DNP 815 Course Discussions Assignments from GCU
DNP 815 Course Discussions & Assignments from GCU Week 1 Discussions
DQ 1
Identify a historical change or event that had significant impact on the development of nursing theory. Discuss the effect of the change/event on nursing from that point forward, the contribution(s) to nursing that resulted, and how it relates now to successfully preparing the DNP for practice.
DQ 2
Provide one definition and an outline of the structure of theory. Debate the purpose of theory and your perspective on the role theory or the lack of theory in today’s nursing practice environment. What purpose (if any) does theory contribute.
DNP 815 Week 2 Discussions
DQ 1
Define the process of theory building. Discuss the differences in approach based on inductive versus deductive reasoning. Describe how you would build and test theory in your practice area.
DQ 2
Select a nursing model or theory described in your textbook. What are the key concepts and components of the example you selected, and how are they defined? Create an example describing the application to an area of nursing practice.
DNP 815 Course Discussions Assignments from GCU DNP 815 Week 3 Discussions
DQ 1
Compare and contrast a minimum of two middle range theories and discuss potential applications in your specific area of nursing practice.
DQ 2
Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing. Select one of the articles where the development of the middle range theory is the major focus of the paper. Share the article citation and describe how the theory was developed.
DNP 815 Course Discussions Assignments from GCU DNP 815 Week 4 Discussions
DQ 1
Describe a recent or current ethical issue you have faced in nursing practice or which has attained national attention. Discuss the application of ethical theories or principles to the issue. Support the application with sound reasoning.
DQ 2
Consider yourself in a role in which you are accountable for allocation of scarce health care resources for a given situation. Discuss how ethical principles, virtues, and values affect your decision making. Describe your process for ethical decision making. How might a resolution cause conflicts between personal values and beliefs and the perspective of the community or organization?
DNP 815 Course Discussions Assignments from GCU DNP 815 Week 5 Discussions
DQ 1
Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors.
DQ 2
Health behavior change theories suggest behavior change as a “process,” not an “event.” How can you put this into action for developing an intervention for practice or research? Discuss how you would apply this in planning your DNP project.
DNP 815 Course Discussions Assignments from GCU DNP 815 Week 6 Discussions
DQ 1
Discuss “Envisioning Recovery” as an overarching framework for practice development and focus for all health care treatment.
DQ 2
How can the knowledge of economic theory be utilized by advanced practice nurses? How can economic theory be applied in analysis of interventions?
DNP 815 Course Discussions Assignments from GCU DNP 815 Week 7 Discussions
DQ 1
How can the DNP-prepared nurse apply the concepts of a complex adaptive system to individual patient care? Provide examples.
DQ 2
Research change theories in scholarly literature and on the Internet. Develop a scenario and describe application of a change theory from the perspective of an advanced practice nurse leader.
DNP 815 Course Discussions & Assignments from GCU Week 8 Discussions
DQ 1
Which science-based theories do you think are the most useful to advanced practice nurses, and why?
DQ 2
Explore various science-based theories. Select two theories to describe to your peers. How is each of these theories relevant to application for a DNP-prepared nurse.
DNP 815 Course Discussions Assignments from GCU
DNP 815 Course Discussions & Assignments from GCU Week 1 Individual Success Plan (ISP)
Details:
The Individual Success Plan (ISP) assignment 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.
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. Learners 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 for 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.
Directions: DNP 815 Course Discussions Assignments from GCU
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:
- Learner Expectations
- Derivation of the ISP
- Instructions for Completing the ISP
Follow the instructions and complete the ISP.
DNP 815 Course Discussions & Assignments from GCU Week 1 Reflective Analysis Case Report Component Paper
Details:
In this assignment, learners are required to construct a reflective analysis incorporating a personal nursing philosophy which will directly relate to the case report assignment due in Topic 7. As such, learners are encouraged to review the case report assignment requirements in Topic 7 to ensure that the Reflective Analysis Case Report Component Paper will provide the foundational support necessary to complete the Topic 7 assignment successfully. The Reflective Analysis Case Report Component Paper may be written in first-person language as appropriate to express personal perspectives, but must otherwise adhere to the guidelines below.
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 Turnitin. Please refer to the directions in the Student Success Center.
DNP 815 Course Discussions Assignments from GCU Directions:
Compose a 1,000-1,250 word reflective analysis incorporating your personal philosophy of nursing including the following core elements:
- What is your central belief about the individual person?
