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Category: Nursing > Clinical Nursing & Patient Care

  • [Solved] Nursing DISCUSSION ASSIGNMENT

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    PLEASE COMPLETE A DISCUSSION POST AS WELL AS RESPOND TO 2 DISCUSSION POSTS, MAKING SURE YOU FOLLOW THE INSTRUCTIONS AND THE RUBRIC ATTACHED – [\ \ WEEK1DISCUSSION.docx](https://www.sweetstudy.com/files/week1discussion-docx-10552679 "WEEK1DISCUSSION.docx")

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    Assignment Prompt & Instructions

    PLEASE COMPLETE A DISCUSSION POST AS WELL AS RESPOND TO 2 DISCUSSION POSTS, MAKING SURE YOU FOLLOW THE INSTRUCTIONS AND THE RUBRIC ATTACHED

    – [\
    \
    WEEK1DISCUSSION.docx](https://www.sweetstudy.com/files/week1discussion-docx-10552679 "WEEK1DISCUSSION.docx")

  • [Solved] Cardiovascular System

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    Executive Solution Overview

    **Project Description** create a **structured project** that explains: – Key anatomical structures – Structure–function relationships – Common anatomical disorders or injuries – Nursing relevance (assessment, safety, and care implications) **Body System** – Cardiovascular System (anatomy focus) **Pr…

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    Assignment Prompt & Instructions

    **Project Description**

    create a **structured project** that explains:

    – Key anatomical structures
    – Structure–function relationships
    – Common anatomical disorders or injuries
    – Nursing relevance (assessment, safety, and care implications)

    **Body System**

    – Cardiovascular System (anatomy focus)

    **Project Format**

    – **5–7 pages** (excluding title and references)
    – APA 7th edition

    **Required Project Components**

    **1. Introduction**

    – Overview of the selected body system
    – Importance of this system in maintaining health
    – Purpose of the project

    **2. Anatomical Structures**

    – Major organs and structures
    – Anatomical terminology (location, direction, planes as applicable)
    – Diagrams or labeled images (if PPT)

    **3. Structure–Function Relationship**

    – How anatomy supports physiological function
    – Why structure is essential to normal function
    – Examples of structure supporting nursing care (e.g., injection sites, auscultation landmarks)

    **4. Common Disorders, Injuries, or Abnormalities**

    – At least **two common conditions** affecting the system
    – Brief explanation of anatomical involvement
    – Structural changes or damage

    **5. Nursing Implications**

    – Importance of anatomy for nursing assessment
    – Safety considerations
    – Relevance to medication administration, procedures, or patient education

    **6. Reflection**

    – What the student learned
    – How this anatomical knowledge will support safe nursing practice

    **7. Evidence-Based Sources**

    – Minimum **3 scholarly or academic sources**
    – APA 7th edition
    – In-text citations required

    **Academic Integrity**

    – All work must be original
    – No plagiarism
    – Proper citation required

  • [Solved] please complete

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    complete this assignment making sure you follow the instructions and the rubric attached! **files (1)** – ## WEEK1ASSIGNMENT.docx **## WEEK1ASSIGNMENT.docx** **NO AI PREMITTED!!!!** **REQUIRED RESOURCES FOR ASSIGNMENT!:** **NOTE: Utilize this text as a clinical reference to aid your analysis for the…

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    Assignment Prompt & Instructions

    complete this assignment making sure you follow the instructions and the rubric attached!

    **files (1)**

    – ## WEEK1ASSIGNMENT.docx

    **## WEEK1ASSIGNMENT.docx**

    **NO AI PREMITTED!!!!**

    **REQUIRED RESOURCES FOR ASSIGNMENT!:**

    **NOTE: Utilize this text as a clinical reference to aid your analysis for the relevant areas noted.** Also utilize study questions to develop your understanding of the concepts and topics presented throughout this course.

    · Soriano, R. P. (2026). Bates’ guide to physical examination and history taking(14th ed.). Wolters Kluwer Health.

