Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments  GCU

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Week 1 Individual Success Plan (ISP)

Details:

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, (3) work associated toward completion of your Direct Practice Improvement Project.

CLICK HERE TO ORDER Case Reports Parts 1, 2 & 3 of DNP 810 Assignments

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

  • Locate and download the Individual Success Plan (ISP) document in the DNP Program Documents folder in the DNP Program Materials section of the DC Network.
  • Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones.
  • Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice, and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
  • Use the ISP to develop a personal plan for completing your practice hours and how competencies will be met. Show all of the major milestones and deliverables.

Within the ISP, ensure you identify specific deliverables which can include the following: Individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.

  • Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. You must turn in a new ISP in each course.
  • Identify the remaining deliverables you will complete in the upcoming courses.
  • List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
  • You can renegotiate these deliverables with your faculty throughout this course and update your ISP accordingly.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • You not are required to submit this assignment to LopesWrite.

Directions:

Complete the Contact Information table at the beginning of the ISP document and type in your signature and the date on which you completed the table.

Read the information in the ISP document including the following:

  1. Learner Expectations
  2. Derivation of the ISP
  3. Instructions for completing the ISP

Follow the instructions and complete the ISP.

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Topic Week 8 Scholarly Activities

Details:

Throughout the DNP Program, learners are required to provide a report documenting participation in a minimum of four scholarly activities outside of clinical or professional practice. These reports will be due in specific courses throughout the program (listed below) and must be documented in your Practice Portfolio by the end of each course in which an activity report is due.

Examples of scholarly activities include attending conferences, seminars, grand rounds, participating in policy and quality improvement committees, writing scholarly publications, participating in community planning, serving as a guest lecturer, etc. Involvement and contribution to interdisciplinary initiatives are also acceptable scholarly activities.

Documentation of these activities is required in DNP-810, DNP-820, DNP-830, and DNP-840.

A summary report of the scholarly activity including who, what, where, when, and take home points will be submitted as the assignment. Include the appropriate program competencies associated with the scholarly activity and the future professional goals related to this activity. You may use the attached template to help guide this assignment.

Scholarly_ Activity_Summary_Template.doc

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Week 8 Practice Hours Portfolio

Details:

The Typhon Tracking System will be used to document and follow the status of your practice immersion hours throughout this and every subsequent course. Learners must be able to document a minimum of 50 concurrently or previously logged practice hours in association with this course, which will contribute to fulfillment of the total required 1,000 post-baccalaureate practice hours by the conclusion of the program. Please review the Practice Hours Portfolio Required Elements below, then review the Guidelines for Graduate Field Experience Manual document in the DC Network for details on what may/may not qualify as practice hours.

Practice Hours Portfolio Required Elements

The Practice Hours Portfolio (using the Typhon Student Tracking System) will include all of the following elements:

  1. Individual Success Plan signed off by mentor.

  2. Comprehensive clinical log of hours applied to doctoral level learning outcomes.

  3. Learner evaluations (final).

  4. Practice mentor evaluations (final).

  5. Current and updated CV (update each course as necessary).

  6. Faculty approvals of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.)

  7. Practice mentor’s approval of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.)

Practice Hours Completion Statement

Learners will track their practice hours within the Typhon Tracking System throughout each course and via the Practice Hours Completion Statement assignment provided in this assignment.

Complete the following statement in a Word documen, submit to the instructor, and complete the Typhon Tracking System entries appropriate for this course.

Create a Word document with the following text:

Practice Hours Completion Statement DNP-810

I, (INSERT NAME), verify that I have completed (NUMBER OF) practice hours in association with the goals and objectives for this course. 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.

Week 1 Reading Check for Understanding

Details:

Complete the questions listed in the “Problems” section of the textbook on pages 23, 39, and 58. Check your answers in the back of the textbook in the “Answers to Problems” appendix.

Week 2 Case Report Part 1

Details:

You will be creating a case report in stages over four course topics. Use an example from your own personal practice, experience, or own personal/family; however, simulated cases are not acceptable for practice hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy. Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or other genetic disorder that you and/or the organization in which you practice may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Include the following:

  • Guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy).
  • The role that money and grants play in scientific advances; the economics of health care (capitalism).
  • The role and involvement family plays into the health care decision.

