NURS 8114 Discussion Translation of Evidence and Application

Sample Answer for NURS 8114 Discussion Translation of Evidence and Application Included After Question

Based on your work in previous modules, you will wrap up the course with a Discussion on challenges in translating and applying evidence to implement a quality improvement initiative. Draw on your experience in your current or previous health care settings to consider specific barriers to address and opportunities to leverage in advocating for evidence-based practice quality improvement.

Photo Credit: steheap / Adobe Stock

To prepare:

• Review the readings in the White, Dudley-Brown, and Terhaar text. With your current health care organization, or anorganization you are targeting for your DNP Project, in mind, consider the area(s) of greatest challenge with regard to translating and applying evidence for a practice change initiative, e.g., leadership, technology, collaboration, stakeholder buy-in. Focus on the relevant text chapter(s) in your Discussion preparation.
• Consider theories and best practice recommendations for addressing your identified challenges and barriers to translating and applying evidence that would support practice change initiatives.
• Reflect on the philosophy of nursing practice that you developed in Modules 1–2. Consider your role as a DNP in creating an organizational culture that embraces evidence-based practice and quality improvement.

With these thoughts in mind …

By Day 3 of Week 11

Post an explanation of the challenges and barriers to translating and applying evidence for practice change in your target health care organization. Briefly explain your issue(s) of concern and describe specific approaches for addressing these challenges. Explain how you view your role as a DNP in creating a health care culture that promotes translation of evidence for quality improvement and explain why. Then, recommend actions and activities you could model and lead, including through an EBP QI project, to advocate for quality improvement and social change in nursing. Be specific and provide examples.

Read a selection of your colleagues’ posts.

By Day 6 of Week 11

Respond to at least two colleagues on 2 different days by suggesting other theories, strategies, ideas, and/or best practices for addressing the challenges and barriers they identify. Also agree or disagree with their view of the DNP’s role in creating a culture that enables translation of evidence and support your reasoning, including with other actions that promote a culture that embraces translation of evidence. Cite sources to support your posts and to recommend to colleagues.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

 

Post by Day 3 of Week 11 and Respond by Day 6 of Week 11

To Participate in this Discussion:

Week 11 Discussion

 

What’s Coming Up?

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

Week 11: Translation and Application of Evidence

Imagine approaching this genial group of professionals to discuss a practice change initiative in their health care setting. How do you anticipate they would respond? How many would quickly lose the smile? How many would be interested but uncertain? How many eager to get started?

Translating evidence into action for quality improvement can be a particular hurdle, depending on the people and problems involved. However, as a DNP promoting evidence-based practice to improve patient care and outcomes, it is part of the process to anticipate the barriers and be willing to address them. Consider your own experience with change-makers in health care or other areas of importance to you. Advocacy is not always appreciated or welcomed, which is why it is so necessary to be prepared for pushback and be armed with strong evidence.

In this final week, think ahead to the realities of promoting practice change and the DNP role in creating an organizational culture that embraces translation and application of evidence for quality improvement.

Learning Objectives

Students will:

• Analyze challenges and barriers to the translation of evidence in health care organizations
• Recommend approaches to increasing translation and application of evidence for quality improvement in health care organizations
• Justify the DNP role in creating an organizational culture that enables translation and application of evidence for quality improvement
• Recommend advocacy and social change efforts for nursing practice through evidence-based practice quality improvement projects

Learning Resources

Required Readings (click to expand/reduce)

 

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.

• Chapter 15, “Interprofessional Collaboration and Teamwork for Translation” (pp. 299–314)
• Chapter 16, “Creating a Culture That Promotes Translation” (pp. 315–334)
• Chapter 17, “Best Practices in Translation: Challenges and Barriers in Translation” (pp. 337–346)

Note: Read one or more of the following chapters based on the focus of your Discussion post:

• Chapter 5, “Translation of Evidence for Improving Quality and Safety” (pp. 103–123) (Review from Week 10)
• Chapter 6, “Translation of Evidence for Leadership” (pp. 125–147)
• Chapter 14, “Information Technology: A Foundation for Translation” (pp. 287–298)

NURS 8114 Discussion Translation of Evidence and Application Rubric Detail

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A Sample Answer For the Assignment: NURS 8114 Discussion Translation of Evidence and Application