- How does your personal worldview influence your approach to patients?
- What constitutes the environment?
- How do the individual and the environment interact?
- What is your view of health?
- How does illness relate to health?
- What is the central reason for the existence of nursing?
Portfolio Practice Hours:
It may be possible to earn Portfolio Practice hours for this assignment. Enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-815
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.
DNP 815 Course Discussions Assignments from GCU RUBRIC
| Course Code | Class Code | Assignment Title | Total Points | |||
| DNP-815 | DNP-815-O501 | Case Report: Application of Theory | 300.0 | |||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) |
| Content | 35.0% | |||||
| Minimum of Two Theories Discussed in the Course to Develop the Case Report | 10.0% | A minimum of two theories discussed in the course are not used to develop the case report. | A minimum of two theories discussed in the course are used to develop the case report but are incomplete. | A minimum of two theories discussed in the course are used to develop the case report but at a perfunctory level. | A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is convincing. Information presented is from scholarly though dated sources. | A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Application of One or More Theories to Describe Understanding of The Problem or Situation of Focus | 5.0% | Application of one or more theories to describe understanding of the problem or situation of focus is not present. | Application of one or more theories to describe understanding of the problem or situation of focus is present but incomplete. | Application of one or more theories to describe understanding of the problem or situation of focus is present but done at a perfunctory level. | Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific 10%elements. Information presented is from scholarly though dated sources. | Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Application of One or More Theories to the Recommended Intervention or Solution Being Proposed | 5.0% | Application of one or more theories to the recommended intervention or solution being proposed is not present. | Application of one or more theories to the recommended intervention or solution being proposed is present but incomplete. D | Application of one or more theories to the recommended intervention or solution being proposed is present but done at a perfunctory level. | Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Development of the Case Report Across the Entire Scenario From the Identified Clinical or Health Care Problem Through Proposing an Intervention, Implementation, and Evaluation Using an Appropriate Research Instrument | 5.0% | Development of the case report across the entire scenario from problem through proposed solution is not present. | Development of the case report across the entire scenario from problem through proposed solution is present but incomplete. | Development of the case report across the entire scenario from problem through proposed solution is present but done at a perfunctory level. | Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Description of the Evaluation of the Selected Research Instrument | 5.0% | A description of the evaluation of the selected research instrument is not present. | A description of the evaluation of the selected research instrument is present but incomplete. | A description of the evaluation of the selected research instrument is present but done at a perfunctory level. | A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Explanation of the Tenets, Rationale for Selection, and Clear Application Using the Language of Theory | 5.0% | An explanation of the tenets, rationale for selection, and clear application using the language of theory is not present. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but incomplete. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but done at a perfunctory level. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Case Requirements | 35.0% | |||||
| Introduction and Problem Statement | 5.0% | An introduction with problem statement is not present. | An introduction with problem statement is present but incomplete. | An introduction with problem statement is present but rendered at a perfunctory level. | An introduction with problem statement is present, clear, and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | An introduction with problem statement is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Brief Literature Review | 5.0% | A brief literature review is not present. | A brief literature review is present but incomplete. | A brief literature review is present but rendered at a perfunctory level. | A brief literature review is clearly present in full. Information presented is from scholarly though dated sources. | A brief literature review is clearly present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Description of the Case, Situation, or Conditions Explained From a Theoretical Perspective | 5.0% | A description of the case, situation, or conditions is not present. | A description of the case, situation, or conditions is present but incomplete. | A description of the case, situation, or conditions is present but rendered at a perfunctory level. | A description of the case, situation, or conditions is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A description of the case, situation, or conditions is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Detailed Explanation of the Synthesized Literature Findings | 5.0% | A detailed explanation of the synthesized literature findings is not present. | A detailed explanation of the synthesized literature findings is present but incomplete. | A detailed explanation of the synthesized literature findings is present but rendered at a perfunctory level. | A detailed explanation of the synthesized literature findings is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A detailed explanation of the synthesized literature findings is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Case Summary | 5.0% | A case summary is not present. | A case summary is present but incomplete. | A case summary is present but rendered at a perfunctory level. | A case summary is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A case summary is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Proposed Solutions to Remedy Identified Gaps, Inefficiencies, or Other Issues From a Theoretical Approach | 5.0% | Proposed solutions are not present. | Proposed solutions are present but are incomplete. | Proposed solutions are present but are rendered at a perfunctory level. | Proposed solutions are clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Proposed solutions are clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
| Conclusion | 5.0% | A conclusion is not present. | A conclusion is present but is incomplete. | A conclusion is present but is rendered at a perfunctory level. | A conclusion is clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A conclusion is clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
| Organization and Effectiveness | 20.0% | |||||
| Thesis Development and Purpose | 7.0% | 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. |
| Argument Logic and Construction | 8.0% | 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. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | 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. |
| Format | 10.0% | |||||
| Paper Format (Use of appropriate style for the major and assignment) | 5.0% | 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. |
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. DNP 815 Course Discussions & Assignments from GCU | 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. |
| Total Weightage | 100% | |||||
DNP 815 Course Discussions & Assignments from GCU Week 2 Topic Selection
DPI Project Milestone: Outline of 10 Strategic Points
Details:The Direct Practice Improvement (DPI) Project incorporates 10 key or strategic points that need to be clear, simple, correct, and aligned to ensure the project is doable, valuable, and credible. These points, which provide a guide or vision for the project, are present in almost any research.