Directions:

For this assignment (Part 1 of the Case Report), write a 1,000-1,250 word paper incorporating genetics information learned from assigned readings in Topics 1 and 2. Include the following:

  1. Describe the disease, its prevalence, and its incidence.
  2. Discuss the laboratory testing that is possible.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments  Case Report: Part 1 Rubric 

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content  
10.0 %Discussion of the Guidelines and Reasons Behind the FDA Regulations for Introducing New Pharmaceutical Agents (Policy) Discussion of the guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy) is not present. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   Discussion of the guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy) is present but incomplete. Discussion of the guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy) is present but done at a perfunctory level. Discussion of the guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy) is clearly present and convincing. Information presented is from scholarly though dated sources. Discussion of the guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy) is clearly present and insightful. Information presented is from current scholarly sources.
10.0 %Discussion of the Role That Money and Grants Play In Scientific Advances the Economics of Health Care (Capitalism) Discussion of the role that money and grants play in scientific advances; the economics of health care (capitalism) is not present. Discussion of the role that money and grants play in scientific advances; the economics of health care (capitalism) is present but incomplete. Discussion of the role that money and grants play in scientific advances; the economics of health care (capitalism) is present but done at a perfunctory level. Discussion of the role that money and grants play in scientific advances; the economics of health care (capitalism) is clearly present and convincing. Information presented is from scholarly though dated sources. Discussion of the role that money and grants play in scientific advances; the economics of health care (capitalism) is clearly present and insightful. Information presented is from current scholarly sources.
10.0 %Discussion of the Role and Involvement Family Plays in Health Care Decisions Discussion of the role and involvement family plays in health care decisions is not presented. Discussion of the role and involvement family plays in health care decisions is presented but incomplete. Discussion of the role and involvement family plays in health care decisions is presented but done at a perfunctory level. Discussion of the role and involvement family plays in health care decisions is clearly presented and convincing. Information presented is from mostly current scholarly but some outdated sources are used. Discussion of the role and involvement family plays in health care decisions is clearly presented, insightful and detailed. Information presented is from current scholarly sources.
20.0 %Description of the Disease, Its Prevalence, and Its Incidence The disease, its prevalence, and its incidence are not described. The disease, its prevalence, and its incidence are described. Discussion is incomplete. The disease, its prevalence, and its incidence are described. Discussion is done at a perfunctory level. The disease, its prevalence, and its incidence are clearly described. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. The disease, its prevalence, and its incidence are clearly described. Discussion is insightful and detailed. Information presented is from current scholarly sources.
20.0 %Discussion of the Possible Laboratory Testing Discussion of the possible laboratory testing is not present. Discussion of the possible laboratory testing is present but incomplete. Discussion of the possible laboratory testing is present but done at a perfunctory level. Discussion of the possible laboratory testing is clearly present and convincing. Information presented is from mostly current scholarly but some outdated sources are used. Discussion of the possible laboratory testing is clearly present and insightful. Information presented is from current scholarly sources.
20.0 %Organization and Effectiveness

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

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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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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

DNP 810 Week 2 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.

DNP 810 Week 3 Case Report Part 2

Details:

You will be creating a case report in stages over four course topics. This assignment will add to your previous work in Topic 2. Use an example from your own personal practice, experience, or own personal/family; however, simulated cases are not acceptable for practice hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy. Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or other genetic disorder that you and/or the organization you practice in may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

For this assignment (Part 2 of the Case Report), write a 1,000-1,250 word paper incorporating genetics information learned from assigned readings in Topics 1-3. Include the following:

  1. Describe if chromosomal analysis is/was indicated.
  2. Detail the causes of the disorder.
  3. Describe 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.
  4. Analyze the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

Case Report: Part 2 Rubric

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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

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Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Week 3 Family History

Details:

Taking a family history is an important step in determining current and future health needs and education. There are many tools available to complete a comprehensive health history. The Surgeon General’s Family Health History tool is part of the larger Family Health History Initiative that encourages people to talk about and write down health issues that seem to run in the family, bringing a larger focus on this important issue. This assignment allows the learner to use the tool and become familiar with this initiative.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

Directions:

Use the Surgeon General’s Family History Tool

(http://www.hhs.gov/familyhistory/portrait/index.html) to document your own family history.

Designate a proband for the pedigree with a disease or condition of interest.

Write a 750-1,000 word summary of your findings. Include the following information:

  1. Discussion of the heredity patterns discovered.
  2. Evaluate the risk of transmission to other/new family members.
  3. Propose the feasibility of using this tool in your own practice.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

Family History Rubric 

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content  
25.0 %Discussion of the Heredity Patterns Discovered Discussion of the heredity patterns discovered is not present. Discussion of the heredity patterns discovered is present but incomplete. Discussion of the heredity patterns discovered is present but done at a perfunctory level. Discussion of the heredity patterns discovered is clearly present and convincing. Information presented is from scholarly though dated sources. Discussion of the heredity patterns discovered is clearly present and insightful. Information presented is from current scholarly sources.
25.0 %Evaluation of the Risk of Transmission to Other/New Family Members Evaluation of the risk of transmission to other/new family members is not present. Evaluation of the risk of transmission to other/new family members is present but incomplete. Evaluation of the risk of transmission to other/new family members is present but done at a perfunctory level. Evaluation of the risk of transmission to other/new family members is clearly present. Discussion is convincing. Information presented is from scholarly though dated sources. Evaluation of the risk of transmission to other/new family members is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
20.0 %Proposal of the Feasibility of Using This Tool in Your Own Practice Proposal of the feasibility of using this tool in your own practice is not presented. Proposal of the feasibility of using this tool in your own practice is presented but incomplete. Proposal of the feasibility of using this tool in your own practice is presented but done at a perfunctory level. Proposal of the feasibility of using this tool in your own practice is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. Proposal of the feasibility of using this tool in your own practice is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
20.0 %Organization and Effectiveness

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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. 

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments

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

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Topic Week 4 Genetic Counseling

Details:

With the increase in knowledge around genetic issues, it is important that all health care providers are prepared to have thorough genetic-based discussions now with their patients. In this assignment, you will synthesize your knowledge into a client case with a real or potential genetic health-related illness.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

Directions:

Write a 1,000-1,250 word paper addressing a client case that might benefit from the process of genetic counseling.

Describe the reason for the genetic counseling based on the findings from your completion of the history tool.

Discuss the possible reactions the patient may have to your counseling and how to avoid negative reactions.

Imagine this assignment as if you are giving this counseling to a patient. Discuss the following:

  1. Health.

  2. Prevention

  3. Screening

  4. Diagnostics

  5. Prognostics

  6. Selection of treatment

  7. Monitoring of treatment effectiveness

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

MAGENTA (Making Genetic testing accessible): a prospective randomized controlled trial comparing online genetic education and telephone genetic counseling for hereditary cancer genetic testing

Background

Studies have consistently indicated that the majority of individuals meeting the US Prevention Services Task Force guidelines for genetic testing have not had genetic counseling or testing. Despite increased availability and lower costs of multiplex cancer gene panels, there remains a gap in genetics services that has not been addressed by the current care delivery models. Lower cost of DNA sequencing with online patient-initiated ordering could increase test availability, but the ideal quantity and delivery method of patient education is not known. We hypothesized that online genetic education and testing with access to board certified genetic counselors could improve access to genetic testing while maintaining test quality and clinical utility. The MAGENTA (MAking GENetic Testing Accessible) trial is a nationwide randomized study designed to compare the effectiveness of online genetic education with pre- and post-test telephone genetic counseling to three potentially more accessible alternative approaches: online genetic education with optional telephone counseling, online genetic education with required pre-test telephone genetic counseling, and online genetic education with required post-test telephone genetic counseling.

Methods

3000 women nationwide will undergo genetic testing for 19 hereditary cancer genes. This is a randomized four-arm non-inferiority study with equal randomization. The four study arms were selected to independently assess the delivery of genetic information both before and after genetic testing (pre-test and post-test) by either requiring telephone genetic counseling or providing only online education with optional telephone counseling. Patients have post-test telephone counseling when testing positive for a pathogenic inherited mutation in all four arms. Surveys measuring psychological, behavioral and cognitive state are completed online at baseline, 3 months, 12 months and 24 months post-results disclosure. The primary study outcome is cancer-risk distress at 3 months post-result disclosure.

Discussion

This trial will assess the use of a genetic service model using online access and electronic education, while evaluating the need for personal pre- and post-test genetic counseling. Data from this study may lead to increased options for delivery of genetic testing and possibly increase access to genetic testing. Identifying more individuals with inherited cancer susceptibility will allow targeted cancer prevention.

Trial registration

Clinicaltrials.gov: NCT02993068 (registered December 14, 2016).

Background

Rapid developments in cancer genetics over the past decade have changed the landscape of genetic testing for hereditary cancer. The availability of next generation sequencing, coupled with the Supreme Court decision invalidating patents on human genes, has led to substantially decreased cost of germline testing and has created a shift from single syndrome or gene by gene testing to multiplex gene panel testing. Identification of individuals who carry a mutation in cancer predisposition genes such as BRCA1 and BRCA2 allows for prevention and early detection.

However, studies have consistently indicated that the majority of individuals meeting the United States Prevention Services Task Force (USPSTF) guidelines for genetic testing have not had genetic counseling or testing [1]. Childers and colleagues estimate that over 1.2 million women with a history of breast and/or ovarian cancer have not undergone genetic testing despite meeting evidence-based guidelines for testing [2]. Cascade testing is the process of testing biological relatives of individuals who have been identified to have a genetic mutation. Cascade testing for inherited cancer risk has been identified as a public health priority by the Centers for Disease Control and Prevention (CDC), but uptake of cascade testing is low, with only 30% of eligible first-degree relatives receiving testing [3]. These findings indicate that despite increased quality and lower costs of multiplex cancer gene panels, there remain important barriers to genetic testing.

Various service delivery models (SDMs) have been explored and adopted to increase access to cancer genetic testing services. The traditional SDM for cancer genetic testing employs in-person pre-test and post-test genetic counseling. Telephone genetic counseling has been shown to be non-inferior to in-person counseling and is now a widely accepted SDM with the potential to provide services to patients who live far from genetics specialists [45]. Online genetic testing services are now commercially available but the amount, type and degree of personalization of paired education and counseling required in order to optimize patient understanding and minimize distress is unknown.

Proposed alternate remote testing service delivery model

Online access to physician ordered genetic testing for clinically actionable hereditary cancer genes has the potential to increase access to genetic testing while maintaining test quality and clinical utility. Smit and colleagues found that individuals believe online communication is an acceptable mode of receiving medical information, and that it is important to have a health professional available to discuss questions and content as needed [6]. One study has examined the use of online genetic testing for cascade testing of family members and found it to be an effective approach to implementing cascade testing, citing an uptake of cascade testing in 47.5% of first degree relatives [7].

The availability of online genetic education detailing the benefits and limitations of hereditary cancer testing with access to board certified genetic counselors offers a promising alternative that may overcome barriers faced by current SDMs. Such a model could allow both genetics and non-genetics clinicians to order genetic testing while providing patients with detailed online information regarding hereditary cancer testing, overcoming the major barriers of physician coordinated testing, including limitations of physician time and knowledge. Remote access testing may eliminate the major barriers of in-person counseling, including time and money spent on travel, while increasing flexibility and accessibility, which continue to be challenges of both in-person counseling and telephone counseling. Remote access genetic testing via the use of an online genetic services platform allows individuals to access information using the internet with the ability to revisit if they choose, avoiding the need for appointments and allowing for patient-driven and convenient genetic services. Electronic copies of genetic test results may be shared easily with family members and medical providers. For individuals found to have a pathogenic mutation, online platforms facilitate easy information sharing, and the option of online access to testing services may promote the uptake of cascade testing in blood relatives.

One question in this proposed SDM is how much personalized counseling is needed both pre-test and post-test to optimize patient outcomes. Does required personalized counseling reduce patient distress and improve understanding or does it add unnecessary cost and time and reduce likelihood of test completion? Is pre- or post-test counseling more important and if counseling is provided as an option, how many patients will utilize telephone counseling, and can we identify patient subsets who have greater benefit from personalized counseling? To address these considerations, we are conducting a prospective study to evaluate different amount of personalized genetic counseling within an online genetic testing model to determine less counseling is non-inferior to our current accepted SDM at delivering hereditary cancer risk information. The purpose of this paper is to describe the design of the MAGENTA study, a prospective randomized trial of online genetic education vs telephone genetic counseling for hereditary cancer genetic testing.

Methods/design

Study aim and hypothesis

The MAGENTA (MAking GENetic Testing Accessible) trial is designed to compare the effectiveness of pre- and post-test telephone counseling to three potentially more accessible alternatives for individuals undergoing analysis of 19 hereditary breast and ovarian cancer (OC) genes. The genes included are: ATM, BARD1, BRCA1, BRCA2, BRIP1, CDH1, CHEK2, EPCAM, MSH2, MSH6, MLH1, NBN, PALB2, PMS2, PTEN, RAD51C, RAD51D, TP53, and STK11. Our primary hypothesis is that the outcomes for subjects receiving one of the three alternative approaches utilizing genetic education online will not be inferior to those of participants receiving a current acceptable standard of telephone genetic counseling both pre- and post-testing [45].

Study design

After online eligibility screening and electronic study consent (as approved by the Human Subjects Division of the MD Anderson Institutional Review Board), randomization into one of four study arms is performed automatically using a web-based data management platform [8]. The four study arms were selected to independently assess the delivery of genetic information both before and after genetic testing (pre-test and post-test) by either telephone genetic counseling or online education alone. The control arm requires mandatory pre and post-test telephone counseling while the other three arms provide various combinations (Table 1). Participants are mailed a saliva collection kit after all pre-test online education and/or genetic counseling is completed, based on study arm. Analysis of 19 OC genes is completed once the participant returns the saliva sample. As an additional safety measure, any participant found to carry a pathogenic or likely pathogenic mutation has required post-test telephone counseling and any participant desiring genetic counseling is provided with telephone genetic counseling regardless of study arm. A study schema can be found in Fig. 1. Participants were stratified into one of two risk groups: individuals with a personal and/or family history of cancer, and those with a known familial mutation (cascade group).

Table 1 Study Arms
Fig. 1

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

Figure 1

MAGENTA study schema

Study population

The MAGENTA study’s target population is women that may be at increased risk to develop ovarian cancer based on their personal or family history of cancer or due to a known cancer susceptibility gene mutation in the family. Women must be 30 years of age or older and must have at least one ovary, as we hope to identify women who will be able to take actionable measures to reduce ovarian cancer risk. As a safety precaution, all participants are required to identify a local healthcare provider with whom their genetic test results will be shared. Complete eligibility criteria are outlined in Table 2. Approximately 5200 women will be enrolled with a goal of 3000 completing genetic testing. We estimate that we will need to screen between 7000 and 10,000 women using an online eligibility questionnaire.

