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    Hello **files (5)** – ## Moraldistress.pdf – ## SU24.Recognizingaddressingmoraldistressquickreferenceguide.pdf – Hamric.pdf – Tigard.Thepositivevalueofmoraldistress.pdf – Kerbache.MoralDistressinMedicine.pdf **## Moraldistress.pdf** Being the Ethical Nurse Practitioner You Are Called to Be… Moral In…

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    Hello

    **files (5)**

    – ## Moraldistress.pdf

    – ## SU24.Recognizingaddressingmoraldistressquickreferenceguide.pdf

    – Hamric.pdf
    – Tigard.Thepositivevalueofmoraldistress.pdf
    – Kerbache.MoralDistressinMedicine.pdf

    **## Moraldistress.pdf**

    Being the Ethical Nurse
    Practitioner You Are Called to Be…

    Moral
    Integrity Values and Moral

    Courage

    SU24 MRM

    Ethics and Morals
    Objectives: Review Ethical and Moral Issues With Moral
    Distress

    Ethics
    • the study of human behavior and actions that deal with human

    conduct.
    • Focuses on the rightness and wrongness of actions
    • Seeks to identify human motives and ways of striving to meet

    goals

    Morals
    • Beliefs about what are right or wrong ways to act
    • These beliefs form guides to actions that individuals use to inform

    their decision making and actions

    Ethical Principles and Concepts

    Ethical Dilemma

    • Ethical dilemma refers to an ethical decision that
    needs to be made and no choice seems totally
    correct. This causes conflicts about what is the right
    action to take.

    • Some examples are:
    • Two or more decisions seem correct, but only one

    decision can be selected
    • All decisions have a positive and a negative consequence
    • All choices have negative consequences

    Moral Distress
    • Moral Distress refers to what happens to an individual

    when that individual needs to make an Ethical
    Decision and does so, but does not think this was
    necessarily the correct action to take. Ex.: When
    something is an “undiscussable” and nothing is said
    or addressed.

    “Undiscussables” Related to Three
    Concerns

    “Undiscussables” refer to what can not be mentioned or
    discussed. Research has identified three concerns nurses
    have about colleagues that need to be discussed but are
    not.

    • Concerns about dangerous shortcuts

    • Concerns about incompetence

    • Concerns about disrespect

    Silent Treatment 2011

    Moral Residue

    • Moral Residue refers to the thoughts and feelings a
    person has after making an Ethical Decision and
    whenever this is thought about the individual feels
    that this decision and action was not correct.

    • Lingering thoughts make it difficult for the
    individual to be at peace and causes stress.

    Professional Issue That Caused You
    Stress and Maybe Internal Conflict

    What Helps
    • Being surrounded by professionals with the moral

    courage to speak up.
    • An ethical climate in the organization that supports

    discussions about taking steps to address concerns.
    • Telling success stories about preventing errors or about

    addressing needs for improvement and rewarding
    effective communication.

    • Supporting professionals in practice who speak up and
    not making them feel isolated but making them feel
    heard.

    • Addressing practice issues that could cause moral
    distress.

    Silent Treatment 2011

    Assignment #1
    Discussion Board Post: Moral Distress and Moral
    Residue
    Instructions: See Syllabus, Appendix B for complete
    instructions

    • Think of an example from your professional life that
    caused you moral distress and/or moral residue.

    • Write a brief reflection (no more than 1-2 pages double-
    spaced) about what this was about and why this caused
    you distress.

    • What ethical principles were involved?

    • Could there have been other ways to professionally
    handle this?

    Considerations for your post and
    discussion responses

    • How can you address the “undiscussables” in your
    practice setting?

    • How can you avoid situations in the future that will
    lead to moral distress or moral residue?

    • How can you prepare yourself and others to be able
    to use moral courage to deal with situations that
    could lead to moral distress?

    References/ Resources
    Beauchamp, T. & Childress, J. (2013). Principles of
    biomedical ethics. (7th ed). Oxford Press.

    Dissertation from Loyola Vincensi, B. (2011). Spiritual
    care in advanced practice nursing. Dissertations. Paper
    201. http://ecommons.luc.edu/luc_diss/201

    Grace, P. (2014). Nursing ethics and professional
    responsibility in advanced practice (2nd ed). Jones and
    Bartlett.
    Maxfield, D., Grenny J., Lavandero, R., & Groah, L.
    (Sept/Oct.2011). The Silent Treatment: Why Safety Tools
    and Checklists Aren’t Enough. PSQH, Retrieved from
    http://psqh.com/the-silent-treatment-why-safety- tools-
    and-checklists-aren’t-enough

    Thank you for following your calling
    to prepare yourself to be a
    Nursing Leader

    **## SU24.Recognizingaddressingmoraldistressquickreferenceguide.pdf**

    RECOGNIZE & ADDRESS

    Moral Distress
    �is tool is intended to help nurses recognize and mitigate moral distress, a painful problem that
    occurs all too often in ethically complex environments such as acute and critical care units, and is
    distinct from burnout and compassion fatigue.

    Recognizing the symptoms, causes and constraints associated with moral distress is the first step.
    Developing strategies to address moral distress and build resilience is next, bringing new meaning
    to the essential work we do and helping us make our optimal contribution to patient care.

    001008 • Rev 07/20

    N

    W

    S

    E

    BurnoutMoral Distress Compassion
    Fatigue

    Identify What You Are Experiencing

    Physical, mental and
    emotional weariness
    related to caring for those
    in significant pain or
    emotional distress.

    See Resources section for
    more information.

    When one knows the right
    thing to do, but constraints,
    conflict, dilemmas or
    uncertainty make it nearly
    impossible to pursue the
    right course of action.

    Physical, mental and
    emotional exhaustion
    caused by workplace stress
    leading to disengagement
    and depersonalization.

    See Resources section for
    more information.

    In managing distress, it is important to identify specifically what type of distress
    you are feeling. �e following three syndromes both present and are addressed di�erently.

    1

    N

    W

    S

    E

    Assess Your Level of Moral Distress

    Use the thermometer to rate the severity of your moral
    distress from one to 10, and note the accompanying
    description. Use the result to prioritize actions you will take
    to mitigate your distress and identify changes over time.

    Moral distress symptoms vary and may include:

    �e moral distress thermometer is adapted with permission. See
    last page for full attribution.

    • Frustration
    • Anger
    • Anxiety
    • Guilt

    • Sadness
    • Powerlessness
    • Withdrawal

    • Muscle aches
    • Headaches
    • Heart palpitations

    • Depression
    • Emotional

    exhaustion
    • Loss of self-worth
    • Nightmares

    • Decreasing
    job satisfaction

    • Depersonalization
    of patients

    • Neck pain
    • Diarrhea
    • Vomiting

    PS
    YC

    HOLOGICAL

    0 None

    1

    2 Mild

    3

    4 Uncomfortable

    5

    6 Distressing

    7

    8 Intense

    9

    10 Worst Possible

    2

    EM
    OTIONAL

    PH

    YSICAL

    Specific situations trigger moral distress. Typically, there is a defining element that constrains or stops you from acting.
    �is constraint may be related to internal or external factors (such as work environment or organizational pressures).

    Identify Causes & Constraints3

    Organization

    • Performing care perceived
    as futile

    • Implementing
    unnecessary treatments

    • Providing end-of-life care
    • Witnessing needless patient

    su�ering/inadequate
    pain relief

    • Providing false hope
    to patients

    • Inadequate sta�ng
    • Ine�ective communication
    • Working with

    incompetent colleague(s)
    • Bullying
    • Lack of a healthy

    work environment

    • Inadequate sta�ng
    • Lack of resources
    • Pressures to decrease costs
    • Hospital policies
    • Hierarchy of power
    • Ine�ective communication
    • Financial limitations

    UnitSelf

    Select Resources �at Can Help4

    OrganizationUnitSelf

    • Recognize symptoms of distress
    • Tell a trusted colleague about

    your concern
    • Fact-check — gather relevant

    information
    • Connect with others for

    validation and support
    • Identify involved parties who

    can help
    • Participate in professional

    development, such as palliative
    care or ethics education

    • Seek help from clinical leaders
    and/or an employee assistance
    program

    • Pause after every patient death
    • Conduct resilience rounds
    • Create a mentoring program

    for new sta�
    • Identify ethics champions for

    peer support
    • Use a tool, such as the

    thermometer graphic, to gauge
    distress among unit sta�

    • Recognize situations that
    frequently cause distress

    • Establish a committee to address
    common sources of distress

    • Use AACN’s Healthy Work
    Environment Assessment Tool

    • Promote actions that improve
    the work environment, such as
    implementing AACN’s Healthy
    Work Environment standards

    • O�er resources to support
    healthcare teams, e.g., palliative
    care, moral distress or ethics
    consultation services

    • Provide training on critical
    debrie�ng, resilience and
    skilled communication

    • Adopt zero-tolerance policies
    on bullying and violence

    • Build programs that promote
    the well-being of the entire
    healthcare team

    Choose strategies to address moral distress based on the type of constraint. Solutions may be
    actions nurses can take individually, contribute to as part of a unit or escalate to organization leaders.

    Moral Distress Support at My Facility5
    Use this worksheet to identify Moral Distress resources

    and strategies available to you at your workplace.

    My OrganizationMy UnitMyself

    Enhancing Nurse Well-Being
    • ANA Enterprise. �e Well-being Initiative. Accessed

    May 20, 2020. https://www.nursingworld.org/practice-
    policy/work-environment/health-safety/disaster-
    preparedness/coronavirus/what-you-need-to-know/the-
    well-being-initiative/

    • Barron B, Cusack C, Lux L, Patterson V. Creating Resiliency and
    Improving Retention Among Nurses. Updated December 6,
    2019. Accessed May 20, 2020. https://www.aacn.org/clinical-
    resources/csi-projects/creating-resiliency-and-improving-
    retention-among-nurses

    Understanding Moral Distress
    • Forozeiya D, Vanderspank-Wright B, Bourbonnais FF,

    Moreau D, Wright DK. Coping with moral distress –
    �e experiences of intensive care nurses: An interpretive
    descriptive study. Intensive Crit Care Nurs. 2019;53:23–29.
    https://doi.org/10.1016/j.iccn.2019.03.002

    • Dudzinski DM. Navigating moral distress using the moral
    distress map. J Med Ethics. 2016;42(5):321–324.
    https://doi.org/10.1136/medethics-2015-103156

    • Pavlish CL, Brown-Saltzman K, Raho JA, Chen B. A national
    survey on moral obligations in critical care. Am J Crit Care.
    2019;2(3):183–192. https://doi.org/10.4037/ajcc2019512

    Understanding Moral Distress (cont.)
    • Ulrich C, Grady C, eds. Moral Distress in the Health Professions.

    Springer; 2018. ISBN-13: 978-3319646251.
    • University of Kentucky Program for Bioethics. �e Moral

    Distress Education Project. Accessed May 20, 2020.
    https://moraldistressproject.med.uky.edu/moral-distress-home

    • Vincent H, Jones DJ, Engebretson J. Moral distress
    perspectives among interprofessional intensive care unit
    team members [published online May 14, 2020]. Nurs Ethics.
    https://doi.org/10.1177/0969733020916747

    • Deschenes S, Gagnon M, Park T, Kunyk D. Moral distress:
    A concept clarification [published online April 6, 2020].
    Nurs Ethics. https://doi.org/10.1177/0969733020909523

    Mitigating Moral Distress
    • Hamric AB, Epstein EG. A health system-wide moral distress

    consultation service: development and evaluation. HEC Forum.
    2017;29(2):127–143. https://doi.org/10.1007/s10730-016-9315-y

    • Rushton C, Schoonover-Sho�ner K, Kennedy MS.
    Executive summary: transforming moral distress into moral
    resilience in nursing. Am J Nurs. 2017;117(2):52–56.
    https://doi.org/10.1097/01.NAJ.0000512298.18641.31

    Moral Distress Resources

    Explore these resources to learn more about recognizing and addressing Moral Distress.

    Mitigating Moral Distress (cont.)
    • American Association of Critical-Care Nurses. AACN

    Standards for Establishing and Sustaining Healthy Work
    Environments: A Journey to Excellence. Accessed May 20,
    2020. https://www.aacn.org/nursing-excellence/healthy-
    work-environments

    • Wolf AT, White KT, Epstein EG, Enfield KB. Palliative
    care and moral distress: An institutional survey of
    critical care nurses. Crit Care Nurse. 2019;39(5):38–49.
    https://doi.org/10.4037/ccn2019645

    • Wocial LD, Weaver MT. Development and psychometric
    testing of a new tool for detecting moral distress: �e moral
    distress thermometer. J Adv Nurs. 2013;69(1):167–174.
    https://doi.org/10.1111/j.1365-2648.2012.06036.x

    • Pavlish CL, Henriksen J, Brown-Saltzman K, et al.
    A team-based early action protocol to address ethical
    concerns in the intensive care unit. Am J Crit Care.
    2020;29(1):49–61. https://doi.org/10.4037/ajcc2020915

    Burnout
    • National Academy of Medicine. Sharing Knowledge to

    Combat Clinician Burnout. Accessed May 20, 2020.
    https://nam.edu/clinicianwellbeing/

    • Bancroft H, Guidry B, Rodrigue C, Rouyer H, Wilson N.
    Blow Out Burnout: Decreasing Turnover, Increasing Self-Care.
    Updated March 5, 2020. Accessed May 20, 2020.
    https://www.aacn.org/clinical-resources/csi-projects/blow-out-
    burnout-decreasing-turnover-increasing-self-care

    Compassion Fatigue
    • Burger C. Understand & Overcome Your Compassion

    Fatigue: An Online Guide. Accessed May 20, 2020.
    https://www.edumed.org/resources/compassion-fatigue-
    online-guide/

    Moral Distress Resources (cont.)

    �e moral distress thermometer on page three is adapted with permission. �e moral distress thermometer is the result of research works authored by
    Lucia Wocial, PhD, RN and Dr. Michael Weaver at the Indiana University School of Nursing, with graphics and associated software developed
    by Robert ‘Skip’ Comer, research associate at the Indiana University-Purdue University Indianapolis School of Informatics and Computing.

    **Hamric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hamric-pdf)

    **Tigard.Thepositivevalueofmoraldistress.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tigard-thepositivevalueofmoraldistress-pdf)

    **Kerbache.MoralDistressinMedicine.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kerbache-moraldistressinmedicine-pdf)

    **Kerbache.MoralDistressinMedicine.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kerbache-moraldistressinmedicine-pdf)

    **## Moraldistress.pdf**

    Being the Ethical Nurse
    Practitioner You Are Called to Be…

    Moral
    Integrity Values and Moral

    Courage

    SU24 MRM

    Ethics and Morals
    Objectives: Review Ethical and Moral Issues With Moral
    Distress

    Ethics
    • the study of human behavior and actions that deal with human

    conduct.
    • Focuses on the rightness and wrongness of actions
    • Seeks to identify human motives and ways of striving to meet

    goals

    Morals
    • Beliefs about what are right or wrong ways to act
    • These beliefs form guides to actions that individuals use to inform

    their decision making and actions

    Ethical Principles and Concepts

    Ethical Dilemma

    • Ethical dilemma refers to an ethical decision that
    needs to be made and no choice seems totally
    correct. This causes conflicts about what is the right
    action to take.

    • Some examples are:
    • Two or more decisions seem correct, but only one

    decision can be selected
    • All decisions have a positive and a negative consequence
    • All choices have negative consequences

    Moral Distress
    • Moral Distress refers to what happens to an individual

    when that individual needs to make an Ethical
    Decision and does so, but does not think this was
    necessarily the correct action to take. Ex.: When
    something is an “undiscussable” and nothing is said
    or addressed.

    “Undiscussables” Related to Three
    Concerns

    “Undiscussables” refer to what can not be mentioned or
    discussed. Research has identified three concerns nurses
    have about colleagues that need to be discussed but are
    not.

    • Concerns about dangerous shortcuts

    • Concerns about incompetence

    • Concerns about disrespect

    Silent Treatment 2011

    Moral Residue

    • Moral Residue refers to the thoughts and feelings a
    person has after making an Ethical Decision and
    whenever this is thought about the individual feels
    that this decision and action was not correct.

    • Lingering thoughts make it difficult for the
    individual to be at peace and causes stress.

    Professional Issue That Caused You
    Stress and Maybe Internal Conflict

    What Helps
    • Being surrounded by professionals with the moral

    courage to speak up.
    • An ethical climate in the organization that supports

    discussions about taking steps to address concerns.
    • Telling success stories about preventing errors or about

    addressing needs for improvement and rewarding
    effective communication.

    • Supporting professionals in practice who speak up and
    not making them feel isolated but making them feel
    heard.

    • Addressing practice issues that could cause moral
    distress.

    Silent Treatment 2011

    Assignment #1
    Discussion Board Post: Moral Distress and Moral
    Residue
    Instructions: See Syllabus, Appendix B for complete
    instructions

    • Think of an example from your professional life that
    caused you moral distress and/or moral residue.

    • Write a brief reflection (no more than 1-2 pages double-
    spaced) about what this was about and why this caused
    you distress.

    • What ethical principles were involved?

    • Could there have been other ways to professionally
    handle this?

    Considerations for your post and
    discussion responses

    • How can you address the “undiscussables” in your
    practice setting?

    • How can you avoid situations in the future that will
    lead to moral distress or moral residue?

    • How can you prepare yourself and others to be able
    to use moral courage to deal with situations that
    could lead to moral distress?

    References/ Resources
    Beauchamp, T. & Childress, J. (2013). Principles of
    biomedical ethics. (7th ed). Oxford Press.

    Dissertation from Loyola Vincensi, B. (2011). Spiritual
    care in advanced practice nursing. Dissertations. Paper
    201. http://ecommons.luc.edu/luc_diss/201

    Grace, P. (2014). Nursing ethics and professional
    responsibility in advanced practice (2nd ed). Jones and
    Bartlett.
    Maxfield, D., Grenny J., Lavandero, R., & Groah, L.
    (Sept/Oct.2011). The Silent Treatment: Why Safety Tools
    and Checklists Aren’t Enough. PSQH, Retrieved from
    http://psqh.com/the-silent-treatment-why-safety- tools-
    and-checklists-aren’t-enough

    Thank you for following your calling
    to prepare yourself to be a
    Nursing Leader

    **## SU24.Recognizingaddressingmoraldistressquickreferenceguide.pdf**

    RECOGNIZE & ADDRESS

    Moral Distress
    �is tool is intended to help nurses recognize and mitigate moral distress, a painful problem that
    occurs all too often in ethically complex environments such as acute and critical care units, and is
    distinct from burnout and compassion fatigue.

    Recognizing the symptoms, causes and constraints associated with moral distress is the first step.
    Developing strategies to address moral distress and build resilience is next, bringing new meaning
    to the essential work we do and helping us make our optimal contribution to patient care.

    001008 • Rev 07/20

    N

    W

    S

    E

    BurnoutMoral Distress Compassion
    Fatigue

    Identify What You Are Experiencing

    Physical, mental and
    emotional weariness
    related to caring for those
    in significant pain or
    emotional distress.

    See Resources section for
    more information.

    When one knows the right
    thing to do, but constraints,
    conflict, dilemmas or
    uncertainty make it nearly
    impossible to pursue the
    right course of action.

    Physical, mental and
    emotional exhaustion
    caused by workplace stress
    leading to disengagement
    and depersonalization.

    See Resources section for
    more information.

    In managing distress, it is important to identify specifically what type of distress
    you are feeling. �e following three syndromes both present and are addressed di�erently.

    1

    N

    W

    S

    E

    Assess Your Level of Moral Distress

    Use the thermometer to rate the severity of your moral
    distress from one to 10, and note the accompanying
    description. Use the result to prioritize actions you will take
    to mitigate your distress and identify changes over time.

    Moral distress symptoms vary and may include:

    �e moral distress thermometer is adapted with permission. See
    last page for full attribution.

    • Frustration
    • Anger
    • Anxiety
    • Guilt

    • Sadness
    • Powerlessness
    • Withdrawal

    • Muscle aches
    • Headaches
    • Heart palpitations

    • Depression
    • Emotional

    exhaustion
    • Loss of self-worth
    • Nightmares

    • Decreasing
    job satisfaction

    • Depersonalization
    of patients

    • Neck pain
    • Diarrhea
    • Vomiting

    PS
    YC

    HOLOGICAL

    0 None

    1

    2 Mild

    3

    4 Uncomfortable

    5

    6 Distressing

    7

    8 Intense

    9

    10 Worst Possible

    2

    EM
    OTIONAL

    PH

    YSICAL

    Specific situations trigger moral distress. Typically, there is a defining element that constrains or stops you from acting.
    �is constraint may be related to internal or external factors (such as work environment or organizational pressures).

    Identify Causes & Constraints3

    Organization

    • Performing care perceived
    as futile

    • Implementing
    unnecessary treatments

    • Providing end-of-life care
    • Witnessing needless patient

    su�ering/inadequate
    pain relief

    • Providing false hope
    to patients

    • Inadequate sta�ng
    • Ine�ective communication
    • Working with

    incompetent colleague(s)
    • Bullying
    • Lack of a healthy

    work environment

    • Inadequate sta�ng
    • Lack of resources
    • Pressures to decrease costs
    • Hospital policies
    • Hierarchy of power
    • Ine�ective communication
    • Financial limitations

    UnitSelf

    Select Resources �at Can Help4

    OrganizationUnitSelf

    • Recognize symptoms of distress
    • Tell a trusted colleague about

    your concern
    • Fact-check — gather relevant

    information
    • Connect with others for

    validation and support
    • Identify involved parties who

    can help
    • Participate in professional

    development, such as palliative
    care or ethics education

    • Seek help from clinical leaders
    and/or an employee assistance
    program

    • Pause after every patient death
    • Conduct resilience rounds
    • Create a mentoring program

    for new sta�
    • Identify ethics champions for

    peer support
    • Use a tool, such as the

    thermometer graphic, to gauge
    distress among unit sta�

    • Recognize situations that
    frequently cause distress

    • Establish a committee to address
    common sources of distress

    • Use AACN’s Healthy Work
    Environment Assessment Tool

    • Promote actions that improve
    the work environment, such as
    implementing AACN’s Healthy
    Work Environment standards

    • O�er resources to support
    healthcare teams, e.g., palliative
    care, moral distress or ethics
    consultation services

    • Provide training on critical
    debrie�ng, resilience and
    skilled communication

    • Adopt zero-tolerance policies
    on bullying and violence

    • Build programs that promote
    the well-being of the entire
    healthcare team

    Choose strategies to address moral distress based on the type of constraint. Solutions may be
    actions nurses can take individually, contribute to as part of a unit or escalate to organization leaders.

    Moral Distress Support at My Facility5
    Use this worksheet to identify Moral Distress resources

    and strategies available to you at your workplace.

    My OrganizationMy UnitMyself

    Enhancing Nurse Well-Being
    • ANA Enterprise. �e Well-being Initiative. Accessed

    May 20, 2020. https://www.nursingworld.org/practice-
    policy/work-environment/health-safety/disaster-
    preparedness/coronavirus/what-you-need-to-know/the-
    well-being-initiative/

    • Barron B, Cusack C, Lux L, Patterson V. Creating Resiliency and
    Improving Retention Among Nurses. Updated December 6,
    2019. Accessed May 20, 2020. https://www.aacn.org/clinical-
    resources/csi-projects/creating-resiliency-and-improving-
    retention-among-nurses

    Understanding Moral Distress
    • Forozeiya D, Vanderspank-Wright B, Bourbonnais FF,

    Moreau D, Wright DK. Coping with moral distress –
    �e experiences of intensive care nurses: An interpretive
    descriptive study. Intensive Crit Care Nurs. 2019;53:23–29.
    https://doi.org/10.1016/j.iccn.2019.03.002

    • Dudzinski DM. Navigating moral distress using the moral
    distress map. J Med Ethics. 2016;42(5):321–324.
    https://doi.org/10.1136/medethics-2015-103156

    • Pavlish CL, Brown-Saltzman K, Raho JA, Chen B. A national
    survey on moral obligations in critical care. Am J Crit Care.
    2019;2(3):183–192. https://doi.org/10.4037/ajcc2019512

    Understanding Moral Distress (cont.)
    • Ulrich C, Grady C, eds. Moral Distress in the Health Professions.

    Springer; 2018. ISBN-13: 978-3319646251.
    • University of Kentucky Program for Bioethics. �e Moral

    Distress Education Project. Accessed May 20, 2020.
    https://moraldistressproject.med.uky.edu/moral-distress-home

    • Vincent H, Jones DJ, Engebretson J. Moral distress
    perspectives among interprofessional intensive care unit
    team members [published online May 14, 2020]. Nurs Ethics.
    https://doi.org/10.1177/0969733020916747

    • Deschenes S, Gagnon M, Park T, Kunyk D. Moral distress:
    A concept clarification [published online April 6, 2020].
    Nurs Ethics. https://doi.org/10.1177/0969733020909523

    Mitigating Moral Distress
    • Hamric AB, Epstein EG. A health system-wide moral distress

    consultation service: development and evaluation. HEC Forum.
    2017;29(2):127–143. https://doi.org/10.1007/s10730-016-9315-y

    • Rushton C, Schoonover-Sho�ner K, Kennedy MS.
    Executive summary: transforming moral distress into moral
    resilience in nursing. Am J Nurs. 2017;117(2):52–56.
    https://doi.org/10.1097/01.NAJ.0000512298.18641.31

    Moral Distress Resources

    Explore these resources to learn more about recognizing and addressing Moral Distress.

    Mitigating Moral Distress (cont.)
    • American Association of Critical-Care Nurses. AACN

    Standards for Establishing and Sustaining Healthy Work
    Environments: A Journey to Excellence. Accessed May 20,
    2020. https://www.aacn.org/nursing-excellence/healthy-
    work-environments

    • Wolf AT, White KT, Epstein EG, Enfield KB. Palliative
    care and moral distress: An institutional survey of
    critical care nurses. Crit Care Nurse. 2019;39(5):38–49.
    https://doi.org/10.4037/ccn2019645

    • Wocial LD, Weaver MT. Development and psychometric
    testing of a new tool for detecting moral distress: �e moral
    distress thermometer. J Adv Nurs. 2013;69(1):167–174.
    https://doi.org/10.1111/j.1365-2648.2012.06036.x

    • Pavlish CL, Henriksen J, Brown-Saltzman K, et al.
    A team-based early action protocol to address ethical
    concerns in the intensive care unit. Am J Crit Care.
    2020;29(1):49–61. https://doi.org/10.4037/ajcc2020915

    Burnout
    • National Academy of Medicine. Sharing Knowledge to

    Combat Clinician Burnout. Accessed May 20, 2020.
    https://nam.edu/clinicianwellbeing/

    • Bancroft H, Guidry B, Rodrigue C, Rouyer H, Wilson N.
    Blow Out Burnout: Decreasing Turnover, Increasing Self-Care.
    Updated March 5, 2020. Accessed May 20, 2020.
    https://www.aacn.org/clinical-resources/csi-projects/blow-out-
    burnout-decreasing-turnover-increasing-self-care

    Compassion Fatigue
    • Burger C. Understand & Overcome Your Compassion

    Fatigue: An Online Guide. Accessed May 20, 2020.
    https://www.edumed.org/resources/compassion-fatigue-
    online-guide/

    Moral Distress Resources (cont.)

    �e moral distress thermometer on page three is adapted with permission. �e moral distress thermometer is the result of research works authored by
    Lucia Wocial, PhD, RN and Dr. Michael Weaver at the Indiana University School of Nursing, with graphics and associated software developed
    by Robert ‘Skip’ Comer, research associate at the Indiana University-Purdue University Indianapolis School of Informatics and Computing.

    **Hamric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hamric-pdf)

    **Tigard.Thepositivevalueofmoraldistress.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tigard-thepositivevalueofmoraldistress-pdf)

    **Kerbache.MoralDistressinMedicine.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kerbache-moraldistressinmedicine-pdf)

    **## Moraldistress.pdf**

    Being the Ethical Nurse
    Practitioner You Are Called to Be…

    Moral
    Integrity Values and Moral

    Courage

    SU24 MRM

    Ethics and Morals
    Objectives: Review Ethical and Moral Issues With Moral
    Distress

    Ethics
    • the study of human behavior and actions that deal with human

    conduct.
    • Focuses on the rightness and wrongness of actions
    • Seeks to identify human motives and ways of striving to meet

    goals

    Morals
    • Beliefs about what are right or wrong ways to act
    • These beliefs form guides to actions that individuals use to inform

    their decision making and actions

    Ethical Principles and Concepts

    Ethical Dilemma

    • Ethical dilemma refers to an ethical decision that
    needs to be made and no choice seems totally
    correct. This causes conflicts about what is the right
    action to take.

    • Some examples are:
    • Two or more decisions seem correct, but only one

    decision can be selected
    • All decisions have a positive and a negative consequence
    • All choices have negative consequences

    Moral Distress
    • Moral Distress refers to what happens to an individual

    when that individual needs to make an Ethical
    Decision and does so, but does not think this was
    necessarily the correct action to take. Ex.: When
    something is an “undiscussable” and nothing is said
    or addressed.

    “Undiscussables” Related to Three
    Concerns

    “Undiscussables” refer to what can not be mentioned or
    discussed. Research has identified three concerns nurses
    have about colleagues that need to be discussed but are
    not.

    • Concerns about dangerous shortcuts

    • Concerns about incompetence

    • Concerns about disrespect

    Silent Treatment 2011

    Moral Residue

    • Moral Residue refers to the thoughts and feelings a
    person has after making an Ethical Decision and
    whenever this is thought about the individual feels
    that this decision and action was not correct.

    • Lingering thoughts make it difficult for the
    individual to be at peace and causes stress.

    Professional Issue That Caused You
    Stress and Maybe Internal Conflict

    What Helps
    • Being surrounded by professionals with the moral

    courage to speak up.
    • An ethical climate in the organization that supports

    discussions about taking steps to address concerns.
    • Telling success stories about preventing errors or about

    addressing needs for improvement and rewarding
    effective communication.

    • Supporting professionals in practice who speak up and
    not making them feel isolated but making them feel
    heard.

    • Addressing practice issues that could cause moral
    distress.

    Silent Treatment 2011

    Assignment #1
    Discussion Board Post: Moral Distress and Moral
    Residue
    Instructions: See Syllabus, Appendix B for complete
    instructions

    • Think of an example from your professional life that
    caused you moral distress and/or moral residue.

    • Write a brief reflection (no more than 1-2 pages double-
    spaced) about what this was about and why this caused
    you distress.

    • What ethical principles were involved?

    • Could there have been other ways to professionally
    handle this?

    Considerations for your post and
    discussion responses

    • How can you address the “undiscussables” in your
    practice setting?

    • How can you avoid situations in the future that will
    lead to moral distress or moral residue?

    • How can you prepare yourself and others to be able
    to use moral courage to deal with situations that
    could lead to moral distress?

    References/ Resources
    Beauchamp, T. & Childress, J. (2013). Principles of
    biomedical ethics. (7th ed). Oxford Press.

    Dissertation from Loyola Vincensi, B. (2011). Spiritual
    care in advanced practice nursing. Dissertations. Paper
    201. http://ecommons.luc.edu/luc_diss/201

    Grace, P. (2014). Nursing ethics and professional
    responsibility in advanced practice (2nd ed). Jones and
    Bartlett.
    Maxfield, D., Grenny J., Lavandero, R., & Groah, L.
    (Sept/Oct.2011). The Silent Treatment: Why Safety Tools
    and Checklists Aren’t Enough. PSQH, Retrieved from
    http://psqh.com/the-silent-treatment-why-safety- tools-
    and-checklists-aren’t-enough

    Thank you for following your calling
    to prepare yourself to be a
    Nursing Leader

    **## SU24.Recognizingaddressingmoraldistressquickreferenceguide.pdf**

    RECOGNIZE & ADDRESS

    Moral Distress
    �is tool is intended to help nurses recognize and mitigate moral distress, a painful problem that
    occurs all too often in ethically complex environments such as acute and critical care units, and is
    distinct from burnout and compassion fatigue.

    Recognizing the symptoms, causes and constraints associated with moral distress is the first step.
    Developing strategies to address moral distress and build resilience is next, bringing new meaning
    to the essential work we do and helping us make our optimal contribution to patient care.

    001008 • Rev 07/20

    N

    W

    S

    E

    BurnoutMoral Distress Compassion
    Fatigue

    Identify What You Are Experiencing

    Physical, mental and
    emotional weariness
    related to caring for those
    in significant pain or
    emotional distress.

    See Resources section for
    more information.

    When one knows the right
    thing to do, but constraints,
    conflict, dilemmas or
    uncertainty make it nearly
    impossible to pursue the
    right course of action.

    Physical, mental and
    emotional exhaustion
    caused by workplace stress
    leading to disengagement
    and depersonalization.

    See Resources section for
    more information.

    In managing distress, it is important to identify specifically what type of distress
    you are feeling. �e following three syndromes both present and are addressed di�erently.

    1

    N

    W

    S

    E

    Assess Your Level of Moral Distress

    Use the thermometer to rate the severity of your moral
    distress from one to 10, and note the accompanying
    description. Use the result to prioritize actions you will take
    to mitigate your distress and identify changes over time.

    Moral distress symptoms vary and may include:

    �e moral distress thermometer is adapted with permission. See
    last page for full attribution.

    • Frustration
    • Anger
    • Anxiety
    • Guilt

    • Sadness
    • Powerlessness
    • Withdrawal

    • Muscle aches
    • Headaches
    • Heart palpitations

    • Depression
    • Emotional

    exhaustion
    • Loss of self-worth
    • Nightmares

    • Decreasing
    job satisfaction

    • Depersonalization
    of patients

    • Neck pain
    • Diarrhea
    • Vomiting

    PS
    YC

    HOLOGICAL

    0 None

    1

    2 Mild

    3

    4 Uncomfortable

    5

    6 Distressing

    7

    8 Intense

    9

    10 Worst Possible

    2

    EM
    OTIONAL

    PH

    YSICAL

    Specific situations trigger moral distress. Typically, there is a defining element that constrains or stops you from acting.
    �is constraint may be related to internal or external factors (such as work environment or organizational pressures).

    Identify Causes & Constraints3

    Organization

    • Performing care perceived
    as futile

    • Implementing
    unnecessary treatments

    • Providing end-of-life care
    • Witnessing needless patient

    su�ering/inadequate
    pain relief

    • Providing false hope
    to patients

    • Inadequate sta�ng
    • Ine�ective communication
    • Working with

    incompetent colleague(s)
    • Bullying
    • Lack of a healthy

    work environment

    • Inadequate sta�ng
    • Lack of resources
    • Pressures to decrease costs
    • Hospital policies
    • Hierarchy of power
    • Ine�ective communication
    • Financial limitations

    UnitSelf

    Select Resources �at Can Help4

    OrganizationUnitSelf

    • Recognize symptoms of distress
    • Tell a trusted colleague about

    your concern
    • Fact-check — gather relevant

    information
    • Connect with others for

    validation and support
    • Identify involved parties who

    can help
    • Participate in professional

    development, such as palliative
    care or ethics education

    • Seek help from clinical leaders
    and/or an employee assistance
    program

    • Pause after every patient death
    • Conduct resilience rounds
    • Create a mentoring program

    for new sta�
    • Identify ethics champions for

    peer support
    • Use a tool, such as the

    thermometer graphic, to gauge
    distress among unit sta�

    • Recognize situations that
    frequently cause distress

    • Establish a committee to address
    common sources of distress

    • Use AACN’s Healthy Work
    Environment Assessment Tool

    • Promote actions that improve
    the work environment, such as
    implementing AACN’s Healthy
    Work Environment standards

    • O�er resources to support
    healthcare teams, e.g., palliative
    care, moral distress or ethics
    consultation services

    • Provide training on critical
    debrie�ng, resilience and
    skilled communication

    • Adopt zero-tolerance policies
    on bullying and violence

    • Build programs that promote
    the well-being of the entire
    healthcare team

    Choose strategies to address moral distress based on the type of constraint. Solutions may be
    actions nurses can take individually, contribute to as part of a unit or escalate to organization leaders.

    Moral Distress Support at My Facility5
    Use this worksheet to identify Moral Distress resources

    and strategies available to you at your workplace.

    My OrganizationMy UnitMyself

    Enhancing Nurse Well-Being
    • ANA Enterprise. �e Well-being Initiative. Accessed

    May 20, 2020. https://www.nursingworld.org/practice-
    policy/work-environment/health-safety/disaster-
    preparedness/coronavirus/what-you-need-to-know/the-
    well-being-initiative/

    • Barron B, Cusack C, Lux L, Patterson V. Creating Resiliency and
    Improving Retention Among Nurses. Updated December 6,
    2019. Accessed May 20, 2020. https://www.aacn.org/clinical-
    resources/csi-projects/creating-resiliency-and-improving-
    retention-among-nurses

    Understanding Moral Distress
    • Forozeiya D, Vanderspank-Wright B, Bourbonnais FF,

    Moreau D, Wright DK. Coping with moral distress –
    �e experiences of intensive care nurses: An interpretive
    descriptive study. Intensive Crit Care Nurs. 2019;53:23–29.
    https://doi.org/10.1016/j.iccn.2019.03.002

    • Dudzinski DM. Navigating moral distress using the moral
    distress map. J Med Ethics. 2016;42(5):321–324.
    https://doi.org/10.1136/medethics-2015-103156

    • Pavlish CL, Brown-Saltzman K, Raho JA, Chen B. A national
    survey on moral obligations in critical care. Am J Crit Care.
    2019;2(3):183–192. https://doi.org/10.4037/ajcc2019512

    Understanding Moral Distress (cont.)
    • Ulrich C, Grady C, eds. Moral Distress in the Health Professions.

    Springer; 2018. ISBN-13: 978-3319646251.
    • University of Kentucky Program for Bioethics. �e Moral

    Distress Education Project. Accessed May 20, 2020.
    https://moraldistressproject.med.uky.edu/moral-distress-home

    • Vincent H, Jones DJ, Engebretson J. Moral distress
    perspectives among interprofessional intensive care unit
    team members [published online May 14, 2020]. Nurs Ethics.
    https://doi.org/10.1177/0969733020916747

    • Deschenes S, Gagnon M, Park T, Kunyk D. Moral distress:
    A concept clarification [published online April 6, 2020].
    Nurs Ethics. https://doi.org/10.1177/0969733020909523

    Mitigating Moral Distress
    • Hamric AB, Epstein EG. A health system-wide moral distress

    consultation service: development and evaluation. HEC Forum.
    2017;29(2):127–143. https://doi.org/10.1007/s10730-016-9315-y

    • Rushton C, Schoonover-Sho�ner K, Kennedy MS.
    Executive summary: transforming moral distress into moral
    resilience in nursing. Am J Nurs. 2017;117(2):52–56.
    https://doi.org/10.1097/01.NAJ.0000512298.18641.31

    Moral Distress Resources

    Explore these resources to learn more about recognizing and addressing Moral Distress.

    Mitigating Moral Distress (cont.)
    • American Association of Critical-Care Nurses. AACN

    Standards for Establishing and Sustaining Healthy Work
    Environments: A Journey to Excellence. Accessed May 20,
    2020. https://www.aacn.org/nursing-excellence/healthy-
    work-environments

    • Wolf AT, White KT, Epstein EG, Enfield KB. Palliative
    care and moral distress: An institutional survey of
    critical care nurses. Crit Care Nurse. 2019;39(5):38–49.
    https://doi.org/10.4037/ccn2019645

    • Wocial LD, Weaver MT. Development and psychometric
    testing of a new tool for detecting moral distress: �e moral
    distress thermometer. J Adv Nurs. 2013;69(1):167–174.
    https://doi.org/10.1111/j.1365-2648.2012.06036.x

    • Pavlish CL, Henriksen J, Brown-Saltzman K, et al.
    A team-based early action protocol to address ethical
    concerns in the intensive care unit. Am J Crit Care.
    2020;29(1):49–61. https://doi.org/10.4037/ajcc2020915

    Burnout
    • National Academy of Medicine. Sharing Knowledge to

    Combat Clinician Burnout. Accessed May 20, 2020.
    https://nam.edu/clinicianwellbeing/

    • Bancroft H, Guidry B, Rodrigue C, Rouyer H, Wilson N.
    Blow Out Burnout: Decreasing Turnover, Increasing Self-Care.
    Updated March 5, 2020. Accessed May 20, 2020.
    https://www.aacn.org/clinical-resources/csi-projects/blow-out-
    burnout-decreasing-turnover-increasing-self-care

    Compassion Fatigue
    • Burger C. Understand & Overcome Your Compassion

    Fatigue: An Online Guide. Accessed May 20, 2020.
    https://www.edumed.org/resources/compassion-fatigue-
    online-guide/

    Moral Distress Resources (cont.)

    �e moral distress thermometer on page three is adapted with permission. �e moral distress thermometer is the result of research works authored by
    Lucia Wocial, PhD, RN and Dr. Michael Weaver at the Indiana University School of Nursing, with graphics and associated software developed
    by Robert ‘Skip’ Comer, research associate at the Indiana University-Purdue University Indianapolis School of Informatics and Computing.

    **Hamric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hamric-pdf)

    **Tigard.Thepositivevalueofmoraldistress.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tigard-thepositivevalueofmoraldistress-pdf)

    **Kerbache.MoralDistressinMedicine.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kerbache-moraldistressinmedicine-pdf)

  • [Solved] PICO question

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    I need help coming up with PICO question ideas

  • [Solved] reply to classmate

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    Please write a reply to this patient's discussion board. 300 words. please use 3 valid and reliable resources. " **Module II Discussion** For this week’s module, the importance of positive and negative pertinent findings that are commonly seen in patient history. This module also focuses on using Sh…

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    Please write a reply to this patient's discussion board. 300 words. please use 3 valid and reliable resources.

    "

    **Module II Discussion**

                For this week’s module, the importance of positive and negative pertinent findings that are commonly seen in patient history. This module also focuses on using Shadow Health that will guide different findings that are classified as positive pertinent findings. With the use of peer review articles and information from the course, we will be able to gather appropriate data to help make proper assessments to rule out different diagnoses.

                The importance of both positive and negative pertinent findings for gathering patient history can impact one’s health information.  For positive pertinent findings, these are signs and symptoms that a patient expresses. Negative pertinent findings are usually those signs and symptoms that used to confirm thoroughness of an assessment. These negative findings can also rule out other associated conditions (Maska & Nelson, 2026). Using both positive and negative pertinent findings helps increase diagnostic accuracy as well as providing safe environments for patients. This helps improve communication between the healthcare team in order to enhance the quality of care through evidence-based decisions.

                In the Shadow Health case with Ms. Jones, examples of both positive and negative pertinent findings can be exhibited. We can see that this patient was having symptoms related to anxiety such as discomfort, restlessness, and difficulty sleeping. These symptoms that she displayed are described as positive findings (Flugelman, 2021). Because her anxiety can contribute to sleep disorders, it can also affect the way Ms. Jones handles her emotions and daily activities. By understanding these symptoms, we can use these signs and symptoms to determine if her difficulty sleeping is the primary diagnosis of her anxiety. By knowing early signs of anxiety, this will help contribute to the care and interventions to help with her overall mental health.

                Another positive pertinent finding seen in the Shadow Health was relating to having a supportive system of her family and friends. This shows that the patient has protective factors that play an important role for recovery and coping mechanisms (Maska & Nelson, 2026). By having a good support system at home, the patient can use these for existing resources to help her manage anxiety that she is experiencing. Understanding her positive findings will help healthcare members find appropriate interventions that will guide this patient to an optimal recovery.

                Overall, this week’s module focused on the positive and negative pertinent findings that are displayed in a patient’s history. Knowing the differences between each other can help determine diagnoses that can be made based upon symptoms that are displayed. These findings can help tailor interventions and treatment options to provide the most effective care.

    **References**

    Flugelman M. Y. (2021). History-taking revisited: simple techniques to foster patient

                collaboration, improve data attainment, and establish trust with the patient. _GMS Journal_

    _for Medical Education_, _38_(6). https://doi.org/10.3205/zma001505

    Maska, E., & Nelson, G. (2026). Assessing perceptions of positive and negative content

                within goals of care notes. _Journal of Pain and Management Symptoms 70_(5).       https://doi.org/10.1016/j.jpainsymman.2025.07.033"

  • [Solved] Discussion 3 Question 2

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    Reflect upon a decision you have made or a problem you have solved in the past year. Apply at least one theoretical approach to your problem/decision. Use reflection to discuss the situation as well as the following; What would you have done differently, if at all? Identify if you were in a leadersh…

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    Reflect upon a decision you have made or a problem you have solved in the past year.  Apply at least one theoretical approach to your problem/decision.  Use reflection to discuss the situation as well as the following;  What would you have done differently, if at all?  Identify if you were in a leadership or management position.  How would this situation be different if you were in the other position? Support your discussion and opinions with facts, relevant examples from personal nursing practice, and at least two citations from the reading or peer-reviewed professional nursing literature. Remember to use APA Manual (7th ed.) formatting for all discussion posts in-text and reference citations.

    NOTE:

    Must be at least 300 words

    Reference page at the end of the discussion

    NO title page needed

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    how does the cardio system work

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  • [Solved] Professional Development Plan (PDP) Part 2

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    **Professional Development Plan (PDP) Part 2** **Assignment instructions and rubric has been attached** **files (2)** – ## A2_499.docx – ## A2_Rubric.pdf **## A2_499.docx** ASSIGNMENT 2 Instructions: **Please use the grading rubric to create an outline of your assignment. Each section of the …

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    **Professional Development Plan (PDP) Part 2**

    **Assignment instructions and rubric has been attached**

    **files (2)**

    – ## A2_499.docx

    – ## A2_Rubric.pdf

    **## A2_499.docx**

    ASSIGNMENT 2 Instructions:

    **Please use the grading rubric to create an outline of your assignment. Each section of the rubric should be a section of your final paper and could become the headings. Your assignment will be graded based on each element of the rubric. Compare each section of your paper with the rubric to ensure all elements are covered. Then, include an introduction and conclusion to tie the paper together. If you have any questions regarding the assignment please contact your instructor using the Course Help forum.**

    As a nursing leader you will have the opportunity to implement many proposals. This is an exercise to help you learn the processes or steps you will need for implementation. Utilizing assignment one, choose one of the program outcomes and develop a quality assurance/capstone project that you believe would be beneficial to your area of employment, or the profession of nursing in general.

    In assignment 2 you will address the following points.

    · the capstone project topic:
    **Implement nurse to patient ratio of 8:1**

    · review of the literature to validate the importance of the project.

    · Location for the proposed plan:
    **Skilled nursing facilities (“Nursing homes”)**

    · three outcomes you plan to achieve.

    · how the project will impact your workplace and your institution

    · how the project will impact your nursing practice, your workplace and nursing as a profession

    **PROGRAM OUTCOMES:**

    Graduates of the BSN program will be able to:
    • Effectively lead and collaborate within diverse, interdisciplinary healthcare teams to enhance patient outcomes and operational efficiency.
    • Integrate research, scholarship, and evidenced-based innovation to enhance professional nursing practice.
    • Design and implement comprehensive health promotion and disease prevention strategies tailored to individuals, families, and communities with varying healthcare needs.
    • Integrate the highest standards of professional ethics, integrity, and accountability, leadership in clinical decision-making and patient advocacy.
    • Demonstrate the global citizen's role by examining contemporary health and illness problems

    **## A2_Rubric.pdf**

    Assignment 2: Capstone Project: Project I
    Description: The baccalaureate graduate will participate in quality initiatives, recognizing that these
    are complex system issues, involving other members of the healthcare team.
    Course Competency(ies): 1, 2, 3, 4
    QSEN Competency(ies): 1, 2, 3, 4, 5, 6
    BSN Essential: Core Competencies for Professional Nursing Education Domain 1, 2, 3, 4, 5, 6, 7,
    8, 9, 10

    Competency Mastery

    100%

    Proficient

    85%

    Acceptable

    77%

    Basic

    70%

    Deficient-Mastery

    not Demonstrated

    Develops a well-
    organized
    discussion and
    synthesis of the
    capstone project
    topic and
    purpose.

    Provide details of
    the issue or
    problem to be
    solved.

    Provides details
    to fully explain the
    importance of the
    project in 2-3
    pages.
    10%

    Thoroughly provides
    an in-depth
    explanation of the
    chosen capstone
    project.