    · Chapter 1, "Foundational Skills Essential to the Clinical Encounter"

    · Chapter 2, "Interviewing, Communication, and Interpersonal Skills"

    · Chapter 5, "Clinical Reasoning"

    · Chapter 6, "Clinical Documentation and Oral Presentation"

    · Chapter 7, "Health Maintenance and Screening"

    · Chapter 8, "Evaluating Clinical Evidence"

    · CARDI-OH. (n.d.).
    [Clinician’s pocket guide on motivational interviewing\
    Links to an external site.](https://www.cardi-oh.org/files/resources/cardi-oh-clinicians-pocket-guide-on-motivational-interviewing.pdf). https://www.cardi-oh.org/files/resources/cardi-oh-clinicians-pocket-guide-on-motivational-interviewing.pdf

    · Kay, J. M. (2025).
    [The nurse practitioner ethicist: Distinct from a nurse ethicist?\
    Links to an external site.](https://journals.sagepub.com/doi/10.1177/09697330251350386) Nursing Ethics, 32(8). https://doi.org/10.1177/09697330251350386

    · Walden University, LLC. (n.d.). Motivational Interviewing–Style History Interview [Video]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University, LLC. (2026). Traditional, Directive History-Taking Interview[Video].
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    INSTRUCTIONS:

    **To prepare:**

    Watch a video of two providers interviewing a patient.

    · Video demonstrates example of
    _standard interviewing_ techniques versus example of
    _motivational interviewing (MI)_ using
    _The Process of MI framework_:

    · Engage – Build rapport, use open-ended questions, uncover values/hopes, and offer compassionate reflections.

    · Focus – Bring the discussion to the health concern at hand, eliciting symptoms, concerns, and wellness indicators.

    · Evoke – Explore reasons for and against change; use readiness rulers, double-sided reflections, and pros/cons.

    · Plan – Collaboratively set attainable goals and elicit patient commitment to specific next steps.

    **Assignment (1–2 pages)**

    Compare the efficacy of each provider's approach to patient interviewing in regard to effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes?

    · Explain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.

    · Reflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes.

    · Consider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.

    Use at least 3 scholarly resources that are less than 5 years old. Cite all sources in APA format.

    RUBRIC:

    **NURS_6512_Module1_Assignment1_Rubric**

    | | | |
    | — | — | — |
    | NURS_6512_Module1_Assignment1_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCompare the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes? | **20 to >17.88 ptsExcellent** Provides a fully developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Thoroughly explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Adequately explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Minimal or undeveloped explanation of which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a comparison of the efficacy of each provider's approach to patient interviewing regarding effect on patient behavior; comparison is vague, unclear, or inaccurate. | 20 pts |
    | This criterion is linked to a Learning OutcomeExplain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing. | **20 to >17.88 ptsExcellent** Provides a fully developed explanation of how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
    | This criterion is linked to a Learning OutcomeReflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes. | **20 to >17.88 ptsExcellent** Provides a fully developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
    | This criterion is linked to a Learning OutcomeConsider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices. | **20 to >17.88 ptsExcellent** Provides a fully developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**13.88 to >0 ptsPoor** Does not provide an analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices; analysis is vague, unclear, or inadequate. | 20 pts |
    | This criterion is linked to a Learning OutcomeUse at least 3 scholarly resources that are less than 5 years old. | **10 to >8.94 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**8.94 to >7.94 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**7.94 to >6.94 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**6.94 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 10 pts |
    | This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Uses correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Uses correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Post contains frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

    Total Points: 100

    **## WEEK1ASSIGNMENT.docx**

    **NO AI PREMITTED!!!!**

    **REQUIRED RESOURCES FOR ASSIGNMENT!:**

    **NOTE: Utilize this text as a clinical reference to aid your analysis for the relevant areas noted.** Also utilize study questions to develop your understanding of the concepts and topics presented throughout this course.

    · Soriano, R. P. (2026). Bates’ guide to physical examination and history taking(14th ed.). Wolters Kluwer Health.

    · Chapter 1, "Foundational Skills Essential to the Clinical Encounter"

    · Chapter 2, "Interviewing, Communication, and Interpersonal Skills"

    · Chapter 5, "Clinical Reasoning"

    · Chapter 6, "Clinical Documentation and Oral Presentation"

    · Chapter 7, "Health Maintenance and Screening"

    · Chapter 8, "Evaluating Clinical Evidence"

    · CARDI-OH. (n.d.).
    [Clinician’s pocket guide on motivational interviewing\
    Links to an external site.](https://www.cardi-oh.org/files/resources/cardi-oh-clinicians-pocket-guide-on-motivational-interviewing.pdf). https://www.cardi-oh.org/files/resources/cardi-oh-clinicians-pocket-guide-on-motivational-interviewing.pdf

    · Kay, J. M. (2025).
    [The nurse practitioner ethicist: Distinct from a nurse ethicist?\
    Links to an external site.](https://journals.sagepub.com/doi/10.1177/09697330251350386) Nursing Ethics, 32(8). https://doi.org/10.1177/09697330251350386

    · Walden University, LLC. (n.d.). Motivational Interviewing–Style History Interview [Video]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University, LLC. (2026). Traditional, Directive History-Taking Interview[Video].
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    INSTRUCTIONS:

    **To prepare:**

    Watch a video of two providers interviewing a patient.