Table 2 Eligibility Criteria

Recruiting efforts are being carried out through clinical settings, advocacy groups, and various social media platforms. The different recruitment strategies were designed to capture a heterogeneous group of women, which will allow us to assess whether we improve access to genetic testing in diverse patient populations stratified for race and ethnicity, as well as, socioeconomic, educational and geographical backgrounds.

Remote consenting process

Given the size and large geographic area (all 50 U.S. states and the District of Colombia) for which we are recruiting and enrolling participants, the use of electronic informed consent (IC) became a vital component to the study. Electronic informed consent is defined by the FDA as the use of electronic systems and processes that may employ multiple electronic media, such as text, graphics and videos, to convey information related to the study and obtain and document informed consent

(http://www.fda.gov/downloads/drugs/guidancecomplianceregulatoryinformation/guidances/ucm436811.pdf).

Our biggest challenge was ensuring that the person signing the IC is the same as the person completing the study procedures. We accomplished this by requiring all participants to create a unique username and password that must be used to confirm their identity before signing the IC and before completing each study survey. To ensure that consent is truly informed, we created a series of comprehension questions that the participant must answer correctly before being allowed to sign the IC. The IC was delivered to study participants by email using the survey tools in REDCap. All other aspects of the FDA draft guidance were followed, including allowing the participant the ability to print a copy of the IC and call the study coordinator for questions

(http://www.fda.gov/downloads/drugs/guidancecomplianceregulatoryinformation/guidances/ucm436811.pdf).

Measure design

To fully evaluate the efficacy of these alternate models, we are assessing several different outcome measures, including: cancer-risk distress, testing completion rate (defined as receiving results), genetics knowledge, cognitive outcomes (i.e. decisional satisfaction, decisional regret), and behavioral outcomes. Surveys are completed at baseline, 3 months, 12 months and 24 months post-results disclosure. The specific measures and time-points are summarized in Table 3. These measures were informed by the prior work of Kinney et al. and Schwartz et al. [45]. Following the Peshkin et al. method of classifying these measures, these variables were chosen to assess cognitive (decisional regret and decisional satisfaction), affective (distress, anxiety, depression), and behavioral outcomes [18]. Questionnaires for assessing outcome measures are delivered to study participants by email using the survey features of REDCap. Questionnaires are distributed in an automated fashion, based on the date of the participant’s results disclosure.

Table 3 Variables, Measures and Time Points

The primary study outcome is cancer-risk distress at 3 months post-result disclosure, as measured by the Impact of Events Scale (IES) [919].

Study interventions

All participants receive online genetic education, including a 5-min pre-test educational video and an online results report. The video provides an explanation of hereditary cancer, inheritance patterns, associated cancer risks, and an overview of the possible results. Participants randomized to receive pre-test telephone counseling are prompted to schedule their telephone appointments online and will complete telephone counseling in addition to the online genetic education. The usual content of pre- and post-test genetic counseling for hereditary cancer risk has been well described [2021]. Following these standard guidelines, a genetic counseling outline was created by the study team and is followed by the board-certified genetic counselors involved in the study to guarantee consistency in counseling and ensure standardization for the purposes of the study (Table 4).

Table 4 Genetic Counseling Outline

Statistical considerations

We employ a non-inferiority design with a non-inferiority margin of 4 points, as suggested by Schwarz et al. (2014), for the difference in IES score between the control arm and each of the other three study arms at 3 months post-result disclosure.

We are enrolling 5200 eligible women with a goal of 3000 completing genetic testing. We expect that around 85% (n = 4400) of those who consent to participate will complete the baseline questionnaire and then be randomized. Of these, we will enroll around 750 subjects with a known familial mutation into the cascade group, with the remaining 3650 subjects, who have an increased likelihood of carrying a deleterious mutation in an ovarian cancer predisposition gene based on personal and family history of disease, as the group of interest for our primary analysis. We expect that 65% (n = 2375) of the 3650 participants with personal and/or family history of disease will follow through with providing a saliva sample for analysis, with 75% of those subjects completing the study through the 3 month assessment (n = 1780), which equates to about 450 participants on each of the four study arms.

Each of the three experimental study arms will be compared to the control study arm using a one-sided t-test, with the null hypothesis for each of the three tests that the mean stress score in the experimental arm is more than 4 points above the mean stress score in the control arm. A one-sided significance level of 0.025 is targeted across all three tests, resulting in a Bonferroni-corrected significance level of 0.0083 for each test. The sample size was chosen to achieve 93% power for each test, assuming a standard deviation in the scores of 15.3 based on Schwartz et al., yielding an overall power of 80%.