Title: NURS 8114 Discussion Translation of Evidence and Application

Barriers to Translating EBP for Organization Practice Change

I work for a hospital organization located in an impoverished community. There are cultural challenges as well as organizational challenges that will impose barriers to translating and applying evidence-based practice (EBP) for a quality improvement change. Another barrier to overcome is allocating resources within the organization and transitional community programs for patients who suffer from a severe mental illness (SMI). My goal is to present a Doctorate of Nurse Practice (DNP) quality initiative (QI) program to improve access to mental healthcare and health outcomes of patients diagnosed with a SMI.  To implement a DNP quality initiative (QI) project, I must identify the critical question and introduce EBP to support leadership, clinical, or policy changes (White et al., 2019). The QI project is in the early stages and the proposed critical question will continue to evolve.

White et al. (2019) mentions that one barrier for translating EBP for organizational change is due to the gap of time that evidence is collected and then utilized in healthcare. The authors suggest that the Doctorate of Nurse Practice (DNP) clinician ability to foster an interprofessional team is an excellent way to introduce knowledge with the feasibility of attracting stakeholders’ buy-in. Petri (2010) as cited in White et al. (2019) stated that interdisciplinary teams derive from an integrated model that identifies problems and offer scientific resolutions reflective of EBP.

Specific Approaches to Address Organizational Stakeholder Barriers   

White et al. (2019) suggests that I identify key stakeholders that will buy into the DNP-QI project and formulate a multidisciplinary team. I found that the multidisciplinary team is not committed to attending regular rounds (MDRs), such as the doctors and clinical pharmacists. Zuzelo (2019) wrote that cost-effective and comprehensive healthcare is contingent on interdisciplinary teams (IT) ability to commit to meeting on a regular basis. Zuzelo suggests that implementing an Interprofessional Education Collaborative (IPEC) model provides resourceful tools and educates nurses and other interested key stakeholders. I would implement IPEC to influence all relevant stakeholders to be selected for the DNP-QI project. IPEC provides educational programs that align with the American Association’s mission for quality and patient centered care (American Association of Colleges of Nursing [AACN], 2006; Zuzelo et al., 2019).

Utilizing an inter-collaboration (IC) approach to improve healthcare is contingent on multidisciplinary teams that respect each other’s individual roles and their perspectives of the patient’s needs (Sutter et al., 2019, as cited in White et al., 2019). Sutter et al. identified IPC has problematic concerns regarding power-struggles amongst team members and respect for each clinicians’ roles. Sutter added, poor communication skills will impose greater problems. World Health Organization [WHO] (2010) as cited in White et al. (2019) cites that working in a team is not a resolution which concludes with the best EBP initiative changes. WHO (2010) that each healthcare clinician should present their best clinical skills within the group for a targeted goal related to quality, safe, and efficient patient healthcare, which relies on effective communication skills.

DNP Role: QI Project Relevant to EBP and Cultural Awareness

Identifying my organization’s cultural values will allow me to better understand how these beliefs influence employees (White et al., 2019).  My personal philosophy of patient-centered care is the philosophical foundation of how I view my role as a DNP. It is important to know if my values are being shared by the organization. Negative influences within the hospital’s structure can affect employees, such as nurses, and their healthcare delivery approach (White et al., 2019). Cultural awareness is a subsystem, which details the individual shared beliefs and behavioral responses of people (White et al., 2019). As cited in this course study discussions and assignments, my philosophy of nursing practice is to provide quality patient-centered healthcare that improves the health outcomes of this vulnerable population, such as those suffering with an SMI. Unaddressed cultural diversities within organizations imposes poor stakeholder engagement and staff participation, which can lead to poor organizational support for a QI-project. Overcoming cultural barriers is a paradigm effect of implementing comprehensive models of care that addresses organizational gap practices and socioeconomic determinants of health (Rogoff, 2016, as cited in White et al., 2019).

