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SUMMARY OF CURRENT COURSE CONTENT KNOWLEDGE GCU NUR 550
Sample Answer for SUMMARY OF CURRENT COURSE CONTENT KNOWLEDGE GCU NUR 550 Included After Question
Assessment Description
Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses. Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery. To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.
- Which weekly objectives do you have prior knowledge of and to what extent?
- Which weekly objectives do you have no prior knowledge of?
- What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?
A Sample Answer For the Assignment: SUMMARY OF CURRENT COURSE CONTENT KNOWLEDGE GCU NUR 550
Title: SUMMARY OF CURRENT COURSE CONTENT KNOWLEDGE GCU NUR 550
From the weekly objectives, I know how to formulate a clinically researchable question amenable to an innovative evidence-based practice change proposal. Based on my preliminary reading, nurses should use PICOT while developing a researchable question. PICOT is an acronym for patient, intervention, comparison, outcome, and (sometimes) time. Besides patient, the first P may also imply a problem or population. As such, it is the patient, population, or problem under investigation. Intervention, on the other hand, refers to the treatment or action being considered in the study. Comparison is the comparison of the selected intervention with an alternative intervention. Finally, the outcome is the expected results from the study. In some cases, nurses may use the final T, which stands for time. It is the duration of the study.
However, I do not know how to use principles from epidemiology, biostatistics, genetics, genomics, and cultural competence to guide comparisons of various patient populations. This is an extensive area that requires many hours of studies and guidance to understand. Nevertheless, I am confident that once we cover them in class, I will be able to accomplish the tasks with a lot of ease.
Therefore, using principles from epidemiology, biostatistics, genetics, genomics, and cultural competence is the area that I would like to discuss with my instructor and classmates. I particularly like the area of cultural competence. Cultural competence is arguably one of the critical skills that distinguish good from average nurses. As a nurse, I should not impose my cultural beliefs on my patients, instead, I should respect their culture during an intervention. As such, I would like to know when I am imposing and when I am doing okay. The area of biostatistics, on the other hand, concerns me since I am not good at manipulating numbers.
Which weekly objectives do you have prior knowledge of and to what extent?
I am familiar with creating a PICOT question as this was required for undergrad. and I am a member of my facility’s house-wide EBP, QI, and PI shared governance committee was PICOT questions are developed regularly.
Which weekly objectives do you have no prior knowledge of?
I am uncertain if I have even ever heard the word biostatistics before (wk2) but the remainder of the weekly topics are familiar and how to apply translational research into practice.
What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?
I am having a baby next week, and I imagine that I am not alone in juggling many competing priorities. So my honest answer, I am most concerned about the zero tolerance for a late initial discussion post. Zero points for a late initial posting is unique to this course, and I do not share the sentiment that late posts diminish the quality of discussions. I have found non-substantive posts to dimmish the quality of discussions.
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Topic 1 DQ 1
Description:
Identify the different levels of translational research. Explain how translational research is different from evidence-based practice and discuss application to population health management.
Topic 1 DQ 2
Description:
Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focuses on translational research. Select a population health problem or issue of interest from the available studies. What type of translational research is used for the study? Provide rationale as to why this is the best.
Topic 1 Participation
Grading Rubric
Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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10 Points | 9 Points | 6 Points | 0 Points | |||
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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0 Points Deducted | 5 Points Lost | |||||
Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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0 Points Lost | 5 Points Lost | |||||
Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |