HECTOR

HECTOR

Question 1

Controlling BP in people with diabetes can help reduce the risk of mounting serious problems, such as heart attack, stroke, kidney disease, and peripheral neuropathy. By keeping BP within recommended levels, people with diabetes can reduce their risk of these complications and enjoy a better quality of life (Cheon et al., 2022). Lowering BP can also help to lower blood sugar levels, which can advance diabetes control and decrease the risk of hypoglycemia.

Question 2

The target BP for patients with diabetes and hypertension is less than 130/80 mmHg. The ADA endorses that people with type 2 diabetes should strive to maintain a BP between 130/80 mmHg and 140/90 mmHg. People with type 1 diabetes should strive to maintain a BP between 140/90 mmHg and 150/90 mmHg (Westgate et al., 2021). The target BP for patients with diabetes and hypertension is lower than that for those without diabetes due to the increased risk of complications associated with having both conditions. Controlling BP helps to reduce the risk of rising serious problems, such as heart attack, stroke, kidney disease, and peripheral neuropathy. Keeping BP within the recommended range can also help to lower blood sugar levels and advance diabetes control, reducing the risk of hypoglycemia. In order to maintain the target BP, lifestyle modifications, such as diet and physical activity, are recommended. Additionally, medications may be prescribed to help lower BP. It is important to adhere to prescribed medications and lifestyle modifications to help reduce the risk of complications associated with diabetes and hypertension (Cheon et al., 2022). Blood pressure should be monitored regularly to ensure it is within the recommended range.

Question 3

Several antihypertensive agents are recommended for patients with diabetes, including ACEIs, ARBs, thiazide diuretics, and calcium channel blockers. ACEIs and ARBs are often prescribed first-line for people with diabetes and hypertension as they can help to reduce the risk of developing complications (Westgate et al., 2021). Thiazide diuretics and calcium channel blockers may also be used in combination with other medications for optimal BP control. Beta-blockers may also be used but are not recommended as a first-line treatment for people with diabetes and hypertension due to their potential to worsen glucose control.

2 odelaidys

The case of L.N. is like most patients that medical practitioners experience daily in their line of work. In most cases, patients with diabetes are vulnerable to developing other health complications like hypertension. Patients with uncontrolled diabetes are at a higher risk of gaining weight hence developing obesity. Controlling B.P. in diabetic patients is vital; however, it brings effects; therefore, the patient and the physician should be aware of them. The effects are reducing the risk of microvascular and macrovascular problems and stroke. Brumstrom (2016) concluded that controlling hypertension in patients with SBP of more than 140 mmHg would cause reduced cardiovascular morbidity and mortality. If the SBP were less than 140 mmHg, it would increase cardiovascular death.

Meta-analyses produce different results, which bring a lot of confusion on which is the target B.P. for patients with diabetes and hypertension. However, medical guidelines provide the levels to which they target B.P. should range, which is what most physicians work with. According to Passarella et al. (2018), the American Diabetes Association guideline recommends that the target goal that all physicians should use should be a systolic blood pressure lower than 140 mmHg and a diastolic blood pressure lower than 90 mmHg.

The first line of antihypertensive agents for patients with diabetes are angiotensin-converting enzymes (ACE) inhibitors. When the ACEI is not tolerated, an angiotensin receptor blocker (ARB) should be applied. Also, diuretics as combination regimens or monotherapy, beta-blockers, and calcium channel blockers are considered a treatment for these patients (Grossman & Grossman, 2017). The treatment options of the antihypertension agents are applied depending on the B.P. levels, both diastolic and systolic, the patient’s age, and the patient’s underlying health conditions. An appropriate combination regimen is necessary if one agent does not work well, and changing the agents is not tolerated.

Instructions: Read the following case study and answer the reflective questions. 

Instructions: Read the following case study and answer the reflective questions.

Requirements:

– Formatted and cited in current APA 7

– The discussion must address the topic

– Rationale must be provided

– Use at least 600 words (no included 1st page or references in the 600 words)

– Use 3 academic sources. Not older than 5 years

– Not Websites are allowed.

– Plagiarism is NOT allowed

CASE STUDY: Albert Albert Mitchell is a 36-year-old man who will be traveling to Dubai to give a business presentation in 3 months. Although he has traveled widely in the United States as a consultant, this is his first trip to the Middle East. He requests information regarding immunizations needed before his trip. Albert states that as he will be in Dubai for only a few days, he is unlikely to contract a disease in such a short time and therefore believes that it is illogical to obtain immunizations. Albert states that he has heard that the side effects of the immunizations might be worse than the diseases they prevent. He is also concerned about leaving his wife at home alone because she is 6 months pregnant.

Reflective Questions

1-How would you address Albert’s beliefs?

2-What learning would be needed in each domain?

3-What learning theories would you consider? How might his family concerns be addressed?

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:

  1. New Practice Approaches
  2. Interprofessional Collaboration
  3. Health Care Delivery and Clinical Systems
  4. Ethical Considerations in Health Care
  5. Practices of Culturally Sensitive Care and Ensuring the Integrity of Human Dignity in the Care of all Patients
  6. Population Health Concerns and Health Disparities
  7. The Role of Technology in Improving Health Care Outcomes
  8. Health Policy
  9. Leadership and Economic Models

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.

While APA style is not required for the body of this , solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This  uses a rubric. Please review the rubric prior to beginning the to become familiar with the expectations for successful completion.

You are required to submit this  to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

2.6: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

3.2: Utilize patient care technology and information management systems.

4.2: Preserve the integrity and human dignity in the care of all patients.

5.5: Provide culturally sensitive care.

 Student will demonstrate assessment techniques (with guidance from an Occupational  Therapist).

Student will demonstrate assessment techniques (with guidance from an Occupational  Therapist).

2. Student will demonstrate how to interact with a child utilizing implementation and  utilization of practice skills and include therapeutic use of self and effective  communication during an assessment.

3. Student will demonstrate understanding of the effects of heritable diseases, genetic  conditions, disability, trauma, and injury to the physical and mental health and  occupational performance of the individual.

4. Student will learn how to work with families utilizing the teaching-learning process  during a treatment session.

5. Student will demonstrate communication skills with the Occupational Therapist and other  professionals.

6. Student will identify when there is a need to refer to specialists.

7. Student will learn how to document outcomes in a SOAP note format

Students are required to submit weekly journal entries throughout the course.

Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.

Write a reflection journal (250-300 ) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

Topic Focus: Leadership and Economic Models

While APA style is not required for the body of this , solid academic writing is expected.

This  uses a rubric. Please review the rubric prior to beginning the  to become familiar with the expectations for successful completion.

You are required to submit this  to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Denver Developmental Screening Tool

Denver Developmental Screening Tool

Lab Assignment

Name:________________________________

Date:____________________________

Course:OTA 200/201: OT treatment planning & techniques for adolescents & pediatrics

Course objective(s):

UNIT ONE: Implementation and Utilization of Practice Skills

Objective:

1. Student will demonstrate assessment techniques (with guidance from an Occupational Therapist).

2. Student will demonstrate how to interact with a child utilizing implementation and utilization of practice skills and include therapeutic use of self and effective communication during an assessment.

3. Student will demonstrate understanding of the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.

4. Student will learn how to work with families utilizing the teaching-learning process during a treatment session.

5. Student will demonstrate communication skills with the Occupational Therapist and other professionals.

6. Student will identify when there is a need to refer to specialists. 7. Student will learn how to document outcomes in a SOAP note format.

Procedure:

1. Student will record a video of a child between 1 month and 5 years old. 2. Student will score the Denver II (based on recorded video) following directions provided

during classroom instruction using Denver II instruction guide and hands outs given to them.

3. Student will write a SOAP note on both treatment sessions.

 

 

Curriculum Threads addressed:

 Commitment to lifelong clinical advancement  Occupation centered practice  Role Acquisition

Evaluation: Denver II Assessment

Unsatisfactory 7 pts

Prep sheet reveals minimal effort without clear understanding of guiding developmental principles (Piaget/Erickson). Does not follow directions or information is not stated, inaccurate, or unclear. Anticipatory guidance does not reflect application of developmental evaluative findings and their significance to the child and family. Reflections do not support evidence of

Average 8 pts

Demonstrates a basic understanding of the developmental screening process. Assessment data is appropriate but lacking in critical developmental and assessment information necessary to provide an accurate developmental evaluation. Anticipatory guidance is minimal and reveals a basic understanding of the developmental process and its significance to the child and family. Reflections

Good 9 pts

Demonstrates attainment of the developmental screening process and clinical objectives for this assignment. Assessment data is appropriate and provides most elements necessary to provide an accurate developmental evaluation. Anticipatory guidance reveals a working understanding of the developmental process and its significance to the child and

Excellent 10 pts

Demonstrates attainment of the developmental screening process and clinical objectives for this assignment. Assessment data is thorough, appropriate and provides all elements necessary to provide an accurate developmental evaluation. Anticipatory guidance reveals a thorough understanding of the developmental process and its

 

 

growth related to this assignment or to growth in the role of the Occupational Therapy Assistant.

provide evidence of some growth in the role of a Occupational Therapy Assistant.

family. Reflections provide evidence of some growth in the role of the Occupational Therapy Assistant.

significance to the child and family. Reflections provide excellent evidence of growth in the role of the Occupational Therapy Assistant.

Completion of Denver Screening: ______/10

SOAP note:

/10

Unacceptable contribution. Requires remediation in note writing.

Additional clarification is required. Moderate corrections required

Minimal corrections required, however, able to follow

Accurately completed all sections of the SOAP note

Instructor Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________

 

 

Initial Intervention Quality Review Rubric 35% of grade

Criteria Excellent 5 Adequate 3 Poor 1 Interventions 80%(5/6

interventions) of session with purposeful and occupation-based interventions

50% of (3/6 interventions) included purposeful and occupation-based interventions

30% of intervention were preparatory activities inclusive of adjunctive and contrived methods

Evidence-based support

Interventions supported by 4 evidenced- based cited articles

Interventions supported by 3 evidence- based cited articles

Interventions supported by 2 evidence-based cited articles

Client Centered Interventions are client centered, appropriated for goals established by the OTR, and address client’s goals as stated in the evaluation

Interventions are appropriate for goals established by the OTR

Interventions are diagnosis and therapist centered

Each session addressed more than 3 goals

3 or more goals addressed in 90- minute session

2 or more goals addressed in 30- minute session

2 goals addressed in 60-minute session

1 goal addressed in 30-minute session

1 goal addressed In 60-minute session

1 goal addressed in 30-minute session

Presentation skills PPT components Response to Peer Feedback

1. What would you have done differently with this client?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

2. Any additional suggestions for this student group?

______________________________________________________________________________ ___________________________________________________________________________ ________________________________________________________________________

 

 

Second Intervention Rubric- to be completed when student group presents again.

Criteria Excellent Adequate Poor Rationale for improvement

25

Based on thorough review, utilized 100% of suggestions and backed rationale with research. (25 points)

Based on a review of suggestions with 50% of rationale backed by research. (15 points)

Improvement is based on peer review only. No research to back up rationale. (5points)

Interventions Use the same information from above. (5 points) (3 points) (1 point)

Does Evidence base support Client Centered Goals?

ACOTE Standards: ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

B.1.2., B.2.6. , B.4.22, B.5.19. , B.5.22. , B.5.25. , B.7.6, B.8.3.

