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**Public Health Department-** **files (2)** – ## Module5JournalQuestion.docx – ## Module_Journal_RUBRIC.docx **## Module5JournalQuestion.docx** **Module 5 Journal Question** **My Public Health Department-NEW YORK CITY (Use hypertension)** Go to your Public Health Department website and identify a …
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**files (2)**
– ## Module5JournalQuestion.docx
– ## Module_Journal_RUBRIC.docx
**## Module5JournalQuestion.docx**
**Module 5 Journal Question**
**My Public Health Department-NEW YORK CITY (Use hypertension)**
Go to your Public Health Department website and identify a health outreach program or campaign on a topic of interest. Identify the project managers or staff tasked to develop, implement, and evaluate the health outreach program or campaign. If a nurse or nurse practitioner is part of the team, describe their role, project responsibility, or job description. If there are no nursing staff on board, discuss the importance and contributions that may be provided by a nurse or advanced practice provider. Lastly, describe the overall contributions and nursing/advanced practice nursing perspective on the development, implementation, and evaluation of health outreach programs and campaigns.
**Journal Response Expectations**
**Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.**
**Learning Materials**
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)
University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)
**Additional Resources:**
U.S. Department of Health and Human Services. (2022).
_Healthy People_
_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)
U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)
UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**## Module5JournalQuestion.docx**
**Module 5 Journal Question**
**My Public Health Department-NEW YORK CITY (Use hypertension)**
Go to your Public Health Department website and identify a health outreach program or campaign on a topic of interest. Identify the project managers or staff tasked to develop, implement, and evaluate the health outreach program or campaign. If a nurse or nurse practitioner is part of the team, describe their role, project responsibility, or job description. If there are no nursing staff on board, discuss the importance and contributions that may be provided by a nurse or advanced practice provider. Lastly, describe the overall contributions and nursing/advanced practice nursing perspective on the development, implementation, and evaluation of health outreach programs and campaigns.
**Journal Response Expectations**
**Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.**
**Learning Materials**
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)
University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)
**Additional Resources:**
U.S. Department of Health and Human Services. (2022).
_Healthy People_
_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)
U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)
UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**## Module5JournalQuestion.docx**
**Module 5 Journal Question**
**My Public Health Department-NEW YORK CITY (Use hypertension)**
Go to your Public Health Department website and identify a health outreach program or campaign on a topic of interest. Identify the project managers or staff tasked to develop, implement, and evaluate the health outreach program or campaign. If a nurse or nurse practitioner is part of the team, describe their role, project responsibility, or job description. If there are no nursing staff on board, discuss the importance and contributions that may be provided by a nurse or advanced practice provider. Lastly, describe the overall contributions and nursing/advanced practice nursing perspective on the development, implementation, and evaluation of health outreach programs and campaigns.
**Journal Response Expectations**
**Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.**
**Learning Materials**
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)
University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)
**Additional Resources:**
U.S. Department of Health and Human Services. (2022).
_Healthy People_
_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)
U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)
UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
Module 5: Public Health Outreach, Screening, & Surveillance NYC-Hypertension setting -Church **files (2)** – ## Module5Assignment_DNP875.docx – ## Module5Assignment-RUBRIC.docx **## Module5Assignment_DNP875.docx** **Assignment Description: USE Hypertension Screening Campaign in New York City** **S…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Module 5: Public Health Outreach, Screening, & Surveillance
NYC-Hypertension
setting -Church
**files (2)**
– ## Module5Assignment_DNP875.docx
– ## Module5Assignment-RUBRIC.docx
**## Module5Assignment_DNP875.docx**
**Assignment Description: USE Hypertension Screening Campaign in New York City**
**Screening Campaign Video ( I need the script)**
For this assignment, you will create a 6–7-minute video of you describing the development and implementation of a United States Preventive Task Force A and B Recommendations screening campaign on a topic of interest. Please follow the prompts below on how to: 1) develop the content for the assignment, and 2) create a 6–7-minute video.
Please review the guidelines below on how to create the content for your 6–7-minute video:
1. Go to the United States Preventive Task Force website and select an A or B Recommendation guideline (i.e., colorectal cancer screening, Hypertension, etc.).
· Describe one screening topic.
· Develop at least two clear and measurable outcome goals.
· Identify at least two component of topic-related community statistics (i.e. prevalence, incidence, morbidity).
· Describe current rates of screening or factors that would impact the need for the screening.
2. Develop a plan/proposal on how you would implement the screening educational campaign or initiative in the community (i.e. workplace, health fair, civic center, library, school, etc.).
· Identify targeted population characteristics, including age, gender, risk factors, etc. that aligns with the screening guideline.
· Include the following components: number of persons in the community possibly affected based on age, gender, and race/ethnicity of the county/state.
· Include current rates of screening or factors that would impact the need for screening.
· Describe the county/neighborhood of the population.
· Depict the community setting and include reasoning and explanation for appropriateness of setting selection.
3. Identify one theory or conceptual model that would guide the implementation and evaluation of the screening educational campaign or initiative.
· Briefly discuss how the theory or conceptual model would be applied throughout the screening educational campaign or initiative.
4. Describe the screening activity by incorporating the following components:
· Education component description
· Measures being assessed
· Evidence included to support the guideline recommendations
· Demonstrate possible positive measures and normal and abnormal ranges
· Follow-up and referral process
· Discuss how the screening educational campaign will be evaluated
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3)
**Start by reading and following these instructions:**
1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
**The following specifications are required for this assignment:**
·
**Length:** 6–7-minute video; answers must thoroughly address the questions and prompts for the assignment in a clear and concise manner.
·
**Structure:** Video
·
**References:** N/A
### **Learning Materials**
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)
University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)
**Additional Resources:**
U.S. Department of Health and Human Services. (2022).
_Healthy People_
_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)
U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)
UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)
**## Module5Assignment-RUBRIC.docx**
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Graduate Video-Oral Communication Response Assignment Rubric v1
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content of
Information in
Video Weight:
30
%
/ 30
0
points
Topic is inappropriate to
assignment, inaccurate
understanding of con
–
cepts, unclear and diffi
–
cult to understand
21
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but does not ade
–
quately demon
–
strate accurate un
–
derstanding of con
–
cepts; mostly clear
and understandable
24
points
Topic is completely
covered and appro
–
priate to assign
–
ment; overview of
key concept dimen
–
sions is evident;
clear and
understandable
30
points
In-depth coverage
of topic; outstand
–
ing clarity and ex
–
planation of con
–
cepts demon
–
strated in informa
–
tion presented
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Oral
Communicatio
n Weight: 30%
/ 30
Organization
Weight: 20%
/ 20
0
points
Central message cannot
be deduced, nor is it ex
–
plicitly stated in presen
–
tation; delivery tech
–
niques (posture, ges
–
tures, eye contact, vo
–
cals) detract from un
–
derstandability of pre
–
sentation and speaker
appears nervous and
uncomfortable; lan
–
guage choices are un
–
clear, minimally support
effectiveness of presen
–
tation, or are inappro
–
priate for audience.
points
21
Central message is
basically under
–
standable, but infor
–
mation is repeated
and somewhat dis
–
organized; delivery
techniques make
speaker appear ten
–
tative and unsure;
language choice is
mundane and com
–
monplace, though
somewhat appropri
–
ate for audience.
points
24
Central message is
clear and consistent
with content; deliv
–
ery techniques
make speaker ap
–
pear comfortable;
language choices
are thoughtful and
appropriate for
audience.
30
points
Central message is
compelling and well
supported; delivery
techniques make
speaker appear
confident and pol
–
ished; language
choices are imagi
–
native, memorable,
and compelling to
support the effec
–
tiveness of the pre
–
sentation.
points
0
Organization pattern
specific
(
introduction/conclusion,
sequenced material
within the body, and
transitions) is not ob
–
servable within the
presentation.
14
points
Organization pat
–
tern is intermit
–
tently observable
within the
presentation.
points
16
Organization pat
–
tern is clear and ob
–
servable within the
presentation.
points
20
Organization pat
–
tern is skillful and
permits a cohesive
–
ness in the
presentation.
Total
/ 100
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Supporting
Materials
Weight: 20%
/ 20
points
0
Insufficient supporting
materials (explanations,
examples, illustrations,
etc.) do not make refer
–
ence to
information/topic; ma
–
terials do not establish
speaker’s
credibility/authority on
the topic.
points
14
Sufficient support
–
ing materials make
reference to
information/topic,
but do not com
–
pletely establish
speaker’s
credibility/authority
on the topic.
points
16
Supporting materi
–
als make explicit
reference to
information/topic
and generally sup
–
ports it; materials
establish speaker’s
credibility/authority.
points
20
A wide variety of
supporting materi
–
als appropriately
reference informa
–
tion and analysis is
evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
1/3
**## Module5Assignment-RUBRIC.docx**
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Graduate Video-Oral Communication Response Assignment Rubric v1
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content of
Information in
Video Weight:
30
%
/ 30
0
points
Topic is inappropriate to
assignment, inaccurate
understanding of con
–
cepts, unclear and diffi
–
cult to understand
21
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but does not ade
–
quately demon
–
strate accurate un
–
derstanding of con
–
cepts; mostly clear
and understandable
24
points
Topic is completely
covered and appro
–
priate to assign
–
ment; overview of
key concept dimen
–
sions is evident;
clear and
understandable
30
points
In-depth coverage
of topic; outstand
–
ing clarity and ex
–
planation of con
–
cepts demon
–
strated in informa
–
tion presented
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Oral
Communicatio
n Weight: 30%
/ 30
Organization
Weight: 20%
/ 20
0
points
Central message cannot
be deduced, nor is it ex
–
plicitly stated in presen
–
tation; delivery tech
–
niques (posture, ges
–
tures, eye contact, vo
–
cals) detract from un
–
derstandability of pre
–
sentation and speaker
appears nervous and
uncomfortable; lan
–
guage choices are un
–
clear, minimally support
effectiveness of presen
–
tation, or are inappro
–
priate for audience.
points
21
Central message is
basically under
–
standable, but infor
–
mation is repeated
and somewhat dis
–
organized; delivery
techniques make
speaker appear ten
–
tative and unsure;
language choice is
mundane and com
–
monplace, though
somewhat appropri
–
ate for audience.
points
24
Central message is
clear and consistent
with content; deliv
–
ery techniques
make speaker ap
–
pear comfortable;
language choices
are thoughtful and
appropriate for
audience.
30
points
Central message is
compelling and well
supported; delivery
techniques make
speaker appear
confident and pol
–
ished; language
choices are imagi
–
native, memorable,
and compelling to
support the effec
–
tiveness of the pre
–
sentation.
points
0
Organization pattern
specific
(
introduction/conclusion,
sequenced material
within the body, and
transitions) is not ob
–
servable within the
presentation.
14
points
Organization pat
–
tern is intermit
–
tently observable
within the
presentation.
points
16
Organization pat
–
tern is clear and ob
–
servable within the
presentation.
points
20
Organization pat
–
tern is skillful and
permits a cohesive
–
ness in the
presentation.
Total
/ 100
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Supporting
Materials
Weight: 20%
/ 20
points
0
Insufficient supporting
materials (explanations,
examples, illustrations,
etc.) do not make refer
–
ence to
information/topic; ma
–
terials do not establish
speaker’s
credibility/authority on
the topic.
points
14
Sufficient support
–
ing materials make
reference to
information/topic,
but do not com
–
pletely establish
speaker’s
credibility/authority
on the topic.
points
16
Supporting materi
–
als make explicit
reference to
information/topic
and generally sup
–
ports it; materials
establish speaker’s
credibility/authority.
points
20
A wide variety of
supporting materi
–
als appropriately
reference informa
–
tion and analysis is
evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
1/3
**## Module5Assignment_DNP875.docx**
**Assignment Description: USE Hypertension Screening Campaign in New York City**
**Screening Campaign Video ( I need the script)**
For this assignment, you will create a 6–7-minute video of you describing the development and implementation of a United States Preventive Task Force A and B Recommendations screening campaign on a topic of interest. Please follow the prompts below on how to: 1) develop the content for the assignment, and 2) create a 6–7-minute video.
Please review the guidelines below on how to create the content for your 6–7-minute video:
1. Go to the United States Preventive Task Force website and select an A or B Recommendation guideline (i.e., colorectal cancer screening, Hypertension, etc.).
· Describe one screening topic.
· Develop at least two clear and measurable outcome goals.
· Identify at least two component of topic-related community statistics (i.e. prevalence, incidence, morbidity).
· Describe current rates of screening or factors that would impact the need for the screening.
2. Develop a plan/proposal on how you would implement the screening educational campaign or initiative in the community (i.e. workplace, health fair, civic center, library, school, etc.).
· Identify targeted population characteristics, including age, gender, risk factors, etc. that aligns with the screening guideline.
· Include the following components: number of persons in the community possibly affected based on age, gender, and race/ethnicity of the county/state.
· Include current rates of screening or factors that would impact the need for screening.
· Describe the county/neighborhood of the population.
· Depict the community setting and include reasoning and explanation for appropriateness of setting selection.
3. Identify one theory or conceptual model that would guide the implementation and evaluation of the screening educational campaign or initiative.
· Briefly discuss how the theory or conceptual model would be applied throughout the screening educational campaign or initiative.
4. Describe the screening activity by incorporating the following components:
· Education component description
· Measures being assessed
· Evidence included to support the guideline recommendations
· Demonstrate possible positive measures and normal and abnormal ranges
· Follow-up and referral process
· Discuss how the screening educational campaign will be evaluated
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3)
**Start by reading and following these instructions:**
1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
**The following specifications are required for this assignment:**
·
**Length:** 6–7-minute video; answers must thoroughly address the questions and prompts for the assignment in a clear and concise manner.
·
**Structure:** Video
·
**References:** N/A
### **Learning Materials**
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)
University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)
**Additional Resources:**
U.S. Department of Health and Human Services. (2022).
_Healthy People_
_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)
U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)
UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)
**## Module5Assignment-RUBRIC.docx**
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Graduate Video-Oral Communication Response Assignment Rubric v1
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content of
Information in
Video Weight:
30
%
/ 30
0
points
Topic is inappropriate to
assignment, inaccurate
understanding of con
–
cepts, unclear and diffi
–
cult to understand
21
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but does not ade
–
quately demon
–
strate accurate un
–
derstanding of con
–
cepts; mostly clear
and understandable
24
points
Topic is completely
covered and appro
–
priate to assign
–
ment; overview of
key concept dimen
–
sions is evident;
clear and
understandable
30
points
In-depth coverage
of topic; outstand
–
ing clarity and ex
–
planation of con
–
cepts demon
–
strated in informa
–
tion presented
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Oral
Communicatio
n Weight: 30%
/ 30
Organization
Weight: 20%
/ 20
0
points
Central message cannot
be deduced, nor is it ex
–
plicitly stated in presen
–
tation; delivery tech
–
niques (posture, ges
–
tures, eye contact, vo
–
cals) detract from un
–
derstandability of pre
–
sentation and speaker
appears nervous and
uncomfortable; lan
–
guage choices are un
–
clear, minimally support
effectiveness of presen
–
tation, or are inappro
–
priate for audience.
points
21
Central message is
basically under
–
standable, but infor
–
mation is repeated
and somewhat dis
–
organized; delivery
techniques make
speaker appear ten
–
tative and unsure;
language choice is
mundane and com
–
monplace, though
somewhat appropri
–
ate for audience.
points
24
Central message is
clear and consistent
with content; deliv
–
ery techniques
make speaker ap
–
pear comfortable;
language choices
are thoughtful and
appropriate for
audience.