These 10 points are defined and instructions for completion of the DPI Project Milestone: Outline of 10 Strategic Points assignment are provided in “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource.Using the table located within the Ten Strategic Points Instructions and Template document, complete the table.
DNP-815-RS-10StrategicPointsfortheProspectusProposalandDPI.docx
Week 3 Conceptual-Theoretical-Empirical Structure (CTE) Evaluation
Details:
Conceptual models, theories, and empirical indicators are linked and provide a nursing knowledge system to apply the model or theory to nursing practice, research, and education. Advanced-practice nurses are required to understand the linkages as applied to nursing and translate the components into practice. To continue development of nursing knowledge, advanced practice nurses can create structure to test theory.
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 Turnitin. Please refer to the directions in the Student Success Center.
Directions: DNP 815 Course Discussions Assignments from GCU
Write a 1,000-1,250 word paper examining how the Conceptual – Theoretical – Empirical (CTE) structure translates into nursing practice based on one of the middle range theories that has been formulated or derived from your preferred conceptual model of nursing. Translate and apply the selected theory to nursing practice using actual examples. Evaluate the theory using the CTE steps below:
- Evaluation of the conceptual-theoretical-empirical linkages.
- Evaluation of the selected theory.
- Evaluation of the empirical indicators.
- Evaluation of research findings.
- Evaluation of the utility and soundness of the practice theory.
Portfolio Practice Hours:
It may be possible to earn Portfolio Practice hours for this assignment. Enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-815
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.
DNP 815 Course Discussions Assignments from GCU RUBRIC
| Course Code | Class Code | Assignment Title | Total Points | |||
| DNP-815 | DNP-815-O501 | Case Report: Application of Theory | 300.0 | |||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) |
| Content | 35.0% | |||||
| Minimum of Two Theories Discussed in the Course to Develop the Case Report | 10.0% | A minimum of two theories discussed in the course are not used to develop the case report. | A minimum of two theories discussed in the course are used to develop the case report but are incomplete. | A minimum of two theories discussed in the course are used to develop the case report but at a perfunctory level. | A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is convincing. Information presented is from scholarly though dated sources. | A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Application of One or More Theories to Describe Understanding of The Problem or Situation of Focus | 5.0% | Application of one or more theories to describe understanding of the problem or situation of focus is not present. | Application of one or more theories to describe understanding of the problem or situation of focus is present but incomplete. | Application of one or more theories to describe understanding of the problem or situation of focus is present but done at a perfunctory level. | Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific 10%elements. Information presented is from scholarly though dated sources. | Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Application of One or More Theories to the Recommended Intervention or Solution Being Proposed | 5.0% | Application of one or more theories to the recommended intervention or solution being proposed is not present. | Application of one or more theories to the recommended intervention or solution being proposed is present but incomplete. | Application of one or more theories to the recommended intervention or solution being proposed is present but done at a perfunctory level. | Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Development of the Case Report Across the Entire Scenario From the Identified Clinical or Health Care Problem Through Proposing an Intervention, Implementation, and Evaluation Using an Appropriate Research Instrument | 5.0% | Development of the case report across the entire scenario from problem through proposed solution is not present. | Development of the case report across the entire scenario from problem through proposed solution is present but incomplete. | Development of the case report across the entire scenario from problem through proposed solution is present but done at a perfunctory level. | Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Description of the Evaluation of the Selected Research Instrument | 5.0% | A description of the evaluation of the selected research instrument is not present. | A description of the evaluation of the selected research instrument is present but incomplete. | A description of the evaluation of the selected research instrument is present but done at a perfunctory level. | A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Explanation of the Tenets, Rationale for Selection, and Clear Application Using the Language of Theory | 5.0% | An explanation of the tenets, rationale for selection, and clear application using the language of theory is not present. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but incomplete. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but done at a perfunctory level. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Case Requirements | 35.0% | |||||
