Research Theory, Design, & Methods

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Research Theory, Design, & Methods

Discussion: Philosophy of Science

How does the lens from which you view the world shape your approach to research inquiry? Why is it important as a scholar-practitioner engaged in research to acknowledge your worldview?

Reflect on how your assumptions about the acquisition of truth and the nature of the world influence your approach to the research process.

Identify an area of interest for a possible research topic. As you read about the different philosophical orientations in this week’s readings, consider if one of these orientations most closely aligns with your worldview and a particular approach to research.

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Post a brief description of your topic of research interest. Next, state the philosophical orientation that reflects your worldview and explain the epistemological and ontological assumptions of this orientation. Then, explain how these assumptions lend themselves to one or more research approaches.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

 

  • Describe topic of personal research interest – Racism
  • Explain epistemological and ontological assumptions of philosophical orientations
  • Explain relationship between epistemological and ontological assumptions and research approaches
  • Apply APA Style to writing

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

  • Chapter 1, “Human Inquiry and Science”

 

Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H.  (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage.

  • Chapter 1, “Introduction to Research”
  • Chapter 2, “Philosophical Foundations and the Role of Theory in Research”

Research Interest topic “Racism”

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paper psychology

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paper psychology

In 1,400 words or less, please describe an incident relevant to social psychology that you
experienced or witnessed. Indicate the number of words at the top of the paper.
After describing the incident you either witnessed or experienced, explain how four (4) of the
course concepts you were exposed to (either in lecture or the book) have helped you better understand the
social psychology of this incident. Please use only our lecture or course textbook as sources for your
paper. Make sure to clearly and thoroughly explain each concept before describing how it has helped
your understanding of social psychology. Underline each concept. Cite your explanations of concepts
using the format (Text, p. XX), or (Lecture, Date). Please do not attach a Title Page, Bibliography or
Reference Page. This is unnecessary. Instead of quoting, paraphrase.

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Your grade will be heavily based on the clarity and completeness of your concept explanations, as well as
how persuasively you show that the concepts have helped you better understand the incident. It also will
be based on following these directions (i.e. word count, number of underlined concepts, explaining an
incident).

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Psychology

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Psychology

Scientists, Scientific Methods, & Ethics

This week’s assignment is focused on the development of a PowerPoint presentation that will have two parts. The presentation is a minimum of 12 slides and maximum of 16 slides. Include a title slide and a reference slide.

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Part One: Key Events and Individuals

  • Develop 5-6 slides that include both an image(s) and text.
  • Each slide should identify key events and individuals from Chapter 1 of the assigned text regarding the birth and development of psychology.
  • Each slide should include dates, name or the individual or event, and the contribution made to the field of psychology.
  • Each slide should include in-text citations.
  • Each slide should include notes that support and explain the slide information. In-text citations and references should be included in the notes in APA format.

Part Two: Scientific Method and Ethics

  • Develop 5-6 slides that include both an image(s) and text.
  • Slides should include an explanation of the scientific method and the use of research ethics in psychology as explained in Chapter 1 of the required text.
  • Each slide should include in-text citations.
  • Each slide should include notes that support and explain the slide information. In-text citations should be included in the notes in APA format as well. All references should be located on the final slide of the presentation.

Assignment Expectations

Length: 12-16 slides including both images and texts. Notes for each slide that provide a full description of the slide.

Structure:

Title slide and reference slides in APA style. (at least 2 slides)

Prompt 1: at least 5-6slides

Prompt 2: at least5-6 slides

Additionally, because a good presentation has few words on the slides include a script in the notes section of the Power Point for each slide with the verbiage you would say when presenting; the script should be a minimum of 50 words per slide.

References: A minimum of one scholarly reference, other than the textbook. APA should be used for in-text citations and references.

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Ethics in Psychology Course

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Ethics in Psychology Course

 

Directions: This is three-part assignment, with different due dates. Please pay attention to each individual instruction and due date.

 

Part I Discussion Questions Due Date:

Directions: Respond to the questions in 100 words. You must cite your references and must provide original work. Please remember this is a psychology ethics class, therefore; the responses must reflect the class.  

  1. Why is the selection of culturally neutral assessment tools so critical to the ethical practice of psychology?
  2. What potential harm can result if assessment materials are culture-bound?
  3. What potential limitations do you foresee encountering with culturally neutral assessment tools?
  4. According to the APA Ethics Code, what conditions would justify termination of therapy?
  5. Do you agree with the prohibitions of termination of therapy? Why or why not?
  6. List another reason why you agree or disagree with the prohibitions?
  7. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
  8. Describe what may be unclear to you, and what you would like to learn.

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Part II Individual Assignment 

Directions:  Please complete the attached worksheet. You must use cite references used in-text. Must be original work and cite all work! The scenario is found below!

***Scenario: Case 7. Handling Disparate Information for Evaluating Trainees

Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides

feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.

Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.

One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that

Leo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him.

It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future.