    · Video demonstrates example of
    _standard interviewing_ techniques versus example of
    _motivational interviewing (MI)_ using
    _The Process of MI framework_:

    · Engage – Build rapport, use open-ended questions, uncover values/hopes, and offer compassionate reflections.

    · Focus – Bring the discussion to the health concern at hand, eliciting symptoms, concerns, and wellness indicators.

    · Evoke – Explore reasons for and against change; use readiness rulers, double-sided reflections, and pros/cons.

    · Plan – Collaboratively set attainable goals and elicit patient commitment to specific next steps.

    **Assignment (1–2 pages)**

    Compare the efficacy of each provider's approach to patient interviewing in regard to effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes?

    · Explain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.

    · Reflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes.

    · Consider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.

    Use at least 3 scholarly resources that are less than 5 years old. Cite all sources in APA format.

    RUBRIC:

    **NURS_6512_Module1_Assignment1_Rubric**

    | | | |
    | — | — | — |
    | NURS_6512_Module1_Assignment1_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCompare the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes? | **20 to >17.88 ptsExcellent** Provides a fully developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Thoroughly explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Adequately explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Minimal or undeveloped explanation of which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a comparison of the efficacy of each provider's approach to patient interviewing regarding effect on patient behavior; comparison is vague, unclear, or inaccurate. | 20 pts |
    | This criterion is linked to a Learning OutcomeExplain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing. | **20 to >17.88 ptsExcellent** Provides a fully developed explanation of how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
    | This criterion is linked to a Learning OutcomeReflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes. | **20 to >17.88 ptsExcellent** Provides a fully developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
    | This criterion is linked to a Learning OutcomeConsider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices. | **20 to >17.88 ptsExcellent** Provides a fully developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**13.88 to >0 ptsPoor** Does not provide an analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices; analysis is vague, unclear, or inadequate. | 20 pts |
    | This criterion is linked to a Learning OutcomeUse at least 3 scholarly resources that are less than 5 years old. | **10 to >8.94 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**8.94 to >7.94 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**7.94 to >6.94 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**6.94 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 10 pts |
    | This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Uses correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Uses correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Post contains frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

    Total Points: 100

  • [Solved] Psych modalities

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Post** an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for indi…

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    Assignment Prompt & Instructions

    **Post** an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

  • [Solved] Module 4 Journal Question DNP865

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    public health issues and the social determinants of health (SDOH). **files (2)** – ## Module4JournalQuestion.docx – ## ModuleJournal-DNP865-RUBRIC.docx **## Module4JournalQuestion.docx** Module 4 Journal Question DNP865 Think about public health issues and the social determinants of health (SDOH). ·…

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    Assignment Prompt & Instructions

    public health issues and the social determinants of health (SDOH).

    **files (2)**

    – ## Module4JournalQuestion.docx

    – ## ModuleJournal-DNP865-RUBRIC.docx

    **## Module4JournalQuestion.docx**

    Module 4 Journal Question DNP865

    Think about public health issues and the social determinants of health (SDOH).

    · What issues in public health align with big data?

    · What data would you want to be made available for analysis?

    · How could the DNP leader use big data to address the SDOH?

    **Journal Response Expectations**

    300 words; no citation, reference, or APA style is necessary.

    **## ModuleJournal-DNP865-RUBRIC.docx**

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Graduate Journal Question Rubric

    Course: DNP865 Sect1 Healthcare Technologies and Informatics…

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/module-4-journal-question-dnp865)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    1/3

    ## image1.png

    **## ModuleJournal-DNP865-RUBRIC.docx**

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Graduate Journal Question Rubric

    Course: DNP865 Sect1 Healthcare Technologies and Informatics…

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/module-4-journal-question-dnp865)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    1/3

    ## image1.png

    **## Module4JournalQuestion.docx**

    Module 4 Journal Question DNP865

    Think about public health issues and the social determinants of health (SDOH).

    · What issues in public health align with big data?

    · What data would you want to be made available for analysis?

    · How could the DNP leader use big data to address the SDOH?

    **Journal Response Expectations**

    300 words; no citation, reference, or APA style is necessary.

    **## ModuleJournal-DNP865-RUBRIC.docx**

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Graduate Journal Question Rubric

    Course: DNP865 Sect1 Healthcare Technologies and Informatics…

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/module-4-journal-question-dnp865)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    1/3

    ## image1.png

    **## Module4JournalQuestion.docx**

    Module 4 Journal Question DNP865

    Think about public health issues and the social determinants of health (SDOH).

    · What issues in public health align with big data?

    · What data would you want to be made available for analysis?

    · How could the DNP leader use big data to address the SDOH?

    **Journal Response Expectations**

    300 words; no citation, reference, or APA style is necessary.

    **## ModuleJournal-DNP865-RUBRIC.docx**

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    5/7/26, 6:23 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Graduate Journal Question Rubric

    Course: DNP865 Sect1 Healthcare Technologies and Informatics…

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    points

    0

    **pts**

    **(0**

    **)**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    points

    2.5

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    points

    6.4

    **(6.4**

    **pts**

    **)**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **pts**

    **(8**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/module-4-journal-question-dnp865)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335754/View 1/3

    1/3

    ## image1.png

  • [Solved] List the most frequently prescribed drugs in each major drug class.

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    List the most frequently prescribed drugs in each major drug class.

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    List the most frequently prescribed drugs in each major drug class.

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  • [Solved] Healthcare is large and complex. MODULE 4

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    Healthcare is large and complex. **files (2)** – ## Module4Assignment4.2.docx – ## Module4Assignment4.2-RUBRIC.docx **## Module4Assignment4.2.docx** OVERVIEW Big data is the large and complex information resulting from the investigation and care delivery in these multifactorial health issues. This d…

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    Healthcare is large and complex.

    **files (2)**

    – ## Module4Assignment4.2.docx

    – ## Module4Assignment4.2-RUBRIC.docx

    **## Module4Assignment4.2.docx**

    OVERVIEW

    Big data is the large and complex information resulting from the investigation and care delivery in these multifactorial health issues. This data exists in different states of structure, from well-defined structured data sets to unstructured data and images. Data mining tools are used to gather the data for analysis, ultimately leading to transforming new information into action in the clinical setting.  CITI Training will be completed.

    **Assignment Description:**

    **Big Data Analysis**

    Write a
    **2000 word** analysis using data from a public health issue to create graphs and descriptions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

    This assignment and the assignment in Module 6 will work together to prepare for the Module 8 Signature Assignment. In the Module 4 assignment, you will collect and analyze data in preparation for its presentation. In the Module 6 assignment, you will refine your data presentation and its supporting information for its use in the Module 8 Signature Assignment.

    Choose a public health issue that contains public data. Examples include the Covid-19 pandemic, opioid use, influenza, tobacco use, and nutrition. Visit the US government data site found in Additional Resources and search for data available on your chosen topic. You are looking for information that is available in a CSV or XLS file format. You may download more than one file of data. When saving the file, save it as an Excel workbook (.xlx or .xlxs).

    · Create (3) three different types of graphic representations of data associated with your public health topic.

    ·  For example, you may decide to explore data related to the Covid-19 pandemic and create a pie chart of Covid-19 vaccines by zip code,

    · a bar graph of Covid-19 hospitalizations over the last 18 months,

    · and a scatter plot chart of Covid-19 mortality by age.

    Use the tutorials provided in the additional course materials to support your use of Excel to analyze the data and create these three graphic representations of the data.

    **In a Word document, display each graph and write a paragraph for each of the three (3), explaining what the graph represents and why that graph type was chosen to display the data.**

    [**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3)

    Start by reading and following these instructions:

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    The following specifications are required for this assignment:

    ·
    **Length: 2000 words**

    ·
    **Structure: Include a title page that does not count towards the minimum word amount for this assignment.**

    **REFERENCE:**

    McGonigle, D., & Mastrian, K. (2021).
    _Nursing informatics and the foundation of knowledge_(5th ed.). Jones and Bartlett. Read chapters 4, 16, & 17.