30
points
Central message is
compelling and well
supported; delivery
techniques make
speaker appear
confident and pol
–
ished; language
choices are imagi
–
native, memorable,
and compelling to
support the effec
–
tiveness of the pre
–
sentation.
points
0
Organization pattern
specific
(
introduction/conclusion,
sequenced material
within the body, and
transitions) is not ob
–
servable within the
presentation.
14
points
Organization pat
–
tern is intermit
–
tently observable
within the
presentation.
points
16
Organization pat
–
tern is clear and ob
–
servable within the
presentation.
points
20
Organization pat
–
tern is skillful and
permits a cohesive
–
ness in the
presentation.
Total
/ 100
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Supporting
Materials
Weight: 20%
/ 20
points
0
Insufficient supporting
materials (explanations,
examples, illustrations,
etc.) do not make refer
–
ence to
information/topic; ma
–
terials do not establish
speaker’s
credibility/authority on
the topic.
points
14
Sufficient support
–
ing materials make
reference to
information/topic,
but do not com
–
pletely establish
speaker’s
credibility/authority
on the topic.
points
16
Supporting materi
–
als make explicit
reference to
information/topic
and generally sup
–
ports it; materials
establish speaker’s
credibility/authority.
points
20
A wide variety of
supporting materi
–
als appropriately
reference informa
–
tion and analysis is
evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
1/3
**## Module5Assignment_DNP875.docx**
**Assignment Description: USE Hypertension Screening Campaign in New York City**
**Screening Campaign Video ( I need the script)**
For this assignment, you will create a 6–7-minute video of you describing the development and implementation of a United States Preventive Task Force A and B Recommendations screening campaign on a topic of interest. Please follow the prompts below on how to: 1) develop the content for the assignment, and 2) create a 6–7-minute video.
Please review the guidelines below on how to create the content for your 6–7-minute video:
1. Go to the United States Preventive Task Force website and select an A or B Recommendation guideline (i.e., colorectal cancer screening, Hypertension, etc.).
· Describe one screening topic.
· Develop at least two clear and measurable outcome goals.
· Identify at least two component of topic-related community statistics (i.e. prevalence, incidence, morbidity).
· Describe current rates of screening or factors that would impact the need for the screening.
2. Develop a plan/proposal on how you would implement the screening educational campaign or initiative in the community (i.e. workplace, health fair, civic center, library, school, etc.).
· Identify targeted population characteristics, including age, gender, risk factors, etc. that aligns with the screening guideline.
· Include the following components: number of persons in the community possibly affected based on age, gender, and race/ethnicity of the county/state.
· Include current rates of screening or factors that would impact the need for screening.
· Describe the county/neighborhood of the population.
· Depict the community setting and include reasoning and explanation for appropriateness of setting selection.
3. Identify one theory or conceptual model that would guide the implementation and evaluation of the screening educational campaign or initiative.
· Briefly discuss how the theory or conceptual model would be applied throughout the screening educational campaign or initiative.
4. Describe the screening activity by incorporating the following components:
· Education component description
· Measures being assessed
· Evidence included to support the guideline recommendations
· Demonstrate possible positive measures and normal and abnormal ranges
· Follow-up and referral process
· Discuss how the screening educational campaign will be evaluated
[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3)
**Start by reading and following these instructions:**
1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
**The following specifications are required for this assignment:**
·
**Length:** 6–7-minute video; answers must thoroughly address the questions and prompts for the assignment in a clear and concise manner.
·
**Structure:** Video
·
**References:** N/A
### **Learning Materials**
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)
University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)
**Additional Resources:**
U.S. Department of Health and Human Services. (2022).
_Healthy People_
_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)
U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)
[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)
UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)
**## Module5Assignment-RUBRIC.docx**
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Graduate Video-Oral Communication Response Assignment Rubric v1
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content of
Information in
Video Weight:
30
%
/ 30
0
points
Topic is inappropriate to
assignment, inaccurate
understanding of con
–
cepts, unclear and diffi
–
cult to understand
21
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but does not ade
–
quately demon
–
strate accurate un
–
derstanding of con
–
cepts; mostly clear
and understandable
24
points
Topic is completely
covered and appro
–
priate to assign
–
ment; overview of
key concept dimen
–
sions is evident;
clear and
understandable
30
points
In-depth coverage
of topic; outstand
–
ing clarity and ex
–
planation of con
–
cepts demon
–
strated in informa
–
tion presented
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Oral
Communicatio
n Weight: 30%
/ 30
Organization
Weight: 20%
/ 20
0
points
Central message cannot
be deduced, nor is it ex
–
plicitly stated in presen
–
tation; delivery tech
–
niques (posture, ges
–
tures, eye contact, vo
–
cals) detract from un
–
derstandability of pre
–
sentation and speaker
appears nervous and
uncomfortable; lan
–
guage choices are un
–
clear, minimally support
effectiveness of presen
–
tation, or are inappro
–
priate for audience.
points
21
Central message is
basically under
–
standable, but infor
–
mation is repeated
and somewhat dis
–
organized; delivery
techniques make
speaker appear ten
–
tative and unsure;
language choice is
mundane and com
–
monplace, though
somewhat appropri
–
ate for audience.
points
24
Central message is
clear and consistent
with content; deliv
–
ery techniques
make speaker ap
–
pear comfortable;
language choices
are thoughtful and
appropriate for
audience.
30
points
Central message is
compelling and well
supported; delivery
techniques make
speaker appear
confident and pol
–
ished; language
choices are imagi
–
native, memorable,
and compelling to
support the effec
–
tiveness of the pre
–
sentation.
points
0
Organization pattern
specific
(
introduction/conclusion,
sequenced material
within the body, and
transitions) is not ob
–
servable within the
presentation.
14
points
Organization pat
–
tern is intermit
–
tently observable
within the
presentation.
points
16
Organization pat
–
tern is clear and ob
–
servable within the
presentation.
points
20
Organization pat
–
tern is skillful and
permits a cohesive
–
ness in the
presentation.