It is my responsibility to appraise EBP and translate the highest quality research into healthcare practice (White et al., 2019). Understanding multi-disciplinary roles and division of labor amongst professionals will allow me to gain a greater insight into non-nursing frameworks, which helps the patient’s reach their achieved goals and enhanced patient outcomes (AACN, 2006; White et al., 2019).  As a DNP, I will foster improved health outcomes through cultural awareness and development programs for patients with a AMI (Drissi et al., 2020). According to the Essentials VI of the AACN, the Core Competencies for Interprofessional Collaborative Practice enables innovative change by involving healthcare clinicians and integration of patient, family, and community centered care (AACN, 2006; White et al., 2019).  Essential VI will foster the DNP’s ability to improve health outcomes by covering a broader dimension of clinical healthcare through interprofessional development. Essential V: Health Care Policy for Advocacy in Health Care will enable DNP to deliver healthcare services specific to the patient’s needs. Healthcare equality will influence the DNP to implement policy changes that address disparities and injustices in health for improved population health outcomes, which supports cultural consideration for population groups (AACN, 2006).

Social Change Agent and EBP-QI Project for Quality Improvement

As cited in previous discussions, The American Association Colleges of Nurses (AACN) Essentials (2006) will foster my growth as a DNP-APN social change agent. Walden also supports the DNP student’s advocacy for social change by empowering them to use reflective practice tools, collaborative practice, ethics, and scholarship application of skills (Walden, n.d.). Walden has incorporated core educational values that will enable me to implement innovative practices through a DNP-leadership role. My QI-project will enhance quality care and motivational change within the hospital organization by aligning with their core mission and goals for integrity, self-awareness, holistic, congruent, and collaborative care for all patients (Walden, n.d.; White et al., 2019). Overall, becoming a DNP leader will enhance QI improvement by eliminating healthcare disparities across the lifespan of the patient, which is indicative of Essential II: Organizational and Systems Leadership for QI and Systems Thinking (AACN, 2006).

References

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practiceLinks to an external site..

Drissi, N., Ouhbi, S., Idrissi, M. A. J., Fernandez-Luque, L., Ghogho, M., & Janati Idrissi, M. A. (2020). Connected mental health: Systematic mapping study. Journal of Medical Internet Research, 22(8), N.PAG. https://doi.org/10.2196/19950Links to an external site.

Walden University. (n.d.). Walden catalogLinks to an external site.

Links to an external site.Links to an external site. Vision, mission, and goals. https://academicguides.waldenu.edu/catalog/homeLinks to an external site.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.

Zuzelo, P. R. (2019). Partnering for Holistic and Safe Care: Interprofessional Collaboration. Holistic Nursing Practice, 33(5), 316–318. https://doi.org/10.1097/HNP.0000000000000343Links to an external site.

A Sample Answer 2 For the Assignment: NURS 8114 Discussion Translation of Evidence and Application

Title: NURS 8114 Discussion Translation of Evidence and Application

Thank you for speaking about cultural awareness, I think we do not speak about it enough and a change is needed immediately. Health disparities among Olmsted County residents with obesity: unemployment rate in Rochester is higher at 3% than the state of MN at 2.2%. 70.4% of the obese population are males, Hispanics 32% and African American 29%. Lifestyle practices adopted by the community that has contributed to the increase in obesity are physical inactivity especially during winter, not eating a well-balanced diet, access to a lot of fast and cheap foods like McDonald’s where there are 7 and Burger King has 5 locations, lack of access to healthy foods, prenatal/early childhood exposures, and despite high education level, there is still lack of education regarding obesity. Being culturally competent gives us the opportunity to properly treat patients and/or the community. It’s important to understand their traditions and beliefs to assure that their care plan includes them so there is a higher chance of my patients to adhere to the treatment and believe in the treatment. It is important to first self-assess for any prejudice or bias, create awareness, gain knowledge and put them into practice. An understanding of one’s values and beliefs is important to be able to set them aside when caring for a culturally different population which will help reduce racial and ethnic health disparities and increase better health outcomes among the patient population by providing patient centered care and make the patients feel like his or her input is valued, respect their opinions and give them the autonomy to make informed decisions. On the other hand, poor cultural competence has been linked to poor patient satisfaction which may lead to the patient not coming back to the PCP and seek further treatment not only hurting the practice by losing a client and their money but also by putting that patient at higher risk of other consequences.

It is my experience professionally and personally that when a patient who does not speak and understand English well, they are less likely to follow instructions and follow up with appointments as they get discouraged because they do not see improvement. I speak Spanish, whenever I have encountered a patient, whose main language is Spanish, and I am able to understand they are more willing to try and share information which can help with the plan of care/treatment. Lastly, it reflects the ethical standards in nursing practice as patient advocates, nurses often times are the voice of the patient and by being culturally competent and helping them with translation, we are advocating for them and making sure they are being heard and that all the information is accurate.