    [DNP CITI Instructions](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/CITI%20Instructions%20for%20Nursing%20and%20Health%20Sciences%20DNP%20Students%202.14.22.pdf?ou=119358)

    **Additional Resources**

    Sun, T.Q. (2021). Adopting artificial intelligence in public healthcare: The effect of social power and learning algorithms.
    _International Journal of Environmental Research and Public Health, 18_(23), 1-20.
    [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656642/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656642/)

    Campbell, A.A., Harlan, T., Campbell, M., Mulekar, M.S., & Wang, B. (2021). Nurse's Achilles heel: Using big data to determine workload factors that impact near misses.
    _Journal of Nursing Scholarship, 53_(3), 333-342.
    [https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/jnu.12652](https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/jnu.12652)

    IBM technology. (2017, November 1).
    _What is Watson data platform?_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=-rMygSe0Jfo](https://www.youtube.com/watch?v=-rMygSe0Jfo)

    Microsoft. (2022).
    _Excel help & learning_.
    [https://support.microsoft.com/en-us/excel](https://support.microsoft.com/en-us/excel)

    Data.Gov. (n.d.).
    _The home of the U.S. government’s open data._ [https://data.gov/](https://data.gov/)

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Scholarly sources to support your claims. PEER REVIEW 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.**

    **## Module4Assignment4.2-RUBRIC.docx**

    5/25/26, 9:13 AM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335776/View 1/5

    1/5

    **## Module4Assignment4.2-RUBRIC.docx**

    5/25/26, 9:13 AM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335776/View 1/5

    1/5

    **## Module4Assignment4.2.docx**

    OVERVIEW

    Big data is the large and complex information resulting from the investigation and care delivery in these multifactorial health issues. This data exists in different states of structure, from well-defined structured data sets to unstructured data and images. Data mining tools are used to gather the data for analysis, ultimately leading to transforming new information into action in the clinical setting.  CITI Training will be completed.

    **Assignment Description:**

    **Big Data Analysis**

    Write a
    **2000 word** analysis using data from a public health issue to create graphs and descriptions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

    This assignment and the assignment in Module 6 will work together to prepare for the Module 8 Signature Assignment. In the Module 4 assignment, you will collect and analyze data in preparation for its presentation. In the Module 6 assignment, you will refine your data presentation and its supporting information for its use in the Module 8 Signature Assignment.

    Choose a public health issue that contains public data. Examples include the Covid-19 pandemic, opioid use, influenza, tobacco use, and nutrition. Visit the US government data site found in Additional Resources and search for data available on your chosen topic. You are looking for information that is available in a CSV or XLS file format. You may download more than one file of data. When saving the file, save it as an Excel workbook (.xlx or .xlxs).

    · Create (3) three different types of graphic representations of data associated with your public health topic.

    ·  For example, you may decide to explore data related to the Covid-19 pandemic and create a pie chart of Covid-19 vaccines by zip code,

    · a bar graph of Covid-19 hospitalizations over the last 18 months,

    · and a scatter plot chart of Covid-19 mortality by age.

    Use the tutorials provided in the additional course materials to support your use of Excel to analyze the data and create these three graphic representations of the data.

    **In a Word document, display each graph and write a paragraph for each of the three (3), explaining what the graph represents and why that graph type was chosen to display the data.**

    [**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3)

    Start by reading and following these instructions:

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    The following specifications are required for this assignment:

    ·
    **Length: 2000 words**

    ·
    **Structure: Include a title page that does not count towards the minimum word amount for this assignment.**

    **REFERENCE:**

    McGonigle, D., & Mastrian, K. (2021).
    _Nursing informatics and the foundation of knowledge_(5th ed.). Jones and Bartlett. Read chapters 4, 16, & 17.

    [DNP CITI Instructions](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/CITI%20Instructions%20for%20Nursing%20and%20Health%20Sciences%20DNP%20Students%202.14.22.pdf?ou=119358)

    **Additional Resources**

    Sun, T.Q. (2021). Adopting artificial intelligence in public healthcare: The effect of social power and learning algorithms.
    _International Journal of Environmental Research and Public Health, 18_(23), 1-20.
    [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656642/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656642/)

    Campbell, A.A., Harlan, T., Campbell, M., Mulekar, M.S., & Wang, B. (2021). Nurse's Achilles heel: Using big data to determine workload factors that impact near misses.
    _Journal of Nursing Scholarship, 53_(3), 333-342.
    [https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/jnu.12652](https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/jnu.12652)