Total
/ 100
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Supporting
Materials
Weight: 20%
/ 20
points
0
Insufficient supporting
materials (explanations,
examples, illustrations,
etc.) do not make refer
–
ence to
information/topic; ma
–
terials do not establish
speaker’s
credibility/authority on
the topic.
points
14
Sufficient support
–
ing materials make
reference to
information/topic,
but do not com
–
pletely establish
speaker’s
credibility/authority
on the topic.
points
16
Supporting materi
–
als make explicit
reference to
information/topic
and generally sup
–
ports it; materials
establish speaker’s
credibility/authority.
points
20
A wide variety of
supporting materi
–
als appropriately
reference informa
–
tion and analysis is
evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3
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1/3
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**Mood Disorders and the Neurotransmitter Networks**
**Norepinephrine and γ-Aminobutyric Acid (GABA)**
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RUBRIC_Week6Notes.pdf](https://www.sweetstudy.com/files/rubric-week6notes-pdf "RUBRIC_Week6Notes.pdf")
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**files (2)** – ## QualitativeArticlesforResearchClass.pdf – ## Assignment3_ResearchCritique.pdf **## QualitativeArticlesforResearchClass.pdf** Heo, N., & Kim, J. (2026). Exploring nursing students' experiences with simulation-based learning using educational electronic nursing records. Nurse Educa…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**files (2)**
– ## QualitativeArticlesforResearchClass.pdf
– ## Assignment3_ResearchCritique.pdf
**## QualitativeArticlesforResearchClass.pdf**
Heo, N., & Kim, J. (2026). Exploring nursing students' experiences with simulation-based
learning using educational electronic nursing records. Nurse Education Today, 158, 106926.
https://doi.org/10.1016/j.nedt.2025.106926
Munangatire, T., Tomas, N., & Asino, H. M. M. (2023). Nursing students' experiences and
expectations of clinical learning: A qualitative study. Nurse Education Today, 124, 105758.
https://doi.org/10.1016/j.nedt.2023.105758
Jacob, A., Seif, S. & Munyaw, Y. Perceptions and experiences of diploma nursing students on
clinical learning. A descriptive qualitative study in Tanzania. BMC Nurs 22, 225 (2023).
https://doi.org/10.1186/s12912-023-01362-1
S K P. R. (2025). Challenges Experienced by Novice Undergraduate Nursing Students in Their
Clinical Learning Environment: A Qualitative Study. Cureus, 17(11), e97322.
https://doi.org/10.7759/cureus.97322
Alexander, L., Mills, C., Kumar, F., & Hunter, S. (2025). 'I Felt Like I Was Invisible': Nursing
Students' Experiences of Mental Health Clinical Placement-A Cross-Sectional
Study. International journal of mental health nursing, 34(4), e70112.
https://doi.org/10.1111/inm.70112
Cirban Ekrem, E., Kurt, A., & Kilci Erciyas, Ş. (2025). Understanding mothers' lived
experiences of postpartum depression: a qualitative phenomenological study. BMC pregnancy
and childbirth, 26(1), 30. https://doi.org/10.1186/s12884-025-08538-4
Jones, K., Harrison, V., Moulds, M. L., & Lazard, L. (2022). A qualitative analysis of feelings
and experiences associated with perinatal distress during the COVID-19 pandemic. BMC
pregnancy and childbirth, 22(1), 572. https://doi.org/10.1186/s12884-022-04876-9
•
[https://doi.org/10.1016/j.nedt.2025.106926](https://doi.org/10.1016/j.nedt.2025.106926)
[https://doi.org/10.1016/j.nedt.2023.105758](https://doi.org/10.1016/j.nedt.2023.105758)
[https://doi.org/10.1186/s12912-023-01362-1](https://doi.org/10.1186/s12912-023-01362-1)
[https://doi.org/10.7759/cureus.97322](https://doi.org/10.7759/cureus.97322)
[https://doi.org/10.1111/inm.70112](https://doi.org/10.1111/inm.70112)
[https://doi.org/10.1186/s12884-025-08538-4](https://doi.org/10.1186/s12884-025-08538-4)
[https://doi.org/10.1186/s12884-022-04876-9](https://doi.org/10.1186/s12884-022-04876-9)
**## Assignment3_ResearchCritique.pdf**
Write a 4–5 page scholarly critique of a qualitative research study. The primary article must
address a clinical area of interest, be peer-reviewed, published within the last five years, and cannot
be a systematic review or meta-analysis. The selected primary article is “A Qualitative Analysis of
Feelings and Experiences Associated with Perinatal Distress During the COVID-19 Pandemic.” A
minimum of two peer-reviewed articles must be used: the primary article being critiqued and at least
one recent supporting article used to compare, support, or challenge the findings of the primary
study.The critique should evaluate the research problem and population of interest, research questions
or study aims, qualitative research approach, ethical considerations, sampling, data collection, data
analysis, results, findings, strengths, limitations, and implications for clinical practice or future
research. The paper should follow the IMRaD structure of Introduction, Methods, Results, and
Discussion, with appropriate Level 1 and Level 2 headings. It should also include an introductory
paragraph with a clear purpose statement and a conclusion.The supporting article should be
incorporated throughout the critique where appropriate, particularly when evaluating the significance
of the research problem, credibility of the findings, clinical implications, and overall quality of the
study. The paper must be written in third person, follow APA formatting, include appropriate
in-text citations, and contain a reference page listing every source cited in the paper.
Level 1
Heading
Level 2
Heading
Content Questions to Address
Introduction Research
Problem and
Population of
Interest
What is the research problem? Does the background build a
persuasive argument for why the study was needed? Is the
research problem clearly identified? What gap in previous
research were the researchers attempting to address? Who is the
population of interest? Why is this population important to
nursing or healthcare? Use the support article when
appropriate to show whether the problem is supported by
other recent research.
Introduction Research
Questions /
Study Aims
What research questions or study aims guided the study? Are
the questions appropriate for a qualitative study? Do the
questions focus on understanding participants’ experiences,
feelings, perceptions, or meanings? Are the research questions
consistent with the identified research problem?
Introduction Research
Tradition /
Qualitative
Approach
What qualitative approach or research tradition was used? Was
the research tradition clearly identified by the authors? If a
specific tradition was not identified, can the qualitative
approach be inferred from the methods? Are the data source,
data collection method, and analysis appropriate for the
qualitative approach? “Was the researchers’ philosophical or
methodological approach identified? Was there evidence of
reflexivity, or discussion of how the researchers’ perspectives
may have influenced the study?
Introduction Ethical Aspects
of the Study
Was the study reviewed and approved by an ethics committee,
IRB, or similar organization? Was informed consent obtained?
What steps were taken to protect participant privacy and
confidentiality? Was participation anonymous or confidential?
Did the study involve a potentially vulnerable population? If
so, were adequate protections provided?
Methods Sampling and
Participants
What sampling method was used? How were participants
recruited? What were the inclusion or exclusion criteria? Was
the sample appropriate for answering the research questions?
Was the sample sufficiently varied to represent different
experiences? Were there possible sampling biases or
limitations? How might the sampling method affect the
transferability of the findings?
Methods Data Collection What method was used to collect qualitative data, such as
interviews, focus groups, observations, or open-ended written
responses? Was the method appropriate for answering the
research questions? Were participants given enough
opportunity to describe their experiences in depth? If
self-report was used, was the chosen method appropriate? Were
the questions clearly described? If interviews were used, were
they recorded and transcribed? What strengths or weaknesses
were associated with the data collection method?
Methods Data Analysis
Approach
What type of qualitative analysis was used? How did
researchers develop codes, categories, themes, or patterns? Was
the analysis process explained clearly enough for the reader to
understand how the researchers moved from participants’
responses to the final themes? Were multiple researchers
involved in reviewing or discussing the coding? Was qualitative
software used? What steps were used to strengthen credibility,
dependability, confirmability, or rigor? Was the analysis
method appropriate for the research questions?
Results Results and
Themes
How were the main findings presented? What major themes,
categories, or subthemes were identified? Were the themes
clearly explained? Did the themes adequately represent the
participants’ experiences? Were participant quotations or
examples used to support the themes? Did the evidence
presented support the researchers’ interpretation of each theme?