Our secondary outcome is the “completion rate”, defined as a participant progressing through the entire process from pre-test genetic education/counseling to receiving their test results and post-test genetic education/counseling. We will test two null hypotheses regarding the completion rate: that the completion rate for the participants receiving only online genetic education before testing (Arms A and B) is more than 6% less than it is for participants who were randomized to receive telephone genetic counseling before testing (Arms C and D), and that the completion rate for the participants receiving only online genetic education after testing (Arms A and D) is more than 6% less than it is for participants who were randomized to receive telephone genetic counseling after testing (Arms B and D). This 6% non-inferiority margin is more conservative than the 7.5% margin used by Schwartz et al. [5].

In addition to testing our primary and secondary hypotheses, we will summarize for each study arm the key outcomes related to cognition, affect and behavior, and the changes in scores from baseline. We will also use regression models to model the scores (and changes in the scores from baseline) as a function of study arm, risk group, and other covariates.

ORDER YOUR PAPER NOW – Case Reports Parts 1, 2 & 3 of DNP 810 Assignments

Discussion

In-person genetic counseling is likely to remain standard practice in large cancer centers and academic institutions. However, alternative service delivery models for genetic counseling must be further explored to find an optimal balance of clinical quality with increased access and financial sustainability. This is especially important given the largely debated topic of population screening for BRCA1, BRCA2, and Lynch syndrome. The discussions surrounding population-based screening for hereditary cancer genes has highlighted a challenge regarding the ability to provide this service on a large scale in an efficient and effective manner [22]. Determining the efficacy of an online genetic SDM may play a vital role in future implementations of population screening.

The nationwide MAGENTA trial is the first study to assess the use of a genetic service model using online access and electronic education for population based testing in individuals at elevated risk of ovarian cancer, while evaluating the need for personal pre and post-test genetic counseling. Innovative service delivery models are essential to decreasing barriers to genetic testing, particularly among underserved populations. Identifying more individuals with inherited cancer susceptibility will allow targeted prevention and ultimately save lives.

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Genetic Counseling Rubric
  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content  
25.0 %Discussion of the Reason for the Genetic Counseling Based on the Findings From Your Completion of the History Tool Discussion of the reason for the genetic counseling based on the findings from your completion of the history tool is not present. Discussion of the reason for the genetic counseling based on the findings from your completion of the history tool is present but incomplete. Discussion of the reason for the genetic counseling based on the findings from your completion of the history tool is present but done at a perfunctory level. Discussion of the reason for the genetic counseling based on the findings from your completion of the history tool is clearly present and convincing. Information presented is from scholarly though dated sources. Discussion of the reason for the genetic counseling based on the findings from your completion of the history tool is clearly present and insightful. Information presented is from current scholarly sources.
25.0 %Discussion of the Possible Reactions the Patient May Have to Your Counseling and How to Avoid Negative Reactions Discussion of the possible reactions the patient may have to your counseling and how to avoid negative reactions is not present. Discussion of the possible reactions the patient may have to your counseling and how to avoid negative reactions is present but incomplete. Discussion of the possible reactions the patient may have to your counseling and how to avoid negative reactions is present but done at a perfunctory level. Discussion of the possible reactions the patient may have to your counseling and how to avoid negative reactions is clearly present. Discussion is convincing. Information presented is from scholarly though dated sources. Discussion of the possible reactions the patient may have to your counseling and how to avoid negative reactions is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
20.0 %Proposal of What You Will Say to the Patient Including the Many Points Offered in the Assignment Proposal of what you will say to the patient including the many points offered in the assignment is not presented.

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments

Proposal of what you will say to the patient including the many points offered in the assignment is presented but incomplete. Proposal of what you will say to the patient including the many points offered in the assignment is presented but done at a perfunctory level. Proposal of what you will say to the patient including the many points offered in the assignment is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. Proposal of what you will say to the patient including the many points offered in the assignment is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
20.0 %Organization and Effectiveness
Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 
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.

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments

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

Topic Week 5 Case Report Part 3

Details:

You will be creating a case report in stages over four course topics. This assignment will add to your previous work in Topic 3. Use an example from your own personal practice, experience, or own personal/family; however, simulated cases are not acceptable for practice hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy. Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or other genetic disorder that you and/or the organization you practice in may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

For this assignment (Part 3 of the Case Report), write a 1,000-1,250 word paper incorporating genetics information learned from assigned readings in Topics 1-5. Include the following:

  1. Examine how genetics can influence policy issues.
  2. Discuss any nutritional influences for the cause of this disease.
  3. Discuss the process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness.
  4. Discuss the prevalence rates, testing, treatment, and prognosis as they relate to human nutrition.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