DNP 802: Role Development

Northern Kentucky University

DNP 802: Role Development

February 12, 2023

 

 

 

 

 

 

 

 

 

 

DNP ROLE SWOT and PEST ANALYSIS

It is becoming increasingly clear that clinics would benefit from being led by a Director of Nursing (DON) with a Doctor of Nursing Practice (DNP) degree due to the experience they bring to the table . The DON is the person in charge of overseeing and implementing changes to nursing staff ranging from shift changes, infection control, prevention procedures, evaluating and directing the staff while establishing goals and creating and making sure everyone is compliant with the healthcare policies in place. To fill the gap between clinical practice and healthcare research and to provide leadership and direction to nursing personnel in the clinic setting, this position was selected for its advanced practice nurse qualifications.

According to Pritham and White (2016), a DNP-prepared nurse would be able to understand how to handle ethical dilemmas because of the advanced technologies and scientific findings that are rapidly occurring within the field. They would also be able to participate in ethics reviews and policy-making committees, which would benefit everyone involved.

While reviewing our weekly readings from the American Association of Colleges of Nursing (AACN, 2006), the Essentials also made it very clear how the DNP program equips the DNP-prepared nurse ranging from Essentials 1 through 8 just to name a few. They are equipped with knowledge ranging from how to bring about changes in the healthcare status, organizational and systems leadership for quality improvement which affects healthcare and patient outcomes, scholarship, and research by the form of discovery, they also advocate for good healthcare policies and able to collaborate inter-professionally and also promote health which is listed under Essential VII (AACN, 2006). All these are the qualifications and tools that a DNP-prepared DON would bring to the table within the clinic with the end goals of achieving a great team and great patient outcomes.

There was also an analysis done by the AACN which showed a time frame of seven years and how fast people that were already registered nurses were obtaining their doctorate degree with a concentration in DNP instead of the Ph.D. (AACN, 2006). This goes to show how important the DNP-prepared nurse is and its place within society continues to grow rapidly.

There is a void in the research on this topic because most studies have concentrated on the function of the DNP-prepared nurse in hospitals and other tertiary care facilities rather than primary care settings like clinics (Zaccagnini & Pechacek, 2021). The advanced knowledge and skills required to lead the implementation of evidence-based practice and improve the quality of care provided to patients are uniquely suited to the DNP-prepared nurse. The DNP-prepared nurse is increasingly being recognized as the ideal candidate for this position in clinical settings due to the fact that almost everything required for this position has to be evident based in order to be successful.

Educators with a Master of Science in Nursing (MSN) degree can learn much from the DNP perspective, which differs in various ways from MSN. First, a DNP graduate with advanced education in healthcare research and the ability to critically analyze and apply research findings to clinical practice is in a better position to lead the implementation of evidence-based practice in the clinic. The DNP holder has a deeper understanding of healthcare systems and interdisciplinary team dynamics, making them better equipped to provide leadership and direction to their nursing staff (Trautman et al., 2018).

The DNP DON will be equipped with superior expertise in healthcare research, data analysis, and quality improvement, allowing them to pioneer the introduction of evidence-based practice in clinical settings. They will also have superior management and leadership abilities, allowing them to steer the nursing team in the right direction and collaborate fruitfully with other medical professionals (Zaccagnini & Pechacek, 2021). The Doctor of Nursing Practice (DNP) holder will also be equipped with the knowledge and skills necessary to effectively advocate for patients and enhance the quality of care delivered in clinical settings by virtue of their familiarity with and mastery of healthcare systems. The DON holds a DNP degree and is dedicated and understands the importance of using evidence-based practice as a tool to achieve their goals within the clinic and lead the staff in the direction required to achieve evidenced based outcomes. In this paper, we will discuss the SWOT(strength, weakness, opportunities, and threats) analysis for a DNP-prepared DON in clinics that apply evidenced based practice in their services.

 

SWOT Analysis

Strengths

· Advanced education and training in evidence-based practice, leadership, and quality improvement- Doctor of Nursing Practice (DNP) programs prepare nurses to critically evaluate and apply research to clinical practice, giving them the skills to make informed decisions and improve patient outcomes.

· Leadership capabilities: As a DNP-prepared nurse, the DON has the knowledge and skills to effectively lead and manage a clinic (Trautman et al., 2018).

· DNP graduates are prepared to design, influence, and implement health care policies that frame health care financing, practice regulation, access, safety, quality, and efficacy(AACN, 2006).

· DNP-prepared NPs strongly understand healthcare systems and can analyze and use data to improve patient outcomes. This allows them to take a leadership role in improving primary care delivery and to advocate for policy changes that support and improve patient-centered care characterized by quality services (Zaccagnini & Pechacek, 2021).

· They have the ability to incorporate most if not all of the essentials learned during the DNP education (AACN, 2006)

· Strong research skills: DNP-prepared nurses have strong research skills that will be utilized to eradicate the low quality of care provided in the clinic(AACN, 2006).

Weaknesses

· Limited understanding of business aspects: While DNPs have advanced healthcare knowledge, they may not have formal business management and administration training.

· The limited scope of practice: In some states, DNPs may have a different scope of practice than physicians, limiting their ability to make certain clinical decisions.

· Limited reimbursement: Some insurance plans may only partially reimburse for services provided by advanced practice nurses, which can limit their ability to provide care.

· Limited access to certain medications: DNP-prepared nurses may not have the same prescribing authority as physicians, which can limit the care that can be provided (Zaccagnini & Pechacek, 2021).

· Limited public recognition: DNP-prepared nurses may not be as well-known as physicians, which can limit the recognition of their skills and expertise and utilization.

· Limited access to certain medical equipment: DNP-prepared nurses may not have the same access to medical equipment as physicians, which can limit the care that can be provided to the community.

· Difficult change culture without strong administrative support can be an issue also (AACN, 2006)

 

Opportunities

· Increased demand for advanced practice nurses: As the healthcare system shifts towards value-based care, there is a growing need for advanced practice nurses like DNPs to provide high-quality, cost-effective care(Pritham & White, 2016).

· Collaboration with other healthcare professionals: The DON, as a DNP, can collaborate with physicians, pharmacists, and other healthcare professionals to improve patient outcomes and decrease healthcare costs.

· Telehealth: The increasing use of telehealth can allow DNP-prepared nurses to care for patients in remote areas which would improve patient’s ability to access care without thinking about issues with transportation(Moran et al., 2020).

· Increased use of technology: DNP-prepared nurses can use technology to improve the quality and efficiency of care provided in the clinic.

· Increased focus on preventive care: DNP-prepared nurses can use their knowledge and skills to promote preventive care in the clinic (Zaccagnini & Pechacek, 2021).

· Increased focus on community health: DNP-prepared DON can use their skills to improve the community’s health by providing education and outreach as a team to the community.

 

Threats

· Limited reimbursement for advanced practice nurses: Some insurance plans may not fully reimburse for services provided by advanced practice nurses, which can limit their ability to provide care.

· Resistance to change: Some healthcare professionals may be resistant to the integration of advanced practice nurses into the healthcare system and may not fully understand or support the role of the DNP(.

· Limited funding for advanced practice nurses: There may be limited funding for advanced practice nurses, which can limit the services that can be provided.

· Some states may continue to have a restrictive scope of practice laws for NPs, which could limit the ability of DNP-prepared NPs to practice to the full extent of their education and training” (AACN, 2006).

· Limited access to certain medications or equipment: DNP-prepared nurses may not have the same prescribing authority as physicians, which can limit the care that can be provided (Zaccagnini & Pechacek, 2021).

· Limited public recognition: DNP-prepared nurses may not be as well-known as physicians, which can limit the recognition of their skills and expertise in the healthcare system and may also affect the clinic’s reputation in the community.

· The DNP’s function as an NP in primary care is significantly influenced by political and economic factors, such as legislation and regulations that govern the scope of practice and reimbursement for services. Threats to the job include the COVID-19 pandemic and the fate of the Affordable Care Act (HRSA, n.d).

 

 

 

 

PEST Analysis Part two

Political influences:

The political environment significantly impacts the DNP’s role as a Nurse Practitioner (NP) in primary care. Laws and regulations regarding DNP practice vary from state to state, and some states have more restrictive scope of practice laws for NPs. Several studies carried out in other countries such as the United States, Ghana, and Portugal suggest limited political inclusion, with Nursing professionals’ political activity restricted to voting and making contact with legislators about the demands of interest for the category, recognizing that there is a need for a broader involvement to cause changes in laws and regulations that limit professional performance. (Mourão Netto et al., 2022, p.3).

The core competencies for healthcare policy for advocacy in healthcare are embedded in DNP Essential V, but competencies from many of the DNP Essentials are also applicable. For example, healthcare professionals need to be able to advocate for people that are poor while urging lawmakers to change the current system. Essentials V to VII indicates the role of a DNP-prepared nurse advocating for social justice, equity, and ethical policies within all healthcare arenas (AACN, 2006 as cited in Moran et al., 2020 p.74). Being able to advocate helps with improvement In advocacy and lobbying efforts to raise awareness of the value that DNP-prepared nurses can bring to patient care and the healthcare system. This can involve meeting with policymakers, healthcare leaders, and other stakeholders to educate them about the DNP role and to promote the benefits of DNP-led care.

Evidence from numerous studies supports that leadership and innovation are critical factors for organizational success and improved outcomes. Further, no change takes place and sustains without strong leadership (Melynk & Raderstorf, 2019, p.200).

There are some states with limitations and restrictive scope of practice laws, DNPs may not be able to prescribe certain medications or perform certain procedures without physician oversight however if a DNP-prepared DON is involved with the process of decision making this can reduce if not eradicate the issue of limitation since they can vote and participate in making these changes (Trautman et al., 2018). For example, some states require DNPs to have a collaborative agreement with a physician to practice in any capacity. This can limit the ability of DNPs to provide care in certain settings, such as rural or underserved areas where there is a shortage of physicians. Additionally, the political environment can also affect reimbursement for DNP services. These professionals can use their influence to actively participate in electoral campaigns and in the process of formulating public policies because, by having their professional knowledge and skills available, they cannot only benefit users and contribute to public health, but also ease the development of nursing as a science and professional field (Mourão Netto et al., 2022, p.7)

Economic influences:

The current economic climate significantly influences the function of a DON with a DNP degree in primary care. There is a rising need for affordable healthcare as the rising expense of healthcare becomes a key issue for many Americans. A DNP-educated DON would be able to make wise resource allocation decisions and assist in providing leadership in a positive direction. As a result, DNP-prepared DON is able to play a more significant role in primary care, which can help curb the demand for more costly specialized services (Larocco, 2021). Furthermore, DONs with a DNP degree have the expertise to address the socioeconomic determinants of health and to plan and implement interventions that improve population health and reduce the prevalence of all types of disease.

However, paying for DNP services is sometimes difficult and making patients’ access to care constrained, and DNP-led clinics’ financial stability might be jeopardized by the fact that some insurance plans do not cover services delivered by DNPs (Trautman et al., 2018). This can be a problem for both the patients whose insurance doesn’t cover NP services and the NPs who deliver them. The ability of a DNP DON to deliver care and services may also be constrained by states with a restricted scope of practice rules which would lead to incurring more expenses as a result of time and gas spent getting to and from medical appointments.

Social influences:

The social determinants of health include genetic as well as lifestyle and environmental factors, such as the availability of resources to meet daily needs such as housing, food markets, job opportunities, access to health services, and education. These factors have a huge impact on the health of our nation (Moran et al., 2020, p.74). Due to the fact that a DNP-prepared DON has the ability to link data at an individual level with administrative data to assess how social determinants interact with the healthcare system utilizing the competencies they have acquired from Essentials#4 which is to be able to analyze data, within the healthcare information and patient care technology systems, then informs key stakeholders what critical elements are necessary to the selection, use, and evaluation of this information (AACN, 2006).

In primary care, the DNP Nurse practitioner’s role is significantly influenced by the surrounding social milieu, particularly in impoverished and rural areas where primary care doctors are in high demand. This need is being fueled by demographic shifts, including an aging population and an uptick in the prevalence of chronic illnesses. Not all patients are familiar with doctorate degree NPs or comprehend the breadth of their responsibilities (Zaccagnini & Pechacek, 2021). Because of this misunderstanding, patients may be confused or distrustful of them, making it hard for them to build a clientele. It’s also important to note that not everyone regards doctorate-degree NPs as primary care doctors. Because of this stigma, they may have trouble establishing collaborative partnerships with other medical professionals and being able to lead a clinic.

In addition, there may be misconceptions about doctorate degree nurse practitioners (NPs) among the general public. Despite popular belief, research shows that such nurse practitioners (NPs) deliver treatment that is on par with that of physicians in terms of quality and safety. Still, these ideas may have an impact on how patients and other medical professionals receive them.

Healthcare policy and laws are influenced by both the political and social contexts in which they are enacted. A Doctor of Nursing Practice (DNP) in primary care may be impacted by changes in healthcare policy and legislation pertaining to reimbursement for DNP services, the scope of practice laws, and certification prerequisites. DNPs-prepared DONs can participate in professional networking opportunities, such as conferences, webinars, and online communities, to build relationships and collaborate with other healthcare professionals. This can help to promote the DNP role and to share best practices and information about the impact of DNP-led care on patient outcomes. That’s why it’s crucial to know the latest developments in healthcare laws and policy and to push for measures that recognize and reward their contributions to primary care.

Technological influences:

The primary care NP position held by those with DNP-prepared nurses is profoundly affected by the current state of technology. New diagnostic and therapeutic options, made possible by technological progress, have the potential to enhance health outcomes for patients. In rural or underserved locations, for instance, DNPs can now employ telehealth technologies to treat patients remotely, confer with specialists, and access patient medical information. Access to care that might otherwise be unavailable can greatly enhance patient outcomes in these situations. In addition, DNPs are now able to treat patients in underserved and rural areas thanks to the widespread adoption of electronic health records (EHRs). Doctorate-degree DON’s can benefit from electronic health records (EHRs) because it gives them access to patients’ past medical history, financial records, past and current test results, and other relevant data that can be used to better care for these patients (Trautman et al., 2018).

In addition, they facilitate enhanced physician-to-physician contact and care coordination, both of which contribute to enhanced patient outcomes. Although there are many benefits to using technology, there are also risks that DNPs must consider. In this regard, the adoption of electronic health records (EHRs) can be both time-consuming and cumbersome for DNP-led clinics. This makes it harder for them to spend quality time with patients and can contribute to burnout. Concerns concerning patients’ privacy and security may also arise from the usage of telehealth devices. This raises concerns because the current state of development prevents assurance of the same level of privacy and security as face-to-face meetings. Patients with less access to technology or less technical expertise may be at a disadvantage while seeking medical care because of the increased reliance on technology. This can be especially difficult for DNPs in rural or underdeveloped areas, where there may be fewer resources, such as computers. In addition, DNPs may face difficulties due to the quickening pace of technical developments, which requires them to upgrade their knowledge and skills constantly. This calls for further study and instruction, which takes time and effort. When reviewing evidence, a DNP-prepared nurses are able to analyze scientific data related to individual, aggregate, and population health (Essential 7) and critically review any existing literature and other evidence to be able to identify the best evidence and implement them (Essential 3)(AACN, 2006)

Implementation Strategies

The implementation of the new role of DNP-prepared NPs in primary care requires a comprehensive approach that addresses stakeholder support, funding and costs, a theoretical framework, and evaluation methods. This will ensure the success of the role and its sustainability in the long term. To be able to facilitate the Implementation of the new role of DNP-prepared DON in primary care one must focus on obtaining stakeholder support and addressing potential funding and cost concerns that could arise as issues towards the goals required. Evidence from numerous studies supports that leadership and innovation are critical factors for organizational success and improved results and also no change can take place and be sustained without strong leadership. (Melynk & Raderstorf, 2019, p.200).

Stakeholder Support:

To gain stakeholder support for the new role, it is important to educate stakeholders about the benefits of having a DNP-prepared DON in primary care and to demonstrate the cost-effectiveness of the role. This can be done through the use of data and research studies, as well as through the development of strong relationships with key stakeholders such as physicians, healthcare administrators, and policymakers. In today’s value-driven healthcare industry, being able to answer all questions that the stakeholders may have would be valuable by utilizing both qualitative and quantitative data.

Healthcare organizations and policymakers may support the implementation of the DNP role in a clinical setting if they know that it can lead to improved patient outcomes and a higher quality of care and cost savings. Seeing the new role as a positive tool and way to increase their competitive advantage and to improve their financial performance also helps with the implementation process while also addressing the issue of workforce shortages in nursing and other healthcare professions.

Funding and Costs:

To address potential funding and cost concerns, it is important to identify potential sources of funding for the new role, such as grants, Medicaid and Medicare reimbursement, and private insurance coverage (Zaccagnini & Pechacek, 2021). Additionally, it is important to demonstrate the cost-effectiveness of this position using data and research studies.

Theoretical Framework and Evaluation Method

A theoretical framework can assist with the implementation of the new role by providing a clear and consistent approach to the implementation process. One potential theoretical framework that could be used is the Diffusion of Innovations Theory, which suggests that the adoption of new roles and practices is influenced by the perceived relative advantage, compatibility, complexity, trialability, and observability of the innovation (Melynk, & Fineout-Overholt, 2019).

To determine the effectiveness of the new role, it is important to establish evaluation methods that can be used to measure the outcomes of the role. This can include patient satisfaction surveys, quality of care, and cost-effectiveness measures. Additionally, it is important to involve stakeholders in the evaluation process to ensure that the new role is meeting their needs and expectations. Not only does the usage of reliable tools show how credible this position can be to the stakeholders it also shows how it benefits them and the society.

Summary and Conclusion

To be able to indicate how important having a DNP-prepared Don is, the main goal would be to identify the stakeholders which are usually the people who allocate resources for healthcare.  Of course, the chief resource is money since most resources aren’t free.  This means to sell the idea of a DNP-prepared DON to lead any clinic, one must pitch the benefits of that same role to stakeholders who are often not clinicians themselves but rather may have a background in finance or marketing. Education is key since the resistance from many often stems from lack of knowledge (Melnyk & Fineout-Overholt, 2019).  Maintaining and sustaining this position also cannot be easy due to the turnover and churn in healthcare which has increased partly due to the coronavirus pandemic. For example, being able to show EBP in evaluations that determine compensation is also helpful, since money certainly talks.

Primary care providers are in high demand in the United States, especially in underserved and rural areas. Because of their education and experience, Doctorate degree Nurse Practitioners (DNPs) are able to provide a wide variety of primary care services and may work in tandem with physicians, making them ideal candidates to fill this void. DNP-prepared NPs are better equipped to address this gap than MSN-prepared NPs because of their advanced education and training in areas such as leadership, quality improvement, and evidence-based practice; deeper familiarity with healthcare systems; and proficiency in using data to optimize patient outcomes.

Nursing advocacy serves as a basis for supporting issues affecting nursing practice, the nursing profession as a whole, and health care issues. Every nurse has a professional mandate to advocate for the profession and answer the call to action to be the voice on all issues affecting nursing and patient care (Downs & Fiore-lopez, 2022, p. 40). In general, doctorate-degree nurse practitioners (NPs) should keep up with healthcare policy and legislative developments and push for measures that would strengthen their position as primary care providers. Finally, to be able to make a difference, being involved with policy-making, advocacy must be looked upon as a professional obligation so if everyone finds their voices and uses them not only does it help us as providers, it would also help in pushing forward the agenda to make a difference legislatively.

 

 

 

 

REFERENCES

American Association of Colleges of Nursing. (2006). Essentials of doctoral education for advanced practice nursing. Retrieved from https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

American Association of Nurse Practitioners. (2021). National Nurse Practitioner Sample Survey. Retrieved from https://www.aanp.org/research/nurse-practitioner-sample-survey

American Association of Nurse Practitioners. (2021). National Nurse Practitioner Sample Survey. Retrieved from https://www.aanp.org/research/nurse-practitioner-sample-survey

American Association of Colleges of Nursing. (2006). Essentials of doctoral education for advanced practice nursing. Retrieved from https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

Health Resources and Services Administration (HRSA). (n.d.). Primary Care Shortage Areas. Retrieved from https://www.hrsa.gov/shortage-designation/primary-care-hpsas

Larocco, S. (2021).  The future of nursing 2020-2030: Charting a path to achieve health equity. Arthur L. Davis Publishing Agency, Inc.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare (4th ed.). Wolters Kluwer.

Melnyk, B. M., & Raderstorf, T. (2019). Making the case for evidence-based leadership and innovation. Evidence-Based Leadership, Innovation, and Entrepreneurship in Nursing and Healthcare.  https://doi.org/10.1891/9780826196255.0001

Moran, K., Conrad, D., & Burson, R. (2020). The Doctor of Nursing Practice Scholarly Project: A Framework for Success. Burlington, Massachusetts: Jones & Barlett.

Mourão Netto, J. J., Rodrigues Silva Júnior, V., Moreira Rodrigues, A. R., Cassimiro Aragão, O., Rutz Porto, A., Buss Thofehrn, M., & Sales da Silva, L. M. (2022). INCLUSION OF NURSING PROFESSIONALS IN PARTY POLITICS: ANALYSIS OF THEIR PARTICIPATION IN THE MUNICIPAL ELECTORAL DISPUTES.  Revista Baiana de Enfermagem,  36, 1-10.  https://doi.org/10.18471/rbe.v36.46966

National Academies of Sciences, Engineering, and Medicine(2021). The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. Washington, DC: The National Academies Press.  https://doi.org/10.17226/25982  The Role of Nurses in Improving Health Care Access and Quality.

Pritham, U. A., & White, P. (2016). Assessing DNP impact using program evaluations to capture healthcare system change. The Nurse Practitioner, 41(4), 44-53. https://doi.org/10.1097/01.npr.0000481509.24736.c8

Trautman, D., Idzik, S., Hammersla, M., & Rosseter, R. (2018). Advancing Scholarship through Translational Research: The role of PhD and DNP prepared nurses. OJIN: The Online Journal of Issues in Nursing23(2). https://doi.org/10.3912/ojin.vol23no02man02

Zaccagnini, M., & Pechacek, J.  (2021). The Doctor of Nursing practice essentials. (4th Ed.) pp.110 Burlington, MA: Jones & Bartlett Learning.

Identify some of the social, ethical, and economic reasons for addressing immigration policy reform.

Identify some of the social, ethical, and economic reasons for addressing immigration policy reform.

The discussion must address the topic.