References

Community Health Needs Assessment – Mayo Clinic. (2019, October). https://communityengagement.mayoclinic.org/wp-content/uploads/2020/02/Community-health-needs-assessment-Dotorg-December-2019-1.pdfLinks to an external site.

Olmsted County Community Health Improvement Plan 2021-2023. (2020, December).https://www.olmstedcounty.gov/sites/default/files/2021-01/CHIP2123Final.pdLinks to an external site.

Petersen R, Pan L, Blanck HM. Racial and Ethnic Disparities in Adult Obesity in the United States: CDC’s Tracking to Inform State and Local Action. Prev Chronic Dis 2019;16:180579. DOI: http://dx.doi.org/10.5888/pcd16.180579Links to an external site.

A Sample Answer 3 For the Assignment: NURS 8114 Discussion Translation of Evidence and Application

Title: NURS 8114 Discussion Translation of Evidence and Application

In reply to your post, I admire your dedication to addressing the hurdles in executing evidence-supported practice (EBP) within your healthcare institution, particularly for patients experiencing severe mental illness (SMI). I concur with your deliberation on the obstacles related to adapting EBP for organizational application. Undoubtedly, developing an efficient Doctorate of Nursing Practice (DNP) quality initiative (QI) necessitates a comprehensive grasp of organizational and cultural contexts as well as interdisciplinary cooperation.

The obstacles you identified, including temporal discrepancies in evidence application, devotion from diverse professional groups, and internal cultural hindrances, present critical aspects to contemplate while establishing the QI endeavor. Concentrating on stakeholder involvement and the creation of cross-disciplinary squads is vital for securing unanimous support for the suggested modifications. In this context, the Interprofessional Education Collaborative (IPEC), as recommended by Mohammed et al. (2021), may offer precious tools for arming stakeholders with the required knowledge and proficiencies for efficacious team alliance. Moreover, accentuating robust communication aptitudes among medical experts is crucial for bypassing hierarchical conflicts and misapprehensions of individual duties. As you observed, grasping the institution’s cultural principles, recognizing cultural distinctions among team participants, and nurturing a patient-focused care method will also facilitate a receptive atmosphere wherein change can be more effectively administered. In your capacity as a DNP leader, assessing EBP and integrating top-notch research into medical practice is paramount. As stated by Sevy Majers and Warshawsky (2020), this encompasses acknowledging the assorted roles within healthcare teams and their contribution to attaining patient-oriented objectives. Additionally, endorsing culturally-aware initiatives oriented toward patients with SMI will prove advantageous for fostering empathetic and comprehensive healthcare.

Hence, your dedication as a DNP-leadership capacity will favorably impact quality advancement within your hospital institution by aligning care excellence with their fundamental objectives and aspirations. Your concentration on surmounting obstacles introduced by cultural variances and organizational trials is praiseworthy and will contribute considerably to realizing Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking.

 

 

References

Mohammed, C. A., Anand, R., & Saleena Ummer, V. (2021). Interprofessional Education (IPE): A framework for introducing teamwork and collaboration in health professions curriculum. Medical journal, Armed Forces India, 77(Suppl 1), S16–S21. https://doi.org/10.1016/j.mjafi.2021.01.012Links to an external site.

Sevy Majers, J., & Warshawsky, N. (2020). Evidence-Based Decision-Making for Nurse Leaders. Nurse leader, 18(5), 471–475. https://doi.org/10.1016/j.mnl.2020.06.006Links to an external site.

 

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Name: NURS_8114_Week11_Discussion_Rubric

• Grid View
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		Excellent 90%–100%	Good 80%–89%	Fair 70%–79%	Poor 0%–69%
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to 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. Cited with fewer than two credible references.	0 (0%) – 30 (30%) Does not respond to the Discussion question(s). 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 references.
Main Posting: Writing		6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) 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 Posting: Timely and full participation		9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	7 (7%) – 7 (7%) Posts main Discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully 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.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully 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.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed
• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• Student paper example
• Citing Sources
• The Writing Center is a great resource