Assignment 5.1 Creating Shared Project Timelines

Assignment 5.1: Creating Shared Project Timelines

Sample Answer for Assignment 5.1: Creating Shared Project Timelines Included

Value: 30 points

A Sample Answer For the Assignment: Assignment 5.1: Creating Shared Project Timelines

Title: Assignment 5.1: Creating Shared Project Timelines

Introduction

Haux (2006) makes it clear that new Hospital Information Systems (HIS) are urgently needed for reorganizing health care in an aging society, with the ability to be prepared to effectively use enterprise data, reporting, and analytics. For the future, the first need is strategies for institutional and (inter-)national guidelines to move forward on new HIS; the second need is to develop new trans-institutional HIS frameworks (architectures); and the third need is for education in health informatics, including knowledge and skills on HIS (Haux, 2006).

As a DNP leader, you will need to be prepared to manage projects to help guide organizations, be they local or (inter-)national in this movement to new and improved HIS. The goal of the assignment is to ensure your competency in creating shared project timelines.

Scenario

As a DNP student and leader in your local healthcare community, your mentor has asked you to form a team of three (or four) DNP students to share information with other DNP students. Your mentor desires that you present an example of a DNP plan of study so that others in your community can learn about the process. Your mentor wants the plan to include multiple examples to lend power and variety to the presentation.

Assignment Guidelines

You will work individually and in assigned groups to complete this assignment. Select the People link in the Course Navigation. Then, select the Project Groups tab to locate your group.

Part I: Creating Individual Data

(Complete by Thursday—No Submission)

  1. Before you begin to create your individual visual timeline, get in touch as a group to coordinate your visual presentation (for example, colors).
  2. Using Excel or Google Sheets, create a visual timeline (a Gantt chart) for your own current DNP plan of study. You will find your individual Plan of Study in MyOnline.

Part II: Combining Data

Due Sunday

  1. Use Google Sheets to combine your team’s timelines. You should have three (or four PRN) separate sheets (tabs) in one Google spreadsheet file, with one timeline on each separate sheet (tab).
  2. Share this spreadsheet with your instructor, giving them the ability to make comments on the sheet.

Assignment 5.1: Creating Shared Project Timelines

Group Roles and Responsibilities

It is crucial that you and your teammates have a clear understanding of who is responsible for which aspects of this team assignment. A few roles have been identified as essential for the work in this assignment.

Assignment 5.1 Creating Shared Project Timelines
Assignment 5.1 Creating Shared Project Timelines
  1. The Document Manager creates the shared Google Sheet, provides access to the teammates and instructor, and takes primary responsibility for changes based on the team’s collaboration.
  2. The Submitter completes the final edits, verifies with all team members that the assignment is ready for the instructor’s review, then submits the team’s work.
  3. The Coordinator gathers the team’s contact information and coordinates the channel of communication that the team will use (for example, Canvas group discussion thread, email, Google Hangouts, text messaging, or similar).

You should decide how you will divide these responsibilities in your team’s designated thread below. It is expected that you apply your leadership skills to address any challenges that may come up within your group.

Use technology to create group conferences where you discuss your Gantt charts. (Canvas has this capability.)

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Submit

  • The Submitter should share and post one link address to the Google Sheet that contains your assignment in your group discussion thread for instructor evaluation. Title the post “Assignment Link Submission.”
    • Make sure that the document has the proper permissions to enable your course instructors of NUR 752 to view and edit the material. Note: The instructor’s email is in @fsmail.bradley.edu and not in the G Suite organization where this item will reside. You will have to Share Anyway when it asks if you want to share outside of the organization.

Reference: Haux, R. (2006). Health information systems—past, present, future

Links to an external site.. International Journal of Medical Informatics 75(3–4), 268–281.

This assignment will be graded using the Creating Shared Project Timelines Rubric found in your syllabus. After your work has been graded, go to the gradebook to view instructor feedback.

Submission

Submit your assignment and review full grading criteria on the Assignment 5.1: Creating Shared Project Timelines page.

Week 5 Creating Shared Project Timelines Rubric
Week 5 Creating Shared Project Timelines Rubric
Criteria Ratings Pts
Link to Google Sheet
10 to >7 pts
Meets Expectations (>7 to 10 points)

Link is present in proper location, titled as directed, and shared to enable edits by faculty.

7 to >5 pts
Barely Meets Expectations (>5 to 7 points)

Link is posted in proper location, may be titled as directed but is shared to enable view of sheets.

5 to >0 pts
Does Not Meet Expectations (0 to 5 points)

Link may not be posted in proper location, not titled as directed, and/or and not shared to enable faculty to view it.
10 / 10 pts
Timeline tabs
10 to >7 pts
Meets Expectations (>7 to 10 points)

Three (or four) separate sheets (tabs) are present in one Google spreadsheet file, with one timeline on each separate sheet (tab).

7 to >5 pts
Barely Meets Expectations (>5 to 7 points)

Three (or four) separate sheets (tabs) are present in one Google spreadsheet file, with more than one timeline on each separate sheet (tab).

5 to >0 pts
Does Not Meet Expectations (0 to 5 points)

Less than three (or four) separate sheets (tabs) are present in one Google spreadsheet file, with one timeline on each separate sheet (tab).
10 / 10 pts
Visual presentation
10 to >7 pts
Meets Expectations (>7 to 10 points)

All timelines are coordinated in color and style.

7 to >5 pts
Barely Meets Expectations (>5 to 7 points)

Timelines are coordinated in color but not in style.

5 to >0 pts
Does Not Meet Expectations (0 to 5 points)

Timelines are not coordinated in color or style.
10 / 10 pts
Total Points: 30

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.