Results Meaning and
Credibility of
Findings
Did the analysis provide a meaningful and insightful
understanding of the phenomenon being studied? Did the
researchers adequately conceptualize patterns in participants’
experiences? Were the findings believable and supported by the
qualitative data? Were there findings that were unexpected or
particularly important? Does the support article report similar
or different findings? Explain whether the second article
strengthens, contradicts, or adds to the findings of the primary
article.
Discussion Strengths and
Limitations
What limitations did the researchers identify? What additional
weaknesses can be identified? Consider the sampling method,
participant diversity, online data collection, depth of participant
responses, researcher interpretation, and ability to transfer the
findings to other populations. What were the major strengths of
the qualitative study?
Discussion Clinical
Practice and
Future
Research
Did the researchers identify implications for nursing practice,
patient care, screening, education, mental-health support, or
future research? Are those implications supported by the study
findings? How could nurses or other healthcare professionals
apply the findings? Does the supporting article provide
evidence for similar clinical recommendations?
Discussion Overall Quality What is the overall quality of the study? Consider whether the
research problem, research questions, sampling, data collection,
analysis, findings, and conclusions were consistent with one
another. What were the study’s strongest and weakest areas?
Was the study credible and useful to nursing practice?
Compare the primary article with the support article and
explain whether the support article strengthens or
challenges the credibility and clinical importance of the
primary study.
Conclusion — Briefly summarize the overall critique. Restate the most
important strengths and limitations of the primary article.
Explain the significance of the findings to nursing practice and
whether the supporting article strengthens the overall evidence.
Do not introduce new information.
**## Assignment3_ResearchCritique.pdf**
Write a 4–5 page scholarly critique of a qualitative research study. The primary article must
address a clinical area of interest, be peer-reviewed, published within the last five years, and cannot
be a systematic review or meta-analysis. The selected primary article is “A Qualitative Analysis of
Feelings and Experiences Associated with Perinatal Distress During the COVID-19 Pandemic.” A
minimum of two peer-reviewed articles must be used: the primary article being critiqued and at least
one recent supporting article used to compare, support, or challenge the findings of the primary
study.The critique should evaluate the research problem and population of interest, research questions
or study aims, qualitative research approach, ethical considerations, sampling, data collection, data
analysis, results, findings, strengths, limitations, and implications for clinical practice or future
research. The paper should follow the IMRaD structure of Introduction, Methods, Results, and
Discussion, with appropriate Level 1 and Level 2 headings. It should also include an introductory
paragraph with a clear purpose statement and a conclusion.The supporting article should be
incorporated throughout the critique where appropriate, particularly when evaluating the significance
of the research problem, credibility of the findings, clinical implications, and overall quality of the
study. The paper must be written in third person, follow APA formatting, include appropriate
in-text citations, and contain a reference page listing every source cited in the paper.
Level 1
Heading
Level 2
Heading
Content Questions to Address
Introduction Research
Problem and
Population of
Interest
What is the research problem? Does the background build a
persuasive argument for why the study was needed? Is the
research problem clearly identified? What gap in previous
research were the researchers attempting to address? Who is the
population of interest? Why is this population important to
nursing or healthcare? Use the support article when
appropriate to show whether the problem is supported by
other recent research.
Introduction Research
Questions /
Study Aims
What research questions or study aims guided the study? Are
the questions appropriate for a qualitative study? Do the
questions focus on understanding participants’ experiences,
feelings, perceptions, or meanings? Are the research questions
consistent with the identified research problem?
Introduction Research
Tradition /
Qualitative
Approach
What qualitative approach or research tradition was used? Was
the research tradition clearly identified by the authors? If a
specific tradition was not identified, can the qualitative
approach be inferred from the methods? Are the data source,
data collection method, and analysis appropriate for the
qualitative approach? “Was the researchers’ philosophical or
methodological approach identified? Was there evidence of
reflexivity, or discussion of how the researchers’ perspectives
may have influenced the study?
Introduction Ethical Aspects
of the Study
Was the study reviewed and approved by an ethics committee,
IRB, or similar organization? Was informed consent obtained?
What steps were taken to protect participant privacy and
confidentiality? Was participation anonymous or confidential?
Did the study involve a potentially vulnerable population? If
so, were adequate protections provided?
Methods Sampling and
Participants
What sampling method was used? How were participants
recruited? What were the inclusion or exclusion criteria? Was
the sample appropriate for answering the research questions?
Was the sample sufficiently varied to represent different
experiences? Were there possible sampling biases or
limitations? How might the sampling method affect the
transferability of the findings?
Methods Data Collection What method was used to collect qualitative data, such as
interviews, focus groups, observations, or open-ended written
responses? Was the method appropriate for answering the
research questions? Were participants given enough
opportunity to describe their experiences in depth? If
self-report was used, was the chosen method appropriate? Were
the questions clearly described? If interviews were used, were
they recorded and transcribed? What strengths or weaknesses
were associated with the data collection method?
Methods Data Analysis
Approach
What type of qualitative analysis was used? How did
researchers develop codes, categories, themes, or patterns? Was
the analysis process explained clearly enough for the reader to
understand how the researchers moved from participants’
responses to the final themes? Were multiple researchers
involved in reviewing or discussing the coding? Was qualitative
software used? What steps were used to strengthen credibility,
dependability, confirmability, or rigor? Was the analysis
method appropriate for the research questions?
Results Results and
Themes
How were the main findings presented? What major themes,
categories, or subthemes were identified? Were the themes
clearly explained? Did the themes adequately represent the
participants’ experiences? Were participant quotations or
examples used to support the themes? Did the evidence
presented support the researchers’ interpretation of each theme?
Results Meaning and
Credibility of
Findings
Did the analysis provide a meaningful and insightful
understanding of the phenomenon being studied? Did the
researchers adequately conceptualize patterns in participants’
experiences? Were the findings believable and supported by the
qualitative data? Were there findings that were unexpected or
particularly important? Does the support article report similar
or different findings? Explain whether the second article
strengthens, contradicts, or adds to the findings of the primary
article.
Discussion Strengths and
Limitations
What limitations did the researchers identify? What additional
weaknesses can be identified? Consider the sampling method,
participant diversity, online data collection, depth of participant
responses, researcher interpretation, and ability to transfer the
findings to other populations. What were the major strengths of
the qualitative study?
Discussion Clinical
Practice and
Future
Research
Did the researchers identify implications for nursing practice,
patient care, screening, education, mental-health support, or
future research? Are those implications supported by the study
findings? How could nurses or other healthcare professionals
apply the findings? Does the supporting article provide
evidence for similar clinical recommendations?
Discussion Overall Quality What is the overall quality of the study? Consider whether the
research problem, research questions, sampling, data collection,
analysis, findings, and conclusions were consistent with one
another. What were the study’s strongest and weakest areas?
Was the study credible and useful to nursing practice?
Compare the primary article with the support article and
explain whether the support article strengthens or
challenges the credibility and clinical importance of the
primary study.
Conclusion — Briefly summarize the overall critique. Restate the most
important strengths and limitations of the primary article.
Explain the significance of the findings to nursing practice and
whether the supporting article strengthens the overall evidence.
Do not introduce new information.