Rationale must be provided

400 words in your initial post by Wednesday 23:59 pm

Minimum of two scholarly references in APA format within the last five years published

Distinguised Excellent Fair Poor

Distinguised Excellent Fair Poor

Includes a direct quote from patient about presenting problem

Includes a direct quote from patient and other unrelated information

Includes information but information is NOT a direct quote

Information is completely missing

4 Points 3 Points 2 Points 0 Points Begins with patient initials, age, race, ethnicity and gender (5 demographics)

Begins with 4 of the 5 patient demographics (patient initials, age, race, ethnicity and gender)

Begins with 3 or less patient demographics (patient initials, age, race, ethnicity and gender) Information is completely missing

2 Points 1.5 Points 1 Points 0 Points

Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS –

Onset, Location, Duration, Character, Aggravating factors, Relieving factors,

Timing and Severity)

Includes the presenting problem and 7 of the 8 dimensions of the problem (OLD CARTS –

Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing

and Severity)

Includes the presenting problem and 6 of the 8 dimensions of the problem (OLD CARTS –

Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing

and Severity)

Information is completely missing

5 Points 3 Points 2 Points 0 Points

Includes NKA (including = Drug, Environemental, Food, Herbal, and/or Latex or if allergies are present (reports for each

severity of allergy AND description of allergy)

If allergies are present, students lists type Drug, environemtal factor, herbal, food, latex name and

includes severity of allergy OR description of allergy

If allergies are present, students lists only the type of allergy name Information is completely missing

2 Points 1.5 Points 1 Points 0 Points

Includes a minimum of 3 assessments for each body system and assesses at least 9 body systems directed to chief complaint

AND uses the words “admits” and “denies”

Includes 3 or fewer assessments for each body system and assesses 5-8 body systems directed to

chief complaint AND uses the words “admits” and “denies”

Includes 3 or fewer assessments for each body system and assesses less than 5 body systems

directed to chief complaint OR student does not use the words “admits” and “denies”

Information is completely missing

12 Points 6 Points 3 Points 0 Points

Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with

Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and

pain.)

Includes 7 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius

and route of temperature collection), weight, height, BMI (or percentiles for pediatric

population) and pain.)

Includes 6 or less vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric

population) and pain.)

Information is completely missing

2 Points 1.5 Points 1 Points 0 Points

Includes a list of the labs reviewed at the visit, values of lab results and highlights abnormal values OR acknowledges no labs/diagnostic tests were reviewed.

Includes a list of the labs reviewed at the visit, values of lab results but does not highlight

abnormal values.

Includes a list of the labs reviewed at the visit but does not include the values of lab results or

highlight abnormal values. Information is completely missing

3 Points 2 Points 1 Points 0 Points Includes a list of all of the patient reported medications and the medical diagnosis for

the medication (including name, dose, route, frequency)

Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including 3 of the 4: name, dose,

medications route, frequency)

Includes a list of all of the patient reported medications (including 2 of the 4: name, dose,

route, frequency) Information is completely missing

Subjective

Objective

Medications

Labs

Review of Systems (ROS)

History of the Present Illness (HPI)

Demographics

Chief Complaint (Reason for seeking health care)

Allergies

Vital Signs

 

 

4 Points 2 Points 1 Points 0 Points Includes an assessment of at least 5

screening tests Includes an assessment of at least 4 screening

tests Includes an assessment of at least 3 screening

tests Information is completely missing

3 Points 2 Points 1 Points 0 Points

Includes (Major/Chronic, Trauma, Hospitaliztions), for each medical diagnosis, year of diagnosis and whether the diagnosis

is active or current

Includes (Major/Chronic, Trauma, Hospitaliztions), for each medical diagnosis,

either year of diagnosis OR whether the diagnosis is active or current

Includes each medical diagnosis but does not include year of diagnosis or whether the

diagnosis is active or current Information is completely missing

3 Points 2 Points 1 Points 0 Points

Includes, for each surgical procedure, the year of procedure and the indication for the

procedure

Includes, for each surgical procedure, the year of procedure OR indication of the procedure

Includes, for each surgical procedure but not the year of procedure or indication of the procedure Information is completely missing

3 Points 2 Points 1 Points 0 Points Includes an assessment of at least 4 family members regarding, at a minimum, genetic

disorders, diabetes, heart disease and cancer.

Includes an assessment of at least 3 family members regarding, at a minimum, genetic

disorders, diabetes, heart disease and cancer.

Includes an assessment of at least 2 family members regarding, at a minimum, genetic

disorders, diabetes, heart disease and cancer. Information is completely missing

3 Points 2 Points 1 Points 0 Points

Includes all of the following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous

occupation, sexual orientation, sexually active, contraceptive use, and living

situation.

Includes 10 of the 11 following: tobacco use, drug use, alcohol use, marital status, employment

status, current/previous occupation, sexual orientation, sexually active, contraceptive use,

and living situation.

Includes 9 or less of the following: tobacco use, drug use, alcohol use, marital status, employment

status, current/previous occupation, sexual orientation, sexually active, contraceptive use,

and living situation.

Information is completely missing

3 Points 2 Points 1 Points 0 Points

Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint

Includes a minimum of 3 assessments for each body system and assesses at least 4 body systems

directed to chief complaint

Includes a minimum of 2 assessments for each body system and assesses at least 4 body systems

directed to chief complaint Information is completely missing

12 Points 6 Points 3 Points 0 Points

Includes a clear outline of the accurate principal diagnosis AND lists the remaining

diagnoses addressed at the visit (in descending priority)

Includes a clear outline of the accurate diagnoses addressed at the visit but does not list the diagnoses in descending order of priority

Includes an inaccurate diagnosis as the principal diagnosis Information is completely missing

5 Points 3 Points 2 Points 0 Points

Includes at least 3 differential diagnoses for the principal diagnosis

Includes 2 differential diagnoses for the principal diagnosis

Includes 1 differential diagnosis for the principal diagnosis

Information is completely missing

5 Points 3 Points 2 Points 0 Points

Diagnosis

Assessment

Plan

Family History

Screenings

Past Medical History

Differential Diagnosis

Social History

Past Surgical History

Physical Examination

 

 

Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of

the following: drug name, dose, route, frequency, duration and cost as well as

education related to pharmacologic agent. If the diagnosis is a chronic problem, student

includes instructions on currently prescribed medications as above.

Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under

“assessment”. The plan includes 4 of the following 7: the drug name, dose, route,

frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.

Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under

“assessment”. The plan includes less than 4 of the following: the drug name, dose, route,

frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis

is a chronic problem, student includes instructions on currently prescribed medications

as above.

Information is completely missing

5 Points 3 Points 2 Points 0 Points Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no

diagnostic testing clinically required at this time”

Includes appropriate diagnostic/lab testing 50% of the time OR acknowledges “no diagnostic

testing clinically required at this time”

Includes appropriate diagnostic testing less than 50% of the time. Information is completely missing

5 Points 3 Points 2 Points 0 Points

Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how

to incorporate healthy behaviors into their lives.

Includes at least 2 strategies to promote and develop skills for managing their illness and at least 2 self-management methods on how to incorporate healthy behaviors into their lives.

Includes at least 1 strategies to promote and develop skills for managing their illness and at least 1 self-management methods on how to incorporate healthy behaviors into their lives.

Information is completely missing

5 Points 3 Points 2 Points 0 Points

Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal

milestone anticipatory guidance)) and at least 2 secondary prevention strategies

(related to age/condition (i.e. screening))

Includes at least 2 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory

guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e.

screening))

Includes at least 1 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory

guidance)) and at least 1 secondary prevention strategies (related to age/condition (i.e.

screening))

Information is completely missing

4 Points 2 Points 1 Points 0 Points Includes recommendation for follow up,

including time frame (i.e. x # of days/weeks/months)

Includes recommendation for follow up, but does not include time frame (i.e. x # of

days/weeks/months) Does not include follow up plan

4 Points 2 Points 0 Points 0 Points

High level of APA precision Moderate level of APA precision Incorrect APA style Information is completely missing

3 Points 2 Points 1 Points 0 Points

Free of grammar and spelling errors Writing mechanics need more precision and attention to detail

Writing mechanics need serious attention

3 Points 2 Points 0 Points 0 Points

Pharmacologic treatment plan

Follow up plan

Writing

Grammar

References

Diagnostic/Lab Testing

Anticipatory Guidance

Education

 

  • Sheet1

MSN-FNP Discussion Rubric

MSN-FNP Discussion Rubric

1

Criteria Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) Total Initial Post relevance to the topic of discussion, applicability, and insight. (20%)

0

The student does not provide coverage of discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied

12 The student provides partial coverage of discussion topic (s), does not provide clarity on the key concepts; the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the

16 The student provides complete coverage of discussion topic (s), provide clarity on the key concepts, demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to details with some redundancy. The posting applies course concepts without examples learned from the material provided during the

20 The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses key issues, questions, or problems related to the topic of discussion. The posting applies course concepts with

 

 

 

 

MSN-FNP Discussion Rubric

2

knowledge and understanding of the discussion topic. The student’s initial thread response does not reflect critical thinking.

clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student’s initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts.

weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas pertaining to the discussion topic (no use of example). The student’s initial thread response reflects critical thinking and contains thought, insight, and analysis.

examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice; the student is showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas pertaining to the discussion topic (use of examples). The student’s initial thread response is rich in critical thinking and full of thought, insight, and analysis;

 

 

 

MSN-FNP Discussion Rubric

3

the argument is clear and concise.

Quality of Written Communication Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

0 The student uses a style and voice inappropriate or does not address the given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing (More than five grammatical errors). Surface errors are pervasive enough that they impede communication of meaning.

12 The student uses a style and voice that is somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader (More than two grammatical errors). Inconsistencies in language, sentence structure, and/or word choice are present.

16 The student uses a style and voice that are appropriate to the given audience and purpose. Word choice is specific and purposeful and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader (Less than two grammatical errors). Correct sentence structure and audience-appropriate language are used.

20 The student uses a style and voice that are not only appropriate to the given audience and purpose, but that also shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English.

 

 

 

 

 

MSN-FNP Discussion Rubric

4

Inclusion of the student outcomes explored in the discussion as well as the role- specific competencies as applicable. (10%)

0 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic.

6 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. The student only provides a list of the applicable Student Learning Outcome.

8 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic.

10 The student provides an explanation of how the applicable Student Learning Outcomes were explored or related to the weekly discussion topic.

 

Rigor, currency, and relevance of the scholarly references. (20%)

0 The student does not provide any supporting scholarly references that are current or relevant to the weekly discussion topic.

12 The student provides supporting scholarly references that are not current but relevant to the weekly discussion topic. The student provides only one scholarly reference.

16 The student provides supporting scholarly references that are not current or but relevant to the weekly discussion topic. The student provides at least two scholarly references.

20 The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least two). The supporting evidence meets or exceeds the minimum number of required scholarly references.

 

 

 

 

 

MSN-FNP Discussion Rubric

5

Peer & Professor Responses. Number of responses, quality of response posts. (20%)

0 The student did not make an effort to participate in the learning discussion board. The student did not meet the answer post requirements, and the posts, if submitted, are reflecting a lack of engagement or providing a vague answer to the weekly topic. The student does not answer the professor’s feedback/question.

12 The student does not provide substantive interaction relevant to the weekly topic or provide vague responses. The answer provided by the student does not build on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student does not motivate and encourage the group. The student does not respond to two peers. The student does not answer the professor’s feedback/question.

16 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers. The student does not answer the professor’s feedback/question.

20 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers and answers the professor’s feedback/question.

 

 

 

 

MSN-FNP Discussion Rubric

6

 

Timeliness of the initial post and the answers to the peers. (10%)

0 The student was late for the initial post and the answer to peers, or absence of submissions.

6 The student posted the initial tread on time by 11:59 PM on Wednesday, or the student submits the initial thread late and submits the answers to peers on time.

8 The student posted the initial tread on time by 11:59 PM on Wednesday and one answer to a peer by Saturday 11:59 PM.

10 The student posted the initial thread and both answers to peers on time (Initial post by Wednesday 1159 PM and two replies to peers by Saturday 11:59 PM).