NU 451 THE HEALTH CARE ISSUE

NU 451 THE HEALTH CARE ISSUE

NU 451 THE HEALTH CARE ISSUE

Description

Please note that each and every assignment has its own word limit.

Besides being able to locate scholarly sources of information, graduate students are expected to become information literate, which includes being able to evaluate information to determine if it is actually useful and valid for their research projects and if it is trustworthy and accurate. Generally, sources of information are evaluated on their purpose, timeliness, authority, reliability, and coverage. For example, it is understood that a source whose purpose is to sell something is more likely to either exaggerate or de-emphasize certain information to enhance its persuasive appeal. Sources that focus on a very narrow aspect of an issue may not be useful for supporting broader generalizations. Sources that refuse to acknowledge competing viewpoints can be quite biased.

Select one of the articles you are using for your essay and briefly evaluate it using the criteria listed above. Why do you find the article useful and valid for your essay? Now that you have looked at it more closely, do you find anything in it suspect or do you notice limitations? What are they?

MUST be between 150 – 200 words and have at least three citation with the page numbers and three reference in APA format.  (The List of References should not be older than 2014 and should not be included in the word count.)

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

The essay topic is “Exercising and High Blood Pressure” for Wk4 Health assgn

NU 451 THE HEALTH CARE ISSUE
NU 451 THE HEALTH CARE ISSUE

Description

Please note that each and every assignment has its own word limit.

Besides being able to locate scholarly sources of information, graduate students are expected to become information literate, which includes being able to evaluate information to determine if it is actually useful and valid for their research projects and if it is trustworthy and accurate. Generally, sources of information are evaluated on their purpose, timeliness, authority, reliability, and coverage. For example, it is understood that a source whose purpose is to sell something is more likely to either exaggerate or de-emphasize certain information to enhance its persuasive appeal. Sources that focus on a very narrow aspect of an issue may not be useful for supporting broader generalizations. Sources that refuse to acknowledge competing viewpoints can be quite biased.

Select one of the articles you are using for your essay and briefly evaluate it using the criteria listed above. Why do you find the article useful and valid for your essay? Now that you have looked at it more closely, do you find anything in it suspect or do you notice limitations? What are they?

MUST be between 150 – 200 words and have at least three citation with the page numbers and three reference in APA format.  (The List of References should not be older than 2014 and should not be included in the word count.)

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

The essay topic is “Exercising and High Blood Pressure” for Wk4 Health assgn

THE HEALTH CARE ISSUE IS BELOW

Exercising and High Blood Pressure

Medical evidence suggests that exercising is one of the best approaches to reduce blood pressure in patients diagnosed with hypertension (Smart, Carlson, Swaine, & McGowan, 2017). This positive effect of exercising seems to appear even in those patients that do not observe any substantial changes when following a hypertension pharmaceutical treatment. This evidence has, however, mainly focused on the adult population, as hypertension was traditionally a problem of the adults and, most notably, elderly groups in the community. As the population’s obesity rate increased, hypertension has also become a common phenomenon in children and teenagers.

It is thus necessary to investigate whether the regular exercising for, e.g., 60 minutes a day, would have a similar effect on hypertense children and teenagers that it has on hypertense adults. I would thus like to focus the research project on analyzing the impact that exercising has on reducing hypertension in children and teenagers. Understanding the impact that exercising has on the hypertension of children and teenagers would offer a healthier alternative to pharmacological treatment (Lurbe et al., 2016). It would considerably improve the quality of life of the children by providing them with the possibility of controlling the problems associated with hypertension without suffering from the side effects of long-lasting exposure to anti-hypertensive pharmaceuticals. This topic directly affects my field of study, as the conclusions derived from the analysis carried out would allow for the implementation of a guideline or policy that contributes to improving the public health of children in the community (Hwangbo et al., 2015).

IS BELOW

Exercising and High Blood Pressure

Medical evidence suggests that exercising is one of the best approaches to reduce blood pressure in patients diagnosed with hypertension (Smart, Carlson, Swaine, & McGowan, 2017). This positive effect of exercising seems to appear even in those patients that do not observe any substantial changes when following a hypertension pharmaceutical treatment. This evidence has, however, mainly focused on the adult population, as hypertension was traditionally a problem of the adults and, most notably, elderly groups in the community. As the population’s obesity rate increased, hypertension has also become a common phenomenon in children and teenagers.

It is thus necessary to investigate whether the regular exercising for, e.g., 60 minutes a day, would have a similar effect on hypertense children and teenagers that it has on hypertense adults. I would thus like to focus the research project on analyzing the impact that exercising has on reducing hypertension in children and teenagers. Understanding the impact that exercising has on the hypertension of children and teenagers would offer a healthier alternative to pharmacological treatment (Lurbe et al., 2016). It would considerably improve the quality of life of the children by providing them with the possibility of controlling the problems associated with hypertension without suffering from the side effects of long-lasting exposure to anti-hypertensive pharmaceuticals. This topic directly affects my field of study, as the conclusions derived from the analysis carried out would allow for the implementation of a guideline or policy that contributes to improving the public health of children in the community (Hwangbo et al., 2015).

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NU 451 THE HEALTH CARE ISSUE 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:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 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:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   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:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  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:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

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.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.