    Synthesizes the
    background of the
    problem and
    provides details to
    fully explain the
    issue or problem
    and the importance
    of the project.

    Partially provides
    an explanation of
    the chosen
    capstone project
    using some detail
    to explain the issue
    or problem and the
    importance of the
    project.

    Chosen capstone
    project contains
    little to no
    explanation with
    limited details for
    the issue or problem
    and the importance
    of the project.

    Faculty does not
    approve
    topic. See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Include a
    minimum of five
    (5) scholarly,
    peer-reviewed
    articles to
    support your
    project.

    5%

    Five relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Four relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Three or less
    scholarly, peer-
    reviewed articles are
    included.

    References are
    not from
    scholarly, peer-
    reviewed
    articles.

    No references
    listed.

    Articles are
    included on the
    reference page
    and cited in-text
    to support the
    discussion.

    5%

    Five or more
    articles are included
    on the reference
    page and cited in-
    text to support the
    discussion.

    Four or more
    articles are
    included on the
    reference page and
    cited in-text to
    support the
    discussion.

    At least three
    articles are included
    on the reference
    page and cited in-text
    to support the
    discussion.

    Articles are
    listed on the
    reference page
    only or listed in-
    text only.

    References are
    not relevant or
    appropriate for
    the topic.

    No articles are
    included on the
    reference page
    or cited in any
    in-text
    references.

    Develop a well-
    organized
    synthesis of the
    five articles and
    discuss how the
    literature will
    support the
    validity of the
    project.

    Discuss
    evidence-based
    rationales to
    support the
    project.

    2-3 paragraphs
    per article.

    Label Headings
    as Article One,
    Article Two, etc.

    10%

    Completely
    develops a well-
    organized synthesis
    of the five articles
    and fully discusses
    how the literature
    will support the
    validity of the
    project.

    Discusses
    evidence-based
    rationales to
    support the project.

    Partially develops a
    well-organized
    synthesis of the
    five articles and
    describes how the
    literature will
    support the validity
    of the project.

    Some information
    is missing or does
    not fully describe
    evidence-based
    rationales to
    support the
    project.

    Each article does
    not contain 2-3
    paragraphs.

    Synthesis of the five
    articles not
    developed, and
    description of how
    the literature will
    support the validity
    of the project is
    lacking details.

    Information is
    missing, vague, or
    does not describe
    evidence-based
    rationales to support
    the project.

    Each article does not
    contain 2-3
    paragraphs.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify a
    minimum of three
    (3) stakeholders
    necessary for the
    success of the
    project. Describe
    their role/title,
    authority to
    approve the
    project, methods
    to gain buy-in and
    support.

    3-4 paragraphs
    per objective
    10%

    Includes three
    stakeholders and
    completely
    discusses how each
    is necessary for the
    success of the
    project.

    Describes the three
    roles/titles,
    authority to approve
    the project, and the
    methods to gain
    buy-in and support.

    Includes 3-4
    paragraphs

    Includes two
    stakeholders and
    completely
    discusses how
    each is necessary
    for the success of
    the project.

    Describes the two
    roles/titles,
    authority to
    approve the
    project, and the
    methods to gain
    buy-in and support.

    Includes 2-3
    paragraphs

    One or less
    stakeholders are
    identified.

    Details are vague or
    missing to describe
    necessity for the
    success of the
    project, roles/titles,
    authority to approve
    the project, and the
    methods to gain buy-
    in and support.

    Minimal discussion

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    discuss two (2)
    potential barriers
    that could impact
    the successful
    implementation of
    your project.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less potential
    barriers that could
    impact the
    successful
    implementation of
    the project.

    Minimal discussion
    is provided.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    describe two (2)
    strategies that
    can be utilized to
    help overcome or
    reduce the
    barriers.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    strategies that can
    be utilized to help
    overcome or
    reduce the
    barriers.

    Only one strategy
    included with
    complete
    discussion.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    Information is
    missing or unclear.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide in-depth
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Include citations
    for support.

    2-3 paragraphs
    (minimum)
    10%

    Completely
    provides in-depth
    discussion of the
    benefits and impact
    the project will have
    once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Partially provides
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Vaguely summarizes
    the benefits and
    impact the project
    will have once
    implemented.

    Does not include
    citations for support.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide an in-
    depth discussion
    of a minimum of
    three (3) areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.
    2-3 paragraphs
    (minimum)
    10%

    Completely
    identifies and
    analyzes a
    minimum of three
    (3) areas of focus in
    which the capstone
    project will impact
    the student’s
    personal practice.

    2-3 paragraphs
    (minimum)

    Identifies and
    examines a
    minimum of three
    or less areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.

    Only two areas of
    focus are
    included.
    Some details are
    missing.

    Two or less
    paragraphs.

    Vaguely summarizes
    the details of
    area of focus in
    which the capstone
    project will impact
    the student’s
    personal
    practice. Details are
    missing.

    Two or less areas of
    focus are
    mentioned.
    Minimal discussion .

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing

    List a minimum of
    five scholarly,
    peer-reviewed
    articles that are
    relevant and
    appropriate to
    support your
    project.

    References must
    be scholarly, peer-
    reviewed articles,
    published within
    10 years, and
    include the full
    version of the
    article.

    List references in
    APA format.
    5%

    Five relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Four relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Three or less
    relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Information is
    missing, such as:
    some articles are
    not relevant or
    appropriate, articles
    are published over 10
    years, reference list
    in not in APA format,
    some references are
    not peer-reviewed or
    scholarly articles.

    Listed sources
    are not
    considered
    scholarly.

    No scholarly
    resources
    referenced.

    APA,
    Grammar,
    spelling, and
    punctuation
    15%

    No errors in APA,
    grammar, spelling,
    and punctuations.

    One to two errors in
    APA, grammar,
    spelling, and
    punctuation.

    Three to four errors
    in APA, grammar,
    spelling, and
    punctuation.

    Five to six errors
    in APA,
    grammar,
    spelling and
    punctuation.

    Seven or more
    errors in APA,
    spelling, and
    punctuation.
    The submission
    does not meet
    format
    guidelines.

    **## A2_Rubric.pdf**

    Assignment 2: Capstone Project: Project I
    Description: The baccalaureate graduate will participate in quality initiatives, recognizing that these
    are complex system issues, involving other members of the healthcare team.
    Course Competency(ies): 1, 2, 3, 4
    QSEN Competency(ies): 1, 2, 3, 4, 5, 6
    BSN Essential: Core Competencies for Professional Nursing Education Domain 1, 2, 3, 4, 5, 6, 7,
    8, 9, 10

    Competency Mastery

    100%

    Proficient

    85%

    Acceptable

    77%

    Basic

    70%

    Deficient-Mastery

    not Demonstrated

    Develops a well-
    organized
    discussion and
    synthesis of the
    capstone project
    topic and
    purpose.

    Provide details of
    the issue or
    problem to be
    solved.

    Provides details
    to fully explain the
    importance of the
    project in 2-3
    pages.
    10%

    Thoroughly provides
    an in-depth
    explanation of the
    chosen capstone
    project.

    Synthesizes the
    background of the
    problem and
    provides details to
    fully explain the
    issue or problem
    and the importance
    of the project.

    Partially provides
    an explanation of
    the chosen
    capstone project
    using some detail
    to explain the issue
    or problem and the
    importance of the
    project.

    Chosen capstone
    project contains
    little to no
    explanation with
    limited details for
    the issue or problem
    and the importance
    of the project.

    Faculty does not
    approve
    topic. See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Include a
    minimum of five
    (5) scholarly,
    peer-reviewed
    articles to
    support your
    project.

    5%

    Five relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Four relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Three or less
    scholarly, peer-
    reviewed articles are
    included.

    References are
    not from
    scholarly, peer-
    reviewed
    articles.

    No references
    listed.

    Articles are
    included on the
    reference page
    and cited in-text
    to support the
    discussion.

    5%

    Five or more
    articles are included
    on the reference
    page and cited in-
    text to support the
    discussion.

    Four or more
    articles are
    included on the
    reference page and
    cited in-text to
    support the
    discussion.

    At least three
    articles are included
    on the reference
    page and cited in-text
    to support the
    discussion.

