UOPX Demand for Organ Transplants Problem Statement
Sample Answer for UOPX Demand for Organ Transplants Problem Statement Included After Question
Description
A peer-review process provides doctoral students opportunities to explore their own ideas and thoughts as well as assisting their peers by providing substantive feedback and critical thinking questions and ideas. The objective of the peer-review process in this week, and in following weeks, is to provide you the opportunity to ‘practice’ the elements of the research plan that are due for that week. Use the Problem Statement Worksheet to formulate your problem statement as well as providing suggestions and recommendations to your peers so that everyone has a solid problem statement for the assignment. What key elements are noted in the worksheet that must be in the problem statement?
Using the Problem Statement Worksheet write a 1-sentence original problem for a prospective study you might conduct using the format below:
The problem is _____(state the problem), resulting in ______(state the consequence).
The problem statement sentence must be substantiated with literature to confirm that the problem exists and is more than just your personal opinion or perspective.
A Sample Answer For the Assignment: UOPX Demand for Organ Transplants Problem Statement
Title: UOPX Demand for Organ Transplants Problem Statement
Problem Statement Worksheet The problem in a doctoral dissertation is the most critical component of the study. The problem explains the rationale and validates the importance of the study. Below are the steps for writing a problem statement. • • • • Step 1: Provide background information. Step 2: State the problem. Step 3: Provide scholarly support for the problem. Step 4: Indicate the potential benefit of addressing the problem. At the end of this guide, you will create your own problem statement. Sample Problem Statement Breast cancer and the harsh treatment for the disease affects not only patients but their caretakers. While caring for a breast cancer patient, caregivers face physical and mental challenges while continuing to assume significant caretaking responsibilities. Caregiving often becomes a full-time responsibility that can last for many years. In the instance of a person with breast cancer, their partner is often the primary caregiver. A majority of caregivers report that caregiving is a burden physically, psychologically, economically, socially, and personally (LeSeure & Chongkham-ang, 2015).
The problem is caregivers have a demanding and exhausting caretaking schedule, resulting in failure to practice good selfcare (LeSeure & Chongkham-ang, 2015). According to Family Caregiving Alliance (2018) many caregivers are aware their own good health means providing better care for the patient, but often feel guilty when choosing themselves first. As a result of failing to take care of themselves, caregivers often become psychologically and physically ill, reducing the ability to care for their ailing partner (LeSeure & Chongkham-ang, 2015). Gaining caregivers’ perspectives on barriers preventing good self-care could lead to the development of interventions and resources for caregivers to begin practicing good self-care. Breaking It Down Step by Step Provide Background Information Briefly introduce the problem to provide context for the reader. Example: Breast cancer and the harsh treatment for the disease affects not only patients but their caretakers. While caring for a breast cancer patient, caregivers face physical and mental challenges while continuing to assume significant caretaking responsibilities.
Caregiving often becomes a full-time responsibility that can last for many years. In the instance of a person with breast cancer, their partner is often the primary caregiver. A majority of caregivers report caregiving is a burden physically, psychologically, economically, socially, and personally (LeSeure & Chongkham-ang, 2015). State the Problem State the problem, including the consequence(s) of the problem. Remember: Without a consequence, you don’t have a problem; you have a situation. The problem is [state the problem], resulting in [state the consequence]. Example: The problem is caregivers have a demanding and exhausting caretaking schedule, resulting in failure to practice good self-care (LeSeure & Chongkham-ang, 2015). Copyright 2022 by University of Phoenix. All rights reserved. Problem Statement Worksheet Page 2 of 3 Provide Scholarly Support for the Problem Support the problem with literature illustrating the consequences of the problem. Example: According to Family Caregiving Alliance (2018), many caregivers are aware their own good health means providing better care for the patient, but often feel guilty when choosing themselves first. As a result of failing to take care of themselves, caregivers often become psychologically and physically ill, reducing the ability to care for their ailing partner (LeSeure & Chongkham-ang, 2015). Indicate the Potential Benefit of Addressing the Problem Indicate potential benefits to people, organizations, society, etc. of addressing the problem. Example: Gaining caregivers’ perspectives on barriers preventing good self-care could lead to the development of interventions and resources for caregivers to begin practicing good self-care. Copyright 2022 by University of Phoenix. All rights reserved.
Problem Statement Worksheet Page 3 of 3 Problem Statement Worksheet Now it’s your turn. Create your problem statement! Provide Background Information Example: Breast cancer and the harsh treatment for the disease affects not only patients but their caretakers. While caring for a breast cancer patient, caregivers face physical and mental challenges while continuing to assume significant caretaking responsibilities. Caregiving often becomes a full-time responsibility that can last for many years. In the instance of a person with breast cancer, their partner is often the primary caregiver. A majority of caregivers report caregiving is a burden physically, psychologically, economically, socially, and personally (LeSeure & Chongkham-ang, 2015). Briefly provide background to provide context for the reader. Start your answer on a new line. State the Problem Example: The problem is caregivers have a demanding and exhausting caretaking schedule resulting in failure to practice good self-care (LeSeure & Chongkham-ang, 2015). State the problem, including the consequence(s) of the problem. Remember: Without a consequence, you don’t have a problem, you have a situation. The problem is [enter problem here], resulting in [enter consequence here].
Provide Scholarly Support for the Problem Example: According to Family Caregiving Alliance (2018), many caregivers are aware their own good health means providing better care for the patient, but often feel guilty when choosing themselves first. As a result of failing to take care of themselves, caregivers often become psychologically and physically ill, reducing the ability to care for their ailing partner (LeSeure & Chongkham-ang, 2015). Support the problem with literature illustrating the consequences of the problem. Start your answer on a new line. Indicate the Potential Benefit of Addressing the Problem Example: Gaining caregivers’ perspectives on barriers preventing good self-care could lead to the development of interventions and resources for caregivers to begin practicing good self-care. Indicate potential benefits to people, organizations, society, etc. for addressing the problem. Start your answer on a new line. Putting It All Together Now…write your problem statement in paragraph form. Start your answer on a new line. Copyright 2022 by University of Phoenix. All rights reserved.
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||