| Introduction and Problem Statement | 5.0% | An introduction with problem statement is not present. | An introduction with problem statement is present but incomplete. | An introduction with problem statement is present but rendered at a perfunctory level. | An introduction with problem statement is present, clear, and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | An introduction with problem statement is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Brief Literature Review | 5.0% | A brief literature review is not present. | A brief literature review is present but incomplete. | A brief literature review is present but rendered at a perfunctory level. | A brief literature review is clearly present in full. Information presented is from scholarly though dated sources. | A brief literature review is clearly present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Description of the Case, Situation, or Conditions Explained From a Theoretical Perspective | 5.0% | A description of the case, situation, or conditions is not present. | A description of the case, situation, or conditions is present but incomplete. | A description of the case, situation, or conditions is present but rendered at a perfunctory level. | A description of the case, situation, or conditions is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A description of the case, situation, or conditions is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Detailed Explanation of the Synthesized Literature Findings | 5.0% | A detailed explanation of the synthesized literature findings is not present. | A detailed explanation of the synthesized literature findings is present but incomplete. | A detailed explanation of the synthesized literature findings is present but rendered at a perfunctory level. | A detailed explanation of the synthesized literature findings is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A detailed explanation of the synthesized literature findings is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Case Summary | 5.0% | A case summary is not present. | A case summary is present but incomplete. | A case summary is present but rendered at a perfunctory level. | A case summary is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A case summary is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Proposed Solutions to Remedy Identified Gaps, Inefficiencies, or Other Issues From a Theoretical Approach | 5.0% | Proposed solutions are not present. | Proposed solutions are present but are incomplete. | Proposed solutions are present but are rendered at a perfunctory level. | Proposed solutions are clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Proposed solutions are clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
| Conclusion | 5.0% | A conclusion is not present. | A conclusion is present but is incomplete. | A conclusion is present but is rendered at a perfunctory level. | A conclusion is clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A conclusion is clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
| Organization and Effectiveness | 20.0% | |||||
| Thesis Development and Purpose | 7.0% | 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. |
| Argument Logic and Construction | 8.0% | 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. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | 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. |
| Format | 10.0% | |||||
| Paper Format (Use of appropriate style for the major and assignment) | 5.0% | 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. |
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | 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. |
| Total Weightage | 100% | |||||
Week 7 Case Report: Application of Theory
Details:
In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.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 Turnitin. Please refer to the directions in the Student Success Center.
Directions: DNP 815 Course Discussions Assignments from GCU
Construct a 2,500-3,000 word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.
Requirements:
- Use a minimum of any two theories discussed in the course to develop the case report.
- Apply one or more theories to describe understanding of the problem or situation of focus.
- Apply one or more theories to the recommended intervention or solution being proposed.
- Develop the case report across the entire scenario from the identified clinical or health care problem through proposing an intervention, implementation, and evaluation using an appropriate research instrument.
- Describe the evaluation of the selected research instrument in the case report.
- Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of the theory within the case report.
In addition, your case report must include the following:
- Introduction with a problem statement.
- Brief literature review.
- Description of the case/situation/conditions explained from a theoretical perspective.
- Discussion that includes a detailed explanation of the synthesized literature findings.
- Summary of the case.
- Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.
- Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.
- Conclusion.
Portfolio Practice Hours on DNP 815 Course Discussions Assignments from GCU
It may be possible to earn Portfolio Practice hours for this assignment. Enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-815
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.