**## QualitativeArticlesforResearchClass.pdf**
Heo, N., & Kim, J. (2026). Exploring nursing students' experiences with simulation-based
learning using educational electronic nursing records. Nurse Education Today, 158, 106926.
https://doi.org/10.1016/j.nedt.2025.106926
Munangatire, T., Tomas, N., & Asino, H. M. M. (2023). Nursing students' experiences and
expectations of clinical learning: A qualitative study. Nurse Education Today, 124, 105758.
https://doi.org/10.1016/j.nedt.2023.105758
Jacob, A., Seif, S. & Munyaw, Y. Perceptions and experiences of diploma nursing students on
clinical learning. A descriptive qualitative study in Tanzania. BMC Nurs 22, 225 (2023).
https://doi.org/10.1186/s12912-023-01362-1
S K P. R. (2025). Challenges Experienced by Novice Undergraduate Nursing Students in Their
Clinical Learning Environment: A Qualitative Study. Cureus, 17(11), e97322.
https://doi.org/10.7759/cureus.97322
Alexander, L., Mills, C., Kumar, F., & Hunter, S. (2025). 'I Felt Like I Was Invisible': Nursing
Students' Experiences of Mental Health Clinical Placement-A Cross-Sectional
Study. International journal of mental health nursing, 34(4), e70112.
https://doi.org/10.1111/inm.70112
Cirban Ekrem, E., Kurt, A., & Kilci Erciyas, Ş. (2025). Understanding mothers' lived
experiences of postpartum depression: a qualitative phenomenological study. BMC pregnancy
and childbirth, 26(1), 30. https://doi.org/10.1186/s12884-025-08538-4
Jones, K., Harrison, V., Moulds, M. L., & Lazard, L. (2022). A qualitative analysis of feelings
and experiences associated with perinatal distress during the COVID-19 pandemic. BMC
pregnancy and childbirth, 22(1), 572. https://doi.org/10.1186/s12884-022-04876-9
•
[https://doi.org/10.1016/j.nedt.2025.106926](https://doi.org/10.1016/j.nedt.2025.106926)
[https://doi.org/10.1016/j.nedt.2023.105758](https://doi.org/10.1016/j.nedt.2023.105758)
[https://doi.org/10.1186/s12912-023-01362-1](https://doi.org/10.1186/s12912-023-01362-1)
[https://doi.org/10.7759/cureus.97322](https://doi.org/10.7759/cureus.97322)
[https://doi.org/10.1111/inm.70112](https://doi.org/10.1111/inm.70112)
[https://doi.org/10.1186/s12884-025-08538-4](https://doi.org/10.1186/s12884-025-08538-4)
[https://doi.org/10.1186/s12884-022-04876-9](https://doi.org/10.1186/s12884-022-04876-9)
**## Assignment3_ResearchCritique.pdf**
Write a 4–5 page scholarly critique of a qualitative research study. The primary article must
address a clinical area of interest, be peer-reviewed, published within the last five years, and cannot
be a systematic review or meta-analysis. The selected primary article is “A Qualitative Analysis of
Feelings and Experiences Associated with Perinatal Distress During the COVID-19 Pandemic.” A
minimum of two peer-reviewed articles must be used: the primary article being critiqued and at least
one recent supporting article used to compare, support, or challenge the findings of the primary
study.The critique should evaluate the research problem and population of interest, research questions
or study aims, qualitative research approach, ethical considerations, sampling, data collection, data
analysis, results, findings, strengths, limitations, and implications for clinical practice or future
research. The paper should follow the IMRaD structure of Introduction, Methods, Results, and
Discussion, with appropriate Level 1 and Level 2 headings. It should also include an introductory
paragraph with a clear purpose statement and a conclusion.The supporting article should be
incorporated throughout the critique where appropriate, particularly when evaluating the significance
of the research problem, credibility of the findings, clinical implications, and overall quality of the
study. The paper must be written in third person, follow APA formatting, include appropriate
in-text citations, and contain a reference page listing every source cited in the paper.
Level 1
Heading
Level 2
Heading
Content Questions to Address
Introduction Research
Problem and
Population of
Interest
What is the research problem? Does the background build a
persuasive argument for why the study was needed? Is the
research problem clearly identified? What gap in previous
research were the researchers attempting to address? Who is the
population of interest? Why is this population important to
nursing or healthcare? Use the support article when
appropriate to show whether the problem is supported by
other recent research.
Introduction Research
Questions /
Study Aims
What research questions or study aims guided the study? Are
the questions appropriate for a qualitative study? Do the
questions focus on understanding participants’ experiences,
feelings, perceptions, or meanings? Are the research questions
consistent with the identified research problem?
Introduction Research
Tradition /
Qualitative
Approach
What qualitative approach or research tradition was used? Was
the research tradition clearly identified by the authors? If a
specific tradition was not identified, can the qualitative
approach be inferred from the methods? Are the data source,
data collection method, and analysis appropriate for the
qualitative approach? “Was the researchers’ philosophical or
methodological approach identified? Was there evidence of
reflexivity, or discussion of how the researchers’ perspectives
may have influenced the study?
Introduction Ethical Aspects
of the Study
Was the study reviewed and approved by an ethics committee,
IRB, or similar organization? Was informed consent obtained?
What steps were taken to protect participant privacy and
confidentiality? Was participation anonymous or confidential?
Did the study involve a potentially vulnerable population? If
so, were adequate protections provided?
Methods Sampling and
Participants
What sampling method was used? How were participants
recruited? What were the inclusion or exclusion criteria? Was
the sample appropriate for answering the research questions?
Was the sample sufficiently varied to represent different
experiences? Were there possible sampling biases or
limitations? How might the sampling method affect the
transferability of the findings?
Methods Data Collection What method was used to collect qualitative data, such as
interviews, focus groups, observations, or open-ended written
responses? Was the method appropriate for answering the
research questions? Were participants given enough
opportunity to describe their experiences in depth? If
self-report was used, was the chosen method appropriate? Were
the questions clearly described? If interviews were used, were
they recorded and transcribed? What strengths or weaknesses
were associated with the data collection method?
Methods Data Analysis
Approach
What type of qualitative analysis was used? How did
researchers develop codes, categories, themes, or patterns? Was
the analysis process explained clearly enough for the reader to
understand how the researchers moved from participants’
responses to the final themes? Were multiple researchers
involved in reviewing or discussing the coding? Was qualitative
software used? What steps were used to strengthen credibility,
dependability, confirmability, or rigor? Was the analysis
method appropriate for the research questions?
Results Results and
Themes
How were the main findings presented? What major themes,
categories, or subthemes were identified? Were the themes
clearly explained? Did the themes adequately represent the
participants’ experiences? Were participant quotations or
examples used to support the themes? Did the evidence
presented support the researchers’ interpretation of each theme?
Results Meaning and
Credibility of
Findings
Did the analysis provide a meaningful and insightful
understanding of the phenomenon being studied? Did the
researchers adequately conceptualize patterns in participants’
experiences? Were the findings believable and supported by the
qualitative data? Were there findings that were unexpected or
particularly important? Does the support article report similar
or different findings? Explain whether the second article
strengthens, contradicts, or adds to the findings of the primary
article.
Discussion Strengths and
Limitations
What limitations did the researchers identify? What additional
weaknesses can be identified? Consider the sampling method,
participant diversity, online data collection, depth of participant
responses, researcher interpretation, and ability to transfer the
findings to other populations. What were the major strengths of
the qualitative study?
Discussion Clinical
Practice and
Future
Research
Did the researchers identify implications for nursing practice,
patient care, screening, education, mental-health support, or
future research? Are those implications supported by the study
findings? How could nurses or other healthcare professionals
apply the findings? Does the supporting article provide
evidence for similar clinical recommendations?