Case Report: Part 3  

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content  
25.0 %Examination of How Genetics Can Influence Policy Issues Examination of how genetics can influence policy issues is not present. Examination of how genetics can influence policy issues is present but incomplete. Examination of how genetics can influence policy issues is present but done at a perfunctory level. Examination of how genetics can influence policy issues is clearly presented. Discussion is convincing. Information presented is from scholarly though dated sources. Examination of how genetics can influence policy issues is clearly presented. Discussion is insightful. Information presented is from current scholarly sources.
25.0 %Discussion of Any Nutritional Influences for the Cause of This Disease Discussion of any nutritional influences for the cause of this disease is not present. Discussion of any nutritional influences for the cause of this disease is present but incomplete. Discussion of any nutritional influences for the cause of this disease is present but done at a perfunctory level. Discussion of any nutritional influences for the cause of this disease is clearly present. Discussion is convincing. Information presented is from scholarly though dated sources. Discussion of any nutritional influences for the cause of this disease is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
20.0 %Discussion of the Process of Nutritional Assessment and Counseling as It Relates to Health, Prevention, Screening, Diagnostics, Prognostics, Selection of Treatment, and Monitoring of Treatment Effectiveness The process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness is not presented. The process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness is presented but incomplete. The process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness is presented but done at a perfunctory level. The process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. The process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
20.0 %Organization and Effectiveness

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

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

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Topic Week 6 Health Issues for the Aging

Details:

As of 2014 health care expenditures in the United States are near 17% of our gross domestic product (GDP), with a major portion of Medicare funding goes towards chronic illness and care at the last 6 months of life. The Patient Protection and Affordable Care Act has made some initial legislative changes in our health system, but not sufficient to address our growing expenditures and caring for our large aging population. In this assignment, learners will synthesize issues in aging with health policy solutions by writing a paper on one health issue for older individuals addressed in the topic and offering a policy solution. Example of issue: In 2014, over 50% of the costs of institutional long-term care for older persons are paid for with public funds from Medicaid.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,000-1,250 word paper that addresses a health issue for older individuals. Include the following:

  1. Evaluate what the literature suggests as a resolution to your chosen issue.
  2. Discuss any attempts to incorporate the solution into public policy.
  3. Determine the barriers to implementation of the solution.
  4. Analyze the options being discussed for public and/or private funding.
  5. Propose your own recommendation.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

Health Issues for the Aging Rubric

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content  
15.0 %Evaluation of What the Literature Suggests as a Resolution to the Selected Issue Evaluation of what the literature suggests as a resolution to the selected issue is not present. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   Evaluation of what the literature suggests as a resolution to the selected issue is present but incomplete. Evaluation of what the literature suggests as a resolution to the selected issue is present but done at a perfunctory level. Evaluation of what the literature suggests as a resolution to the selected issue is clearly presented. Discussion is convincing. Information presented is from scholarly though dated sources. Evaluation of what the literature suggests as a resolution to the selected issue is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
15.0 %Discussion of Any Attempts to Incorporate the Solution Into Public Policy Discussion of any attempts to incorporate the solution into public policy is not present. Discussion of any attempts to incorporate the solution into public policy is present but incomplete. Discussion of any attempts to incorporate the solution into public policy is present but done at a perfunctory level. Discussion of any attempts to incorporate the solution into public policy is clearly present. Discussion is convincing. Information presented is from scholarly though dated sources. Discussion of any attempts to incorporate the solution into public policy is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
15.0 %Determination of the Barriers to Implementation of the Solution Determination of the barriers to implementation of the solution is not presented. Determination of the barriers to implementation of the solution is presented but incomplete. Determination of the barriers to implementation of the solution is presented but done at a perfunctory level. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   Determination of the barriers to implementation of the solution is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly, but some outdated sources are used. Determination of the barriers to implementation of the solution is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
15.0 %Analysis of the Options Being Discussed for Public and/or Private Funding Analysis of the options being discussed for public and/or private funding is not presented. Analysis of the options being discussed for public and/or private funding is presented but incomplete. Analysis of the options being discussed for public and/or private funding is presented but done at a perfunctory level. Analysis of the options being discussed for public and/or private funding is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. Analysis of the options being discussed for public and/or private funding is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
10.0 %Recommended Solution A recommended solution has not presented. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   A recommended solution is presented but incomplete. A recommended solution is presented but done at a perfunctory level. A recommended solution is clearly presented. Sources used are mostly current and scholarly but some outdated. A recommended solution is clearly presented. Sources used as support are from current scholarly sources.
20.0 %Organization and Effectiveness

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments 

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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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

ORDER YOUR CASE REPORTS HERE

Topic Week 8 Case Report Cumulative

Details:

You will be creating a case report in stages over four course topics. This assignment will add to your previous work in Topic 5. Use an example from your own personal practice, experience, or own personal/family; however, simulated cases are not acceptable for practice hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy. Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or other genetic disorder that you and/or the organization you practice in may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Include the following:

  • Guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy).
  • The role that money and grants play in scientific advances/the economics of health care (capitalism).
  • The role and involvement family plays into the health care decision.

