key point and lack of contributing factors. There is may be no evidence or evidence may be present inconsistently or without relationship to writing.

0.0 pts

Unsatisfactory

Content is minimal if present or not included in writing at all.

40.0 pts

This criterion is linked to a Learning OutcomeEpidemiological Triad

30.0 pts

Excellent

Comprehensive review of the epidemiological triad (host factors, agent factors (presence or absence), and environmental factors). Writing includes examples that expand content beyond a definition into application. Full integration of evidence, sources.

27.0 pts

V. Good

Adequate review of the epidemiological triad (host factors, agent factors (presence or absence), and environmental factors.) Examples may be omitted. There is integration of evidence in the majority of the writing.

25.0 pts

Satisfactory

Limited review of the epidemiological triad (host factors, agent factors (presence or absence), and environmental factors.) Examples may be omitted. There is integration of evidence in the writing, which may be inconsistent.

15.0 pts

Needs Improvement

Minimal or unclear review of the epidemiological triad (the host factors, agent factors (presence or absence), and environmental factors.) There are no examples. Evidence is present but may not be consistent throughout.

0.0 pts

Unsatisfactory

Review of the epidemiological triad (host factors, agent factors (presence or absence), and environmental factors) scant, unclear, or not provided.

30.0 pts

This criterion is linked to a Learning OutcomeRole of the NP

25.0 pts

Excellent

Succinctly defines the role of the nurse practitioner according to a national nurse practitioner organization (Board of Nursing, AANP, for example) and synthesizes the role to the management of infectious diseases (surveillance, primary/secondary/tertiary interventions, reporting, data collecting, data analysis, and follow-up). Writing includes integration of a model of practice which supports the implementation of an evidence-based practice. References support all writing.

23.0 pts

V. Good

An adequate, but not fully comprehensive review

21.0 pts

Satisfactory

A limited review

13.0 pts

Needs Improvement

Minimal or unclear

0.0 pts

Unsatisfactory

Not provided

25.0 pts

This criterion is linked to a Learning OutcomeAssignment Format Possible Points =15 Points

APA

10.0 pts

Excellent

APA is accurate throughout the paper.

9.0 pts

V. Good

There are 1-3 APA errors.

8.0 pts

Satisfactory

There are 4-5 APA errors.

5.0 pts

Needs Improvement

There are 6-7 APA errors.

0.0 pts

Unsatisfactory

There are greater than 7 APA errors.

10.0 pts

This criterion is linked to a Learning OutcomeSpelling/grammar/ voice

5.0 pts

Excellent

No errors in spelling, grammar, and voice

4.0 pts

V. Good

There are 1-3 errors

3.0 pts

Satisfactory

There are 4-5 errors

2.0 pts

Needs Improvement

There are 6-7 errors

0.0 pts

Unsatisfactory

There are greater than 7 errors

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

Minus Points

0.0 pts

Minus Points

0.0 pts

Total Points: 125.0

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Week 3: Discussion- Epidemiological Methods and Measurements

No unread replies.No replies.

Purpose:

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. 

The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. 

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Due Date:

  • Initial prompt due by Wednesday, 11:59 PM MT of week 3
  • One peer and one faculty or two peer posts due by Sunday 11:59 PM MT of week 3

A 10% late penalty will be imposed for initial discussions posted after the weekly deadline regardless of the number of days late. No postings will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

Total Points: 60 Points

Assignment Requirements 

  1. Utilizing the list below, choose two research methods. 
  2. Next, find two articles, one on each of the chosen methods, from the Chamberlain College library, or you may use one that is provided within the course and one you find from the library. The articles should be related to population health and infectious disease, chronic health, occupational health, global health, genomics, or environmental health:
    • Randomized Control Trial
    • Cohort Study
    • Case-Control Study
    • Cross-Sectional
  3. Read each article and answer the following questions with detail for each article, include succinct definitions/examples or rationale as fitting to the question. Organize your answers using the number of the question you are answering (1-8). Your answers should provide more than a “yes” or “no”, your answers should provide examples, critical thinking, definitions, and examples.
    • Does the study design specify a question, goal, of the study?  Why is this important?
    • Explain the methodology (Randomized Control Trial, Cohort Study, Case-Control Study).
    • Describe the participant information, include recruitment. Is selection bias present?
    • How is data collected?
    • Are the variables identified? If yes, discuss. If no, how does this impact your interpretation of the study?
    • How was the data analyzed, what statistics are provided? What are potential errors related to the study design?
    • What are the weaknesses of the type of study design/method?
    • Discuss the outcomes and the implications for implementation.
  4. Post your analysis of the research studies to the DB. Your analysis should have in-text citations and utilize a scholarly voice with APA formatting. You may choose to write a Word doc and upload your doc to the discussion board for this week.
  5. Respond to a total of two posts; either two (2) peer posts or a peer and faculty post, with a minimum of one paragraph of 4-5 sentences for each of their articles. Your reply post should integrate in-text citation(s) and be formatted with APA and a scholarly voice.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT

Category

Points

%

Description

Scholarly 

13

22%

  • The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion. 
  • The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
  • The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values. 
  • The student recognizes the accuracy, logic, relevance, or clarity of statements.
  • The student asks clarifying questions and knows when clarifying questions need to be asked. 
  • The student distinguishes fact from opinion. 

Application 

20

33%

  • All components of discussion prompt addressed (met) in initial posting.
  • The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.  
  • All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point. 
  • Information and knowledge are accurate.
  • The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
  • All postings integrate scholarly sources to support points consistently.  

Interactive Dialogue

10

16.6%

  • Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application. 
  • Interacts with a professional tone and is able to express opinions with ownership and without judgement.
  • Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic. 

 

43

72%

Total CONTENT Points= 43 pts

DISCUSSION FORMAT

Category

Points

%

Description

APA

12

20%

  • In text citations are formatted per APA 6th ed.
  • Reference list is formatted per APA 6th ed.
  • Spelling, grammar, and scholarly tone are per APA 6th ed. 

Spelling / Grammar etc.

5

8%

  • Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language).

 

17

28%

Total FORMAT Points=17 pts

 

60

100%

DISCUSSION TOTAL=60 points

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