 

Ethical Dilemma

Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.*******

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Part III Group Assignment

This is a group assignment, however; I am responsible for only 1 slide. The slide must include detailed speaker notes and must also include information on the slide. Attached you will find a copy the group’s PowerPoint. Please add to the PowerPoint and add the peer-reviewed references to the project.

 

Directions: Develop 1-Microsoft® PowerPoint® presentation with detailed speaker notes on the selection process of a culture-neutral assessment.

My Slide:  Examples of when culture biased assessments have been problematic

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Graduate Psychometrics

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Graduate Psychometrics

Assignment Content

  • Top of Form
  • Accessthe Mental Measurements Yearbook, located in the University Library.
  • Selecttwo assessments of intelligence and two achievement tests.
  • Preparea 12- to 15-slide presentation about your selected instruments. In your analysis, address the following: (must include detailed speaker notes)
    • Critique the major definitions of intelligence. Determine which theory of intelligence best fits your selected instruments. Explain how the definition and the measures are related.
    • Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.
    • Your selected intelligence and achievement assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests
  • Bottom of Form

 

******Select two assessments of intelligence and two achievement tests. Also, DO NOT Choose an “emotional” intelligence test. We are looking at the typical intelligence test that gives a standard score and IQ.******** (view attachments for example tests)

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Part 2

Answer each questions using 175 words

Discussion 1

In everyday living, mental abilities tend to operate in unison rather than in isolation. How useful is it, therefore, to attempt to isolate and measure “primary mental abilities”? What is factor Advanced Certified analysis? What are the theories that relate to it in regards to intelligence? What about information processing theories? How are they different?

Discussion 2

Thanks for your post. My preferred theory of intelligence is Gardner’s Theory of Multiple Intelligence. I think it is absolutely true that everyone has intelligence but there are many different areas or types of intelligence.

How does Gardner’s theory compare and contrast to Sternberg’s theory?

How can these be related to the learning environment?

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Diagnosis of dehydration.

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Diagnosis of dehydration.

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Diagnosis of dehydration.

Your patient C.S is 78 years old. Admitted to the nursing home you work at, with a diagnosis of dehydration. C.S., has been ordered to increase her oral fluid intake to 2500cc per day. When offering her a glass of water, she pushes away your hand and says “I hate water and I don’t drink it much”. You note that after one and a half days she has dry mucous membranes and poor skin turgor.

Questions:

  1. What should your assessment be on this patient? Explain in detail.
  2. After completing your assessment, what should your next step be? Be specific.
  3. Write 3 complete nursing diagnosis from above information. Include all 3 sections (NANDA, Related to (R/T) & Evidence based practice (EBP) & include 2 nursing interventions for each nursing diagnosis.

Scenario 2:

Ms. Cohen is hospitalized for repair of a fractured hip after a fall at home. She requires intravenous (IV) antibiotics after surgery. Shortly after the first dose she became restless and started picking at her IV line and frequently tried to get out of bed. Several restraint alternatives were attempted; but, because of her restlessness, she was successful at pulling out her IV line and getting out of bed. It becomes necessary to restrain Ms. Cohen.

Questions:

1. You know that a health care provider’s order is required for the restraint. What are essential components of the restraint order?

2. Which assessments do you need to perform on Ms. Cohen while she is restrained?

3. The physician orders a belt restraint. Your assessment of Ms. Cohen the next day reveals that during the day she is alert and pleasantly confused but not attempting to get out of bed. Do you continue use of the restraint? Explain.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Malpractice Cases

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Malpractice Cases

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Malpractice Cases

InstructionsFor Final Project I: Malpractice Case, you will analyze a case provided within the Final Project I Guidelines and Rubric document. First, you will complete the Describe the Case Worksheet to start the analysis of your case. One common method of case analysis is called the Issue, Rule, Application, and Conclusion (IRAC) method. For this task, you will only be completing the “Issue” portion of the IRAC method.

To complete this assignment, review the Describe the Case Worksheet Rubricdocument.

Note: This activity is one of many that will contribute to the completion of the final projects. See the Final Project Assignment Table for more information.

Files: , , ,

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Final Project I: Malpractice Cases

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Final Project I: Malpractice Cases

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Final Project I: Malpractice Cases

SOWK 601

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SOWK 601

For this assignment you will integrate your knowledge, skills, and values from course work and field learning to demonstrate that you have achieved the MSW level competencies set forth in the Council on Social Work Education’s Education Policy Accreditation Standards and amended in Morgan State University School of Social Work’s Student Learning Outcomes. This document provides an outline of the contents of the embedded assessment that you are to submit by the designated due date. Additional information on preparing and submitting the embedded assessment is provided in MSW Comprehensive embedded assessment course on Canvas.