Discussion Overall Quality What is the overall quality of the study? Consider whether the
research problem, research questions, sampling, data collection,
analysis, findings, and conclusions were consistent with one
another. What were the study’s strongest and weakest areas?
Was the study credible and useful to nursing practice?
Compare the primary article with the support article and
explain whether the support article strengthens or
challenges the credibility and clinical importance of the
primary study.
Conclusion — Briefly summarize the overall critique. Restate the most
important strengths and limitations of the primary article.
Explain the significance of the findings to nursing practice and
whether the supporting article strengthens the overall evidence.
Do not introduce new information.
**## QualitativeArticlesforResearchClass.pdf**
Heo, N., & Kim, J. (2026). Exploring nursing students' experiences with simulation-based
learning using educational electronic nursing records. Nurse Education Today, 158, 106926.
https://doi.org/10.1016/j.nedt.2025.106926
Munangatire, T., Tomas, N., & Asino, H. M. M. (2023). Nursing students' experiences and
expectations of clinical learning: A qualitative study. Nurse Education Today, 124, 105758.
https://doi.org/10.1016/j.nedt.2023.105758
Jacob, A., Seif, S. & Munyaw, Y. Perceptions and experiences of diploma nursing students on
clinical learning. A descriptive qualitative study in Tanzania. BMC Nurs 22, 225 (2023).
https://doi.org/10.1186/s12912-023-01362-1
S K P. R. (2025). Challenges Experienced by Novice Undergraduate Nursing Students in Their
Clinical Learning Environment: A Qualitative Study. Cureus, 17(11), e97322.
https://doi.org/10.7759/cureus.97322
Alexander, L., Mills, C., Kumar, F., & Hunter, S. (2025). 'I Felt Like I Was Invisible': Nursing
Students' Experiences of Mental Health Clinical Placement-A Cross-Sectional
Study. International journal of mental health nursing, 34(4), e70112.
https://doi.org/10.1111/inm.70112
Cirban Ekrem, E., Kurt, A., & Kilci Erciyas, Ş. (2025). Understanding mothers' lived
experiences of postpartum depression: a qualitative phenomenological study. BMC pregnancy
and childbirth, 26(1), 30. https://doi.org/10.1186/s12884-025-08538-4
Jones, K., Harrison, V., Moulds, M. L., & Lazard, L. (2022). A qualitative analysis of feelings
and experiences associated with perinatal distress during the COVID-19 pandemic. BMC
pregnancy and childbirth, 22(1), 572. https://doi.org/10.1186/s12884-022-04876-9
•
[https://doi.org/10.1016/j.nedt.2025.106926](https://doi.org/10.1016/j.nedt.2025.106926)
[https://doi.org/10.1016/j.nedt.2023.105758](https://doi.org/10.1016/j.nedt.2023.105758)
[https://doi.org/10.1186/s12912-023-01362-1](https://doi.org/10.1186/s12912-023-01362-1)
[https://doi.org/10.7759/cureus.97322](https://doi.org/10.7759/cureus.97322)
[https://doi.org/10.1111/inm.70112](https://doi.org/10.1111/inm.70112)
[https://doi.org/10.1186/s12884-025-08538-4](https://doi.org/10.1186/s12884-025-08538-4)
[https://doi.org/10.1186/s12884-022-04876-9](https://doi.org/10.1186/s12884-022-04876-9)
**## Assignment3_ResearchCritique.pdf**
Write a 4–5 page scholarly critique of a qualitative research study. The primary article must
address a clinical area of interest, be peer-reviewed, published within the last five years, and cannot
be a systematic review or meta-analysis. The selected primary article is “A Qualitative Analysis of
Feelings and Experiences Associated with Perinatal Distress During the COVID-19 Pandemic.” A
minimum of two peer-reviewed articles must be used: the primary article being critiqued and at least
one recent supporting article used to compare, support, or challenge the findings of the primary
study.The critique should evaluate the research problem and population of interest, research questions
or study aims, qualitative research approach, ethical considerations, sampling, data collection, data
analysis, results, findings, strengths, limitations, and implications for clinical practice or future
research. The paper should follow the IMRaD structure of Introduction, Methods, Results, and
Discussion, with appropriate Level 1 and Level 2 headings. It should also include an introductory
paragraph with a clear purpose statement and a conclusion.The supporting article should be
incorporated throughout the critique where appropriate, particularly when evaluating the significance
of the research problem, credibility of the findings, clinical implications, and overall quality of the
study. The paper must be written in third person, follow APA formatting, include appropriate
in-text citations, and contain a reference page listing every source cited in the paper.
Level 1
Heading
Level 2
Heading
Content Questions to Address
Introduction Research
Problem and
Population of
Interest
What is the research problem? Does the background build a
persuasive argument for why the study was needed? Is the
research problem clearly identified? What gap in previous
research were the researchers attempting to address? Who is the
population of interest? Why is this population important to
nursing or healthcare? Use the support article when
appropriate to show whether the problem is supported by
other recent research.
Introduction Research
Questions /
Study Aims
What research questions or study aims guided the study? Are
the questions appropriate for a qualitative study? Do the
questions focus on understanding participants’ experiences,
feelings, perceptions, or meanings? Are the research questions
consistent with the identified research problem?
Introduction Research
Tradition /
Qualitative
Approach
What qualitative approach or research tradition was used? Was
the research tradition clearly identified by the authors? If a
specific tradition was not identified, can the qualitative
approach be inferred from the methods? Are the data source,
data collection method, and analysis appropriate for the
qualitative approach? “Was the researchers’ philosophical or
methodological approach identified? Was there evidence of
reflexivity, or discussion of how the researchers’ perspectives
may have influenced the study?
Introduction Ethical Aspects
of the Study
Was the study reviewed and approved by an ethics committee,
IRB, or similar organization? Was informed consent obtained?
What steps were taken to protect participant privacy and
confidentiality? Was participation anonymous or confidential?
Did the study involve a potentially vulnerable population? If
so, were adequate protections provided?
Methods Sampling and
Participants
What sampling method was used? How were participants
recruited? What were the inclusion or exclusion criteria? Was
the sample appropriate for answering the research questions?
Was the sample sufficiently varied to represent different
experiences? Were there possible sampling biases or
limitations? How might the sampling method affect the
transferability of the findings?
Methods Data Collection What method was used to collect qualitative data, such as
interviews, focus groups, observations, or open-ended written
responses? Was the method appropriate for answering the
research questions? Were participants given enough
opportunity to describe their experiences in depth? If
self-report was used, was the chosen method appropriate? Were
the questions clearly described? If interviews were used, were
they recorded and transcribed? What strengths or weaknesses
were associated with the data collection method?
Methods Data Analysis
Approach
What type of qualitative analysis was used? How did
researchers develop codes, categories, themes, or patterns? Was
the analysis process explained clearly enough for the reader to
understand how the researchers moved from participants’
responses to the final themes? Were multiple researchers
involved in reviewing or discussing the coding? Was qualitative
software used? What steps were used to strengthen credibility,
dependability, confirmability, or rigor? Was the analysis
method appropriate for the research questions?
Results Results and
Themes
How were the main findings presented? What major themes,
categories, or subthemes were identified? Were the themes
clearly explained? Did the themes adequately represent the
participants’ experiences? Were participant quotations or
examples used to support the themes? Did the evidence
presented support the researchers’ interpretation of each theme?