RUBRIC
| Course Code | Class Code | Assignment Title | Total Points | |||
| DNP-815 | DNP-815-O501 | Case Report: Application of Theory | 300.0 | |||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) |
| Content | 35.0% | |||||
| Minimum of Two Theories Discussed in the Course to Develop the Case Report | 10.0% | A minimum of two theories discussed in the course are not used to develop the case report. | A minimum of two theories discussed in the course are used to develop the case report but are incomplete. | A minimum of two theories discussed in the course are used to develop the case report but at a perfunctory level. | A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is convincing. Information presented is from scholarly though dated sources. | A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Application of One or More Theories to Describe Understanding of The Problem or Situation of Focus | 5.0% | Application of one or more theories to describe understanding of the problem or situation of focus is not present. | Application of one or more theories to describe understanding of the problem or situation of focus is present but incomplete. | Application of one or more theories to describe understanding of the problem or situation of focus is present but done at a perfunctory level. | Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific 10%elements. Information presented is from scholarly though dated sources. | Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Application of One or More Theories to the Recommended Intervention or Solution Being Proposed | 5.0% | Application of one or more theories to the recommended intervention or solution being proposed is not present. | Application of one or more theories to the recommended intervention or solution being proposed is present but incomplete. | Application of one or more theories to the recommended intervention or solution being proposed is present but done at a perfunctory level. | Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Development of the Case Report Across the Entire Scenario From the Identified Clinical or Health Care Problem Through Proposing an Intervention, Implementation, and Evaluation Using an Appropriate Research Instrument | 5.0% | Development of the case report across the entire scenario from problem through proposed solution is not present. | Development of the case report across the entire scenario from problem through proposed solution is present but incomplete. | Development of the case report across the entire scenario from problem through proposed solution is present but done at a perfunctory level. | Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Description of the Evaluation of the Selected Research Instrument | 5.0% | A description of the evaluation of the selected research instrument is not present. | A description of the evaluation of the selected research instrument is present but incomplete. | A description of the evaluation of the selected research instrument is present but done at a perfunctory level. | A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Explanation of the Tenets, Rationale for Selection, and Clear Application Using the Language of Theory | 5.0% | An explanation of the tenets, rationale for selection, and clear application using the language of theory is not present. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but incomplete. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but done at a perfunctory level. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Case Requirements | 35.0% | |||||
| Introduction and Problem Statement | 5.0% | An introduction with problem statement is not present. | An introduction with problem statement is present but incomplete. | An introduction with problem statement is present but rendered at a perfunctory level. | An introduction with problem statement is present, clear, and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | An introduction with problem statement is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Brief Literature Review | 5.0% | A brief literature review is not present. | A brief literature review is present but incomplete. | A brief literature review is present but rendered at a perfunctory level. | A brief literature review is clearly present in full. Information presented is from scholarly though dated sources. | A brief literature review is clearly present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Description of the Case, Situation, or Conditions Explained From a Theoretical Perspective | 5.0% | A description of the case, situation, or conditions is not present. | A description of the case, situation, or conditions is present but incomplete. | A description of the case, situation, or conditions is present but rendered at a perfunctory level. | A description of the case, situation, or conditions is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A description of the case, situation, or conditions is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Detailed Explanation of the Synthesized Literature Findings | 5.0% | A detailed explanation of the synthesized literature findings is not present. | A detailed explanation of the synthesized literature findings is present but incomplete. | A detailed explanation of the synthesized literature findings is present but rendered at a perfunctory level. | A detailed explanation of the synthesized literature findings is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A detailed explanation of the synthesized literature findings is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Case Summary | 5.0% | A case summary is not present. | A case summary is present but incomplete. | A case summary is present but rendered at a perfunctory level. | A case summary is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A case summary is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
| Proposed Solutions to Remedy Identified Gaps, Inefficiencies, or Other Issues From a Theoretical Approach | 5.0% | Proposed solutions are not present. | Proposed solutions are present but are incomplete. | Proposed solutions are present but are rendered at a perfunctory level. | Proposed solutions are clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | Proposed solutions are clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
| Conclusion | 5.0% | A conclusion is not present. | A conclusion is present but is incomplete. | A conclusion is present but is rendered at a perfunctory level. | A conclusion is clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. | A conclusion is clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. |
| Organization and Effectiveness | 20.0% | |||||
| Thesis Development and Purpose | 7.0% | 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. |
| Argument Logic and Construction | 8.0% | 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. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | 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. |
| Format | 10.0% | |||||
| Paper Format (Use of appropriate style for the major and assignment) | 5.0% | 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. |
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. DNP 815 Course Discussions & Assignments from GCU | 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. |
| Total Weightage | 100% | |||||
