\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n| Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\n| Application of Course Knowledge –<\/strong><\/p>\n Demonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\n| Interactive Dialogue<\/strong><\/p>\n Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n \n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\n| Grammar, Syntax, APA<\/strong><\/p>\n Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| <\/td>\n | 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\n| Total Participation Requirements<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n| The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n | <\/td>\n | <\/td>\n | <\/td>\n | The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n | \n| Early Participation Requirement<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n| The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n | <\/td>\n | <\/td>\n | <\/td>\n | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nA Sample Answer For the Assignment: NUR 590 Describe effective strategies to create an evidence-based practice culture within a health care setting<\/strong><\/h2>\nTitle: NUR 590 Describe effective strategies to create an evidence-based practice culture within a health care setting<\/strong><\/h2>\nSection A: Organizational Culture and Readiness Assessment<\/span><\/b>\u00a0<\/span><\/h3>\nAn evidence-based practice (EBP) play significant roles in improving care to patients owing to the premise that it can be used to assess and formulate a clinical solution. Besides, EBP integrate clinical expertise together with cultural values and the interest of patients to provide a decision of an implementation of care model (<\/span>Yancey, 2019<\/span>). However, application of a given EBP require high scrutiny as well as tighter regulations to assess the views of stakeholders and the willingness of the staff to implement the proposal. An evaluation of an organization\u2019s culture and the readiness of the stakeholders to adopt the practice is therefore important.\u00a0<\/span>\u00a0<\/span><\/p>\nPrior to the implementation of the proposed EBP, an assessment of the organization\u2019s readiness was undertaken. The approach was performed using an Organization Culture and Readiness for System-Wide Integration of Evidence-Based Practice survey tool. The latter assessed the willingness of the stakeholders to implement the proposed solution. Besides, a Checklist to Assess Organizational Readiness (CARI) tool was used to assess the perception of the staff towards the EBP (<\/span>Yancey, 2019<\/span>). Results from these assessment tools affirmed that members of the organization supported the initiative arguing that it would improve quality outcomes to patients and enhance the reputation of the care facility.<\/span>\u00a0<\/span><\/p>\nConversely, in a staff population of 80, 15 workers opposed the proposed practice citing limited finance and a lack of organization\u2019s capacity to adopt the practice. Based on this premise, clinical inquiry regarding the implementation of the practice should be formulated through a consultation with all stakeholders in the facility.\u00a0<\/span>\u00a0<\/span><\/p>\nSection B: Proposal\/Problem Statement and Literature Review<\/span><\/b>\u00a0<\/span><\/h2>\nHypertension is one of the conditions directly related to obesity and high prevalence among the African-Americans. Various approaches can be used to manage high blood pressure as a remedy to comorbidities associated with the condition. Use of dietary intervention provides a bundle of evidence in self-management strategies for the target population (Williams <\/span>et al., <\/span><\/i>2016). For this research, a program on Dietary Approaches to Stop Hypertension (DASH) eating plan has been proposed to improve quality outcomes for obese African Americans diagnosed with high blood pressure.\u00a0<\/span>\u00a0<\/span><\/p>\nProblem Statement<\/span><\/b>\u00a0<\/span><\/h2>\nAfrican Americans are disproportionately affected by lifestyle conditions including obesity and hypertension when compared to the non-Hispanic whites. The premise is attributed to a disparity in access to care due to a long history of systemic segregation.\u00a0 However, the population also lack adequate information on the relationship between lifestyle habits and the development of non-communicable conditions such as hypertension. Use of DASH eating plan provides a promising outcome in managing hypertension. The approach involves an encouragement given to the affected communities about the benefits of dietary choices to optimize quality outcomes (Williams <\/span>et al., <\/span><\/i>2016). Particularly, DASH plans is based on the consumption of fresh fruits and vegetables, use of lean proteins together with the intake of lean meat. Low intake of sodium is also encouraged considering that the micronutrient is directly linked to hypertension. Besides, DASH dietary plans ensures limited intake of saturated fats most of which are linked to high blood pressure.\u00a0<\/span>\u00a0<\/span><\/p>\nLiterature Review<\/span><\/b>\u00a0<\/span><\/h2>\nA literature search was performed to assess the practical application and the effectiveness of the proposed study. CINAHL medical database was searched to find out systematic literature reviews that address the selected PICOT clinical question. Key words used for the search include hypertension, African-Americans and DASH dietary interventions [(African American OR Black-American) AND (Hypertension OR High Blood Pressure) AND (DASH OR Dietary Interventions)]. Three articles were retrieved as they were relevant to the research.<\/span>\u00a0<\/span><\/p>\nA study by <\/span>Baker <\/span>et al. <\/span><\/i>(2016) analyzed the adaptation of obese African Americans to a modified DASH diet especially in the rural setting. The purpose of the article was to address high blood pressure and obesity among rural African Americans. The study used quasi-experimental cross-sectional design to conduct surveys on obese black-Americans aged above 18 years. Besides, researchers provided a culturally appropriate education as well as changes to the environment as a way to improve access to low-fat and low-sodium diets particularly by encouraging intake of fresh fruits and vegetables. Findings indicated that the prevalence of hypertension and obesity decreased in participants who adopted DASH eating plan. The research used a weak study design which led to a high attrition rate in the outcome.\u00a0<\/span>\u00a0<\/span><\/p>\nChan, Stamler & Elliott (2015)<\/span> assessed the relationship between dietary factors and high blood pressure among African Americans. The purpose of the study was to identify how the impact of favorable dietary practices influenced the risk factors for hypertension and cardiovascular events. The research used 21,334 black-Americans and whites in 10 states in America from 2003 to 2010. The researched used cross-sectional study design by analyzing the significant differences between African-Americans and whites with regard to a DASH eating plan. Findings established a direct correlation between favorable dietary intakes (DASH diets) and reduced incidences of hypertension particularly among the black-Americans. The study used small study used a weak study design to determine the quality of outcomes.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\nAbbott <\/span> | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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