DNP 810 W2 Assignment Reading Check For Understanding
DNP 810 W2 Assignment Reading Check For Understanding
Details:
Complete the questions listed in the “Problems” section of the textbook on pages 84, 113, 147-149, 174, and 205. Check your answers in the back of the textbook in the “Answers to Problems” appendix.
Practice Hours Completion Statement DNP-810
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
| 1 Unsatisfactory 0.00% |
2 Less Than Satisfactory 74.00% |
3 Satisfactory 79.00% |
4 Good 87.00% |
5 Excellent 100.00% |
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| 70.0 %Content | ||||||
| 10.0 %Description of Whether or Not Chromosomal Analysis Is/Was Indicated | Discussion of whether or not chromosomal analysis is/was indicated is not present. | Discussion of whether or not chromosomal analysis is/was indicated is present but incomplete. | Discussion of whether or not chromosomal analysis is/was indicated is present but done at a perfunctory level. | Discussion of whether or not chromosomal analysis is/was indicated is clearly present and convincing. Information presented is from scholarly though dated sources. | Discussion of whether or not chromosomal analysis is/was indicated is clearly present and insightful. Information presented is from current scholarly sources. | |
| 20.0 %Discussion of the Causes of the Disorder | Discussion of the causes of the disorder is not present. | Discussion of the causes of the disorder is present but incomplete. | Discussion of the causes of the disorder is present but done at a perfunctory level. | Discussion of the causes of the disorder is clearly present and convincing. Information presented is from scholarly though dated sources. | Discussion of the causes of the disorder is clearly present and insightful. Information presented is from current scholarly sources. | |
| 20.0 %Description of the Disorder in Terms of Its Origin as Either a Single Gene Inheritance, or as a Complex Inheritance and Considerations for Practice and Patient Education | Description of the disorder in terms of its origin as either a single gene inheritance, or as a complex inheritance and considerations for practice and patient education is not presented. | Description of the disorder in terms of its origin as either a single gene inheritance, or as a complex inheritance and considerations for practice and patient education is presented but incomplete. | Description of the disorder in terms of its origin as either a single gene inheritance, or as a complex inheritance and considerations for practice and patient education is presented but done at a perfunctory level. | Description of the disorder in terms of its origin as either a single gene inheritance, or as a complex inheritance and considerations for practice and patient education is clearly presented and convincing. Information presented is from mostly current scholarly but some outdated sources are used. | Description of the disorder in terms of its origin as either a single gene inheritance, or as a complex inheritance and considerations for practice and patient education is clearly presented, insightful and detailed. Information presented is from current scholarly sources. | |
| 20.0 %Analysis of the Gene Mutation of the Disease, as Well as Whether It Is Acquired or Inherited, and How the Mutation Occurs | Analysis of the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs is not presented. | Analysis of the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs is presented. Discussion is incomplete. | Analysis of the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs is presented. Discussion is done at a perfunctory level. | Analysis of the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. | Analysis of the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources. | |
| 20.0 %Organization and Effectiveness | ||||||
| 7.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. | |
| 8.0 %Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |
| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format | ||||||
| 5.0 %Paper Format (Use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. | |
| 100 %Total Weightage | ||||||