Results Meaning and
Credibility of
Findings
Did the analysis provide a meaningful and insightful
understanding of the phenomenon being studied? Did the
researchers adequately conceptualize patterns in participants’
experiences? Were the findings believable and supported by the
qualitative data? Were there findings that were unexpected or
particularly important? Does the support article report similar
or different findings? Explain whether the second article
strengthens, contradicts, or adds to the findings of the primary
article.
Discussion Strengths and
Limitations
What limitations did the researchers identify? What additional
weaknesses can be identified? Consider the sampling method,
participant diversity, online data collection, depth of participant
responses, researcher interpretation, and ability to transfer the
findings to other populations. What were the major strengths of
the qualitative study?
Discussion Clinical
Practice and
Future
Research
Did the researchers identify implications for nursing practice,
patient care, screening, education, mental-health support, or
future research? Are those implications supported by the study
findings? How could nurses or other healthcare professionals
apply the findings? Does the supporting article provide
evidence for similar clinical recommendations?
Discussion Overall Quality What is the overall quality of the study? Consider whether the
research problem, research questions, sampling, data collection,
analysis, findings, and conclusions were consistent with one
another. What were the study’s strongest and weakest areas?
Was the study credible and useful to nursing practice?
Compare the primary article with the support article and
explain whether the support article strengthens or
challenges the credibility and clinical importance of the
primary study.
Conclusion — Briefly summarize the overall critique. Restate the most
important strengths and limitations of the primary article.
Explain the significance of the findings to nursing practice and
whether the supporting article strengthens the overall evidence.
Do not introduce new information.
As a healthcare provider, it's essential to understand the relationship between economics, resources, budgeting, and staffing, and how these issues affect the ability to provide safe, quality care to patients.
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →As a healthcare provider, it's essential to understand the relationship between economics, resources, budgeting, and staffing, and how these issues affect the ability to provide safe, quality care to patients.
According to the DSM-5 TR, a diagnosis requires the presence **files (2)** – ## Discussion2Depression.docx – DSM5TR-APA2022.pdf **## Discussion2Depression.docx** **Discussion 2 Depression** According to the DSM-5 TR, a diagnosis requires the presence of at least 5 out of 9 specific symptoms. Identif…
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Order on TutorsGallery →According to the DSM-5 TR, a diagnosis requires the presence
**files (2)**
– ## Discussion2Depression.docx
– DSM5TR-APA2022.pdf
**## Discussion2Depression.docx**
**Discussion 2 Depression**
According to the DSM-5 TR, a diagnosis requires the presence of at least 5 out of 9 specific symptoms. Identify these 9 symptoms and develop at least 5 questions you would ask a patient to assess whether they are experiencing these symptoms.
And assuming this patient has never been on any medications; please pick one medication you would start for this patient? Include dose and why you picked it.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Include at least THREE (3) scholarly citations.**
**Use scholarly sources to support your claims. PEER-REVIEWED ARTICLES ONLY.** Scholarly articles
**from 2021**
**to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
**DSM5TR-APA2022.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm5tr-apa2022-pdf-10607151)
**DSM5TR-APA2022.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm5tr-apa2022-pdf-10607151)
**## Discussion2Depression.docx**
**Discussion 2 Depression**
According to the DSM-5 TR, a diagnosis requires the presence of at least 5 out of 9 specific symptoms. Identify these 9 symptoms and develop at least 5 questions you would ask a patient to assess whether they are experiencing these symptoms.
And assuming this patient has never been on any medications; please pick one medication you would start for this patient? Include dose and why you picked it.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Include at least THREE (3) scholarly citations.**
**Use scholarly sources to support your claims. PEER-REVIEWED ARTICLES ONLY.** Scholarly articles
**from 2021**
**to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
**DSM5TR-APA2022.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm5tr-apa2022-pdf-10607151)
**## Discussion2Depression.docx**
**Discussion 2 Depression**
According to the DSM-5 TR, a diagnosis requires the presence of at least 5 out of 9 specific symptoms. Identify these 9 symptoms and develop at least 5 questions you would ask a patient to assess whether they are experiencing these symptoms.
And assuming this patient has never been on any medications; please pick one medication you would start for this patient? Include dose and why you picked it.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Include at least THREE (3) scholarly citations.**
**Use scholarly sources to support your claims. PEER-REVIEWED ARTICLES ONLY.** Scholarly articles
**from 2021**
**to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
**DSM5TR-APA2022.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm5tr-apa2022-pdf-10607151)
Incorporate unique patient cultural preferences, and health beliefs in the care of the mental health patient.
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assignment help 3-4 page n this assignment, _**you must identify an issue in your work environment that needs to change**_. _**Alternatively, you may use the situation below or create a hypothetical one**_
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Order on TutorsGallery →assignment help 3-4 page
n this assignment, _**you must identify an issue in your work environment that needs to change**_. _**Alternatively, you may use the situation below or create a hypothetical one**_
see attached document below **files (1)** – ## contemporaryissuequestion.docx **## contemporaryissuequestion.docx** Select one contemporary issue relevant to your current or anticipated advanced nursing role. Possible examples include staffing, AI-supported clinical decision-making, health equity, t…
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**files (1)**
– ## contemporaryissuequestion.docx
**## contemporaryissuequestion.docx**
Select one contemporary issue relevant to your current or anticipated advanced nursing role.
Possible examples include staffing, AI-supported clinical decision-making, health equity, telehealth, scope of practice, resource allocation, patient privacy, workplace safety, access to care, or another faculty-approved issue.
**Use the following four headings.**
**1. Practice Issue** **- approximately 100–150 words**
Briefly identify the issue and explain why it matters to advanced nursing practice.
**2. Nursing and Interdisciplinary Evidence — approximately 250 words**
Identify what current nursing knowledge/evidence contributes to understanding the issue. Then identify what
**one other discipline** contributes. Synthesize the two perspectives rather than discussing them as unrelated bodies of knowledge.
**3. Ethical Analysis — approximately 250 words**
Identify one current policy or practice associated with the issue. Analyze it using an ethical framework or relevant ethical principles. Explain the ethical concern or dilemma from the perspective of advanced nursing practice.
**4. Translation to Practice — approximately 150 words**
Based on your evidence and ethical analysis, recommend
**one action** that a DNP-prepared nurse could reasonably take. Explain how the recommendation reflects evidence from nursing and other sciences.
**Evidence Requirements**
Use approximately
**3 current scholarly or authoritative sources**.
**## contemporaryissuequestion.docx**
Select one contemporary issue relevant to your current or anticipated advanced nursing role.
Possible examples include staffing, AI-supported clinical decision-making, health equity, telehealth, scope of practice, resource allocation, patient privacy, workplace safety, access to care, or another faculty-approved issue.
**Use the following four headings.**
**1. Practice Issue** **- approximately 100–150 words**
Briefly identify the issue and explain why it matters to advanced nursing practice.
**2. Nursing and Interdisciplinary Evidence — approximately 250 words**
Identify what current nursing knowledge/evidence contributes to understanding the issue. Then identify what
**one other discipline** contributes. Synthesize the two perspectives rather than discussing them as unrelated bodies of knowledge.
**3. Ethical Analysis — approximately 250 words**
Identify one current policy or practice associated with the issue. Analyze it using an ethical framework or relevant ethical principles. Explain the ethical concern or dilemma from the perspective of advanced nursing practice.
**4. Translation to Practice — approximately 150 words**
Based on your evidence and ethical analysis, recommend
**one action** that a DNP-prepared nurse could reasonably take. Explain how the recommendation reflects evidence from nursing and other sciences.
**Evidence Requirements**
Use approximately
**3 current scholarly or authoritative sources**.