The embedded assessment will include the following contents:

Student Demographic Data Form SECTION II Integrative Case Study (12 pages)

D. Overview of the Case

E. Application of Social Welfare Policy to the Case

F. Theoretical Framework and Context for Analyzing Client System’s Situation MSW Comprehensive

F1.Theoretical Framework for Understanding the Case

F2. Impact of the Urban Environment on the Case

F3. Ethical Considerations for the Case

F4. Diversity Considerations for the Case

F5. Human Rights and Social Justice Considerations for the Case

G. Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System

G1. Engagement of Client System

G2. Assessment of Client System

G3. Intervention Plan for Client System

G4.Termination of Intervention with Client System

H. Plan for evaluating effectiveness of practice with client system

APPENDIX – References

Reminders

Upload your file to submit the assignment by the due date.
Review your paper for grammar, spelling, punctuation and readability and make corrections prior to submission.
Use APA style (including 12 point font) for formatting the paper and references.
Review your paper for plagiarism and correct prior to submission. Papers that are plagiarized will receive a failing grade.

——————————————————————-Rubric (the grading metric) to follow for this order. Once we are able to follow this rubric, we are sure of great grade. Thank you.

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Competency 1 Behavior 1
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Competency 1 Behavior 2
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.

Competency 2: Behavior 1
Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

Competency 2: Behavior 2
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies

Competency 3: Behavior 1
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

Competency 3: Behavior 2
Engage in practices that advance social, economic, and environmental justice.

Competency 4: Behavior 1
Use practice experience and theory to inform scientific inquiry and research.

Competency 4: Behavior 2
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.

Competency 5 Behavior 1
Assess how social welfare and economic policies impact the delivery of and access to social services.

Competency 5 Behavior 2
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6 Behavior 1
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

Competency 6 Behavior 2
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies

Competency 7 Behavior 1
Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.

Competency 7 Behavior 2
Apply knowledge of human behavior and the social environment, person-in-environment, strengths perspectives, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies

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Competency 8 Behavior 1
Critically choose and implement interventions to achieve mutually agreed upon practice goals and enhance capacities of clients and constituencies

Competency 8 Behavior 2
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies

Competency 9 Behavior 1
Select and use appropriate methods for evaluation of outcomes

Competency 9 Behavior 2
Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels

Competency 10 Behavior 1
Demonstrate knowledge of historical and contemporary African American scholars, practitioners, change agents, communities, and social institutions in the social welfare field

Competency 10 Behavior 2
Utilize African Americans’ contributions to inform culturally appropriate social work research and practice

Competency 11 Behavior 1
Acquire knowledge of the dynamics, complexities, strengths, and challenges of urban communities as the foundation for urban social work practice

Competency 11 Behavior 2
Applying culturally appropriate knowledge and approaches to research and practice with urban populations

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assessment 1 4050

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assessment 1 4050

Preliminary Care Coordination Plan

Instruction

Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

Introduction– The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

NOTE: You are required to complete this assessment before Assessment 4.

Preparation– As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.

Scenario

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

To prepare for this assessment, you may wish to:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
  • Allow plenty of time to plan your chosen health care concern.

Instructions- Note: You are required to complete this assessment before Assessment 4.

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Develop the Preliminary Care Coordination Plan

Complete the following:

  • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to:
    • Heart disease (high blood pressure, stroke, or heart failure).
    • Home safety.
    • Pulmonary disease (COPD or fibrotic lung disease).
    • Orthopedic concerns (hip replacement or knee replacement).
    • Cognitive impairment (Alzheimer’s disease or dementia).
    • Pain management.
    • Mental health.
  • Identify available community resources for a safe and effective continuum of care.

Document Format and Length

  • Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.
    • Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.
  • In your paper include possible community resources that can be used.
  • Be sure to review the scoring guide to make sure all criteria are addressed in your paper.
    • Study the subtle differences between basic, proficient, and distinguished.

Supporting Evidence

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Analyze your selected health concern and the associated best practices for health improvement.
    • Cite supporting evidence for best practices.
    • Consider underlying assumptions and points of uncertainty in your analysis.
  • Describe specific goals that should be established to address the health care problem.
  • Identify available community resources for a safe and effective continuum of care.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    • Write with a specific purpose with your patient in mind.
    • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

Additional requirements– Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.

Portfolio Prompt: Save your presentation to your ePortfolio.

Course Competencies- By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
    • Analyze a health concern and the associated best practices for health improvement.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Describe specific goals that should be established to address a selected health care problem.
  • Competency 3: Create a satisfying patient experience.
    • Identify available community resources for a safe and effective continuum of care.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Scoring guide

Preliminary Care Coordination Plan Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Analyze a health concern and the associated best practices for health improvement.

Describe specific goals that should be established to address a selected health care problem.

Identify available community resources for a safe and effective continuum of care.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

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Nursing Nurse Practice and EHR assignment

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Nursing Nurse Practice and EHR assignment

Nurse Practice and EHR Assignment (15%) (CC3. a,b): Students will identify and evaluate nurses’ safety measures when administering medications at a specific healthcare facility. Each student will also evaluate an EHR system’s safety measures at one healthcare facility. Students will prepare a Powerpoint to present details of the assignments in no more than 10-15 minutes. Students should follow the assignment rubric the instructor provided to complete the assignment.

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