    IBM technology. (2017, November 1).
    _What is Watson data platform?_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=-rMygSe0Jfo](https://www.youtube.com/watch?v=-rMygSe0Jfo)

    Microsoft. (2022).
    _Excel help & learning_.
    [https://support.microsoft.com/en-us/excel](https://support.microsoft.com/en-us/excel)

    Data.Gov. (n.d.).
    _The home of the U.S. government’s open data._ [https://data.gov/](https://data.gov/)

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Scholarly sources to support your claims. PEER REVIEW 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.**

    **## Module4Assignment4.2-RUBRIC.docx**

    5/25/26, 9:13 AM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335776/View 1/5

    1/5

    **## Module4Assignment4.2.docx**

    OVERVIEW

    Big data is the large and complex information resulting from the investigation and care delivery in these multifactorial health issues. This data exists in different states of structure, from well-defined structured data sets to unstructured data and images. Data mining tools are used to gather the data for analysis, ultimately leading to transforming new information into action in the clinical setting.  CITI Training will be completed.

    **Assignment Description:**

    **Big Data Analysis**

    Write a
    **2000 word** analysis using data from a public health issue to create graphs and descriptions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

    This assignment and the assignment in Module 6 will work together to prepare for the Module 8 Signature Assignment. In the Module 4 assignment, you will collect and analyze data in preparation for its presentation. In the Module 6 assignment, you will refine your data presentation and its supporting information for its use in the Module 8 Signature Assignment.

    Choose a public health issue that contains public data. Examples include the Covid-19 pandemic, opioid use, influenza, tobacco use, and nutrition. Visit the US government data site found in Additional Resources and search for data available on your chosen topic. You are looking for information that is available in a CSV or XLS file format. You may download more than one file of data. When saving the file, save it as an Excel workbook (.xlx or .xlxs).

    · Create (3) three different types of graphic representations of data associated with your public health topic.

    ·  For example, you may decide to explore data related to the Covid-19 pandemic and create a pie chart of Covid-19 vaccines by zip code,

    · a bar graph of Covid-19 hospitalizations over the last 18 months,

    · and a scatter plot chart of Covid-19 mortality by age.

    Use the tutorials provided in the additional course materials to support your use of Excel to analyze the data and create these three graphic representations of the data.

    **In a Word document, display each graph and write a paragraph for each of the three (3), explaining what the graph represents and why that graph type was chosen to display the data.**

    [**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/Module%204%20Assignment%204.2.html?ou=119358&d2l_body_type=3)

    Start by reading and following these instructions:

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    The following specifications are required for this assignment:

    ·
    **Length: 2000 words**

    ·
    **Structure: Include a title page that does not count towards the minimum word amount for this assignment.**

    **REFERENCE:**

    McGonigle, D., & Mastrian, K. (2021).
    _Nursing informatics and the foundation of knowledge_(5th ed.). Jones and Bartlett. Read chapters 4, 16, & 17.

    [DNP CITI Instructions](https://classroom.aspen.edu/content/enforced/119358-DNP865_Sect1_05-05-26/CITI%20Instructions%20for%20Nursing%20and%20Health%20Sciences%20DNP%20Students%202.14.22.pdf?ou=119358)

    **Additional Resources**

    Sun, T.Q. (2021). Adopting artificial intelligence in public healthcare: The effect of social power and learning algorithms.
    _International Journal of Environmental Research and Public Health, 18_(23), 1-20.
    [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656642/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656642/)

    Campbell, A.A., Harlan, T., Campbell, M., Mulekar, M.S., & Wang, B. (2021). Nurse's Achilles heel: Using big data to determine workload factors that impact near misses.
    _Journal of Nursing Scholarship, 53_(3), 333-342.
    [https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/jnu.12652](https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/jnu.12652)

    IBM technology. (2017, November 1).
    _What is Watson data platform?_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=-rMygSe0Jfo](https://www.youtube.com/watch?v=-rMygSe0Jfo)

    Microsoft. (2022).
    _Excel help & learning_.
    [https://support.microsoft.com/en-us/excel](https://support.microsoft.com/en-us/excel)

    Data.Gov. (n.d.).
    _The home of the U.S. government’s open data._ [https://data.gov/](https://data.gov/)

    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Scholarly sources to support your claims. PEER REVIEW 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.**

    **## Module4Assignment4.2-RUBRIC.docx**

    5/25/26, 9:13 AM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335776/View 1/5

    1/5