Directions:

For this assignment (Conclusion of the Case Report), include previous Parts 1, 2, and 3 of the Case Report in one document, combined with additional genetics information learned from the assigned readings from all course topics. This final Case Report document should include the following:

  1. Describe the disease, its prevalence, its incidence and general knowledge of the disease.
  2. Discuss the laboratory testing that can be done.
  3. Describe if chromosomal analysis is/was indicated, and detail the chromosomal change that caused the disease if it is a chromosomal disorder.
  4. Describe 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.
  5. Describe the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs.
  6. Examine how genetics can influence policy issues.
  7. Discuss any nutritional influences for this disease.
  8. Process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness.

Continue your paper with 1,000-1,250 words which include the following:

  1. Discuss any ethical considerations for this disease.
  2. Compare how genetics can improve care and health outcomes while reducing cost to usual practices.
  3. Discuss the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events.
  4. Create a plan for how you might educate colleagues and/or patients on this genetic disorder.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

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.

Case Report: Cumulative Rubric

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content  
20.0 %Discussion of Ethical Considerations for This Disease Discussion of ethical considerations for this disease is not present. Discussion of ethical considerations for this disease is present but incomplete. Discussion of ethical considerations for this disease is present but done at a perfunctory level. Discussion of ethical considerations for this disease is clearly presented. Discussion is convincing. Information presented is from scholarly though dated sources. Discussion of ethical considerations for this disease is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
20.0 %Comparison of How Genetics Can Improve Care and Health Outcomes While Reducing Cost to Usual Practices Comparison of how genetics can improve care and health outcomes while reducing cost to usual practices is not present. Comparison of how genetics can improve care and health outcomes while reducing cost to usual practices is present but incomplete. Comparison of how genetics can improve care and health outcomes while reducing cost to usual practices is present but done at a perfunctory level. Comparison of how genetics can improve care and health outcomes while reducing cost to usual practices is clearly present. Discussion is convincing. Information presented is from scholarly though dated sources. Comparison of how genetics can improve care and health outcomes while reducing cost to usual practices is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
15.0 %Discussion of the Changes in Approaches to Care When New Evidence Warrants Evaluation of Other Options for Improving Outcomes or Decreasing Adverse Events Discussion of the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events is not presented. Discussion of the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events is presented but incomplete. Discussion of the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events is presented but done at a perfunctory level. Discussion of the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used. Discussion of the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
10.0 %Plan for How You Might Educate Colleagues and/or Patients on This Genetic Disorder A plan for how you might educate colleagues and/or patients on this genetic disorder is not presented. A plan for how you might educate colleagues and/or patients on this genetic disorder is presented but incomplete. A plan for how you might educate colleagues and/or patients on this genetic disorder is presented but done at a perfunctory level. A plan for how you might educate colleagues and/or patients on this genetic disorder is clearly presented. Discussion is convincing. A plan for how you might educate colleagues and/or patients on this genetic disorder is clearly presented. Discussion is insightful and detailed.
5.0 %Previous Case Reports are Included as the Beginning of this Paper Previous case reports are included as the beginning of this paper is not present. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments Previous case reports are included as the beginning of this paper but missing two areas. Previous case reports are included as the beginning of this paper but missing one area. Previous case reports are included as the beginning of this Paper is completely present.
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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   
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. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments   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

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments  Topic Week 8 Final Evaluation by Mentor

Details:

The mentor will perform a final clinical evaluation via the Typhon system. The mentor will receive an e-mail link at the beginning of Topic 6 to access the evaluation through Typhon.

Students will access the completed mentor evaluations in Typhon under the tab for “EASI: Evaluation and Survey Instrument” and print out the completed evaluation, sign it, and upload the signed evaluation into LoudCloud.

The course faculty will review the evaluation in LoudCloud and confirm in Typhon.

It is the student’s responsibility to ensure that the mentor has completed evaluation. If the mentor does not receive the evaluation via the e-mail address on file with GCU, the student should contact the course faculty immediately.

Case Reports Parts 1, 2 & 3 of DNP 810 Assignments  Topic Week 8 Reflective Journal

Details:

Learners are required to maintain a Reflective Journal integrating leadership and inquiry into current practice.

In your journal, you will reflect on the personal knowledge and skills gained in the current course addressing a variable combination of the following: new practice approaches, intraprofessional collaboration, health care delivery and clinical systems, ethical considerations in health care, population health concerns, the role of technology in improving health care outcomes, health policy, leadership and economic models, and/or health disparities. Outline what you discovered about your professional practice, personal strengths and weaknesses that surfaced, what additional resources and abilities could be introduced to a given situation to influence optimal outcomes, and finally how you met the competencies aligned to this course.

Submit your Reflective Journal to both the instructor and the Typhon Tracking System under the corresponding course section. Learners must submit this deliverable in Typhon and LoudCloud. Failure to submit in both locations can result in an Incomplete for the course. Case Reports Parts 1, 2 & 3 of DNP 810 Assignments .

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