    Articles are
    listed on the
    reference page
    only or listed in-
    text only.

    References are
    not relevant or
    appropriate for
    the topic.

    No articles are
    included on the
    reference page
    or cited in any
    in-text
    references.

    Develop a well-
    organized
    synthesis of the
    five articles and
    discuss how the
    literature will
    support the
    validity of the
    project.

    Discuss
    evidence-based
    rationales to
    support the
    project.

    2-3 paragraphs
    per article.

    Label Headings
    as Article One,
    Article Two, etc.

    10%

    Completely
    develops a well-
    organized synthesis
    of the five articles
    and fully discusses
    how the literature
    will support the
    validity of the
    project.

    Discusses
    evidence-based
    rationales to
    support the project.

    Partially develops a
    well-organized
    synthesis of the
    five articles and
    describes how the
    literature will
    support the validity
    of the project.

    Some information
    is missing or does
    not fully describe
    evidence-based
    rationales to
    support the
    project.

    Each article does
    not contain 2-3
    paragraphs.

    Synthesis of the five
    articles not
    developed, and
    description of how
    the literature will
    support the validity
    of the project is
    lacking details.

    Information is
    missing, vague, or
    does not describe
    evidence-based
    rationales to support
    the project.

    Each article does not
    contain 2-3
    paragraphs.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify a
    minimum of three
    (3) stakeholders
    necessary for the
    success of the
    project. Describe
    their role/title,
    authority to
    approve the
    project, methods
    to gain buy-in and
    support.

    3-4 paragraphs
    per objective
    10%

    Includes three
    stakeholders and
    completely
    discusses how each
    is necessary for the
    success of the
    project.

    Describes the three
    roles/titles,
    authority to approve
    the project, and the
    methods to gain
    buy-in and support.

    Includes 3-4
    paragraphs

    Includes two
    stakeholders and
    completely
    discusses how
    each is necessary
    for the success of
    the project.

    Describes the two
    roles/titles,
    authority to
    approve the
    project, and the
    methods to gain
    buy-in and support.

    Includes 2-3
    paragraphs

    One or less
    stakeholders are
    identified.

    Details are vague or
    missing to describe
    necessity for the
    success of the
    project, roles/titles,
    authority to approve
    the project, and the
    methods to gain buy-
    in and support.

    Minimal discussion

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    discuss two (2)
    potential barriers
    that could impact
    the successful
    implementation of
    your project.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less potential
    barriers that could
    impact the
    successful
    implementation of
    the project.

    Minimal discussion
    is provided.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    describe two (2)
    strategies that
    can be utilized to
    help overcome or
    reduce the
    barriers.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    strategies that can
    be utilized to help
    overcome or
    reduce the
    barriers.

    Only one strategy
    included with
    complete
    discussion.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    Information is
    missing or unclear.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide in-depth
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Include citations
    for support.

    2-3 paragraphs
    (minimum)
    10%

    Completely
    provides in-depth
    discussion of the
    benefits and impact
    the project will have
    once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Partially provides
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Vaguely summarizes
    the benefits and
    impact the project
    will have once
    implemented.

    Does not include
    citations for support.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide an in-
    depth discussion
    of a minimum of
    three (3) areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.
    2-3 paragraphs
    (minimum)
    10%

    Completely
    identifies and
    analyzes a
    minimum of three
    (3) areas of focus in
    which the capstone
    project will impact
    the student’s
    personal practice.

    2-3 paragraphs
    (minimum)

    Identifies and
    examines a
    minimum of three
    or less areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.

    Only two areas of
    focus are
    included.
    Some details are
    missing.

    Two or less
    paragraphs.

    Vaguely summarizes
    the details of
    area of focus in
    which the capstone
    project will impact
    the student’s
    personal
    practice. Details are
    missing.

    Two or less areas of
    focus are
    mentioned.
    Minimal discussion .

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing

    List a minimum of
    five scholarly,
    peer-reviewed
    articles that are
    relevant and
    appropriate to
    support your
    project.

    References must
    be scholarly, peer-
    reviewed articles,
    published within
    10 years, and
    include the full
    version of the
    article.

    List references in
    APA format.
    5%

    Five relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Four relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Three or less
    relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Information is
    missing, such as:
    some articles are
    not relevant or
    appropriate, articles
    are published over 10
    years, reference list
    in not in APA format,
    some references are
    not peer-reviewed or
    scholarly articles.

    Listed sources
    are not
    considered
    scholarly.

    No scholarly
    resources
    referenced.

    APA,
    Grammar,
    spelling, and
    punctuation
    15%

    No errors in APA,
    grammar, spelling,
    and punctuations.

    One to two errors in
    APA, grammar,
    spelling, and
    punctuation.

    Three to four errors
    in APA, grammar,
    spelling, and
    punctuation.

    Five to six errors
    in APA,
    grammar,
    spelling and
    punctuation.

    Seven or more
    errors in APA,
    spelling, and
    punctuation.
    The submission
    does not meet
    format
    guidelines.

    **## A2_499.docx**

    ASSIGNMENT 2 Instructions:

    **Please use the grading rubric to create an outline of your assignment. Each section of the rubric should be a section of your final paper and could become the headings. Your assignment will be graded based on each element of the rubric. Compare each section of your paper with the rubric to ensure all elements are covered. Then, include an introduction and conclusion to tie the paper together. If you have any questions regarding the assignment please contact your instructor using the Course Help forum.**

    As a nursing leader you will have the opportunity to implement many proposals. This is an exercise to help you learn the processes or steps you will need for implementation. Utilizing assignment one, choose one of the program outcomes and develop a quality assurance/capstone project that you believe would be beneficial to your area of employment, or the profession of nursing in general.

    In assignment 2 you will address the following points.

    · the capstone project topic:
    **Implement nurse to patient ratio of 8:1**

    · review of the literature to validate the importance of the project.

    · Location for the proposed plan:
    **Skilled nursing facilities (“Nursing homes”)**

    · three outcomes you plan to achieve.

    · how the project will impact your workplace and your institution

    · how the project will impact your nursing practice, your workplace and nursing as a profession

    **PROGRAM OUTCOMES:**

    Graduates of the BSN program will be able to:
    • Effectively lead and collaborate within diverse, interdisciplinary healthcare teams to enhance patient outcomes and operational efficiency.
    • Integrate research, scholarship, and evidenced-based innovation to enhance professional nursing practice.
    • Design and implement comprehensive health promotion and disease prevention strategies tailored to individuals, families, and communities with varying healthcare needs.
    • Integrate the highest standards of professional ethics, integrity, and accountability, leadership in clinical decision-making and patient advocacy.
    • Demonstrate the global citizen's role by examining contemporary health and illness problems

    **## A2_Rubric.pdf**

    Assignment 2: Capstone Project: Project I
    Description: The baccalaureate graduate will participate in quality initiatives, recognizing that these
    are complex system issues, involving other members of the healthcare team.
    Course Competency(ies): 1, 2, 3, 4
    QSEN Competency(ies): 1, 2, 3, 4, 5, 6
    BSN Essential: Core Competencies for Professional Nursing Education Domain 1, 2, 3, 4, 5, 6, 7,
    8, 9, 10

    Competency Mastery

    100%

    Proficient

    85%

    Acceptable

    77%

    Basic

    70%

    Deficient-Mastery

    not Demonstrated

    Develops a well-
    organized
    discussion and
    synthesis of the
    capstone project
    topic and
    purpose.

    Provide details of
    the issue or
    problem to be
    solved.

    Provides details
    to fully explain the
    importance of the
    project in 2-3
    pages.
    10%

    Thoroughly provides
    an in-depth
    explanation of the
    chosen capstone
    project.

    Synthesizes the
    background of the
    problem and
    provides details to
    fully explain the
    issue or problem
    and the importance
    of the project.

    Partially provides
    an explanation of
    the chosen
    capstone project
    using some detail
    to explain the issue
    or problem and the
    importance of the
    project.

    Chosen capstone
    project contains
    little to no
    explanation with
    limited details for
    the issue or problem
    and the importance
    of the project.

    Faculty does not
    approve
    topic. See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Include a
    minimum of five
    (5) scholarly,
    peer-reviewed
    articles to
    support your
    project.

    5%

    Five relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Four relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Three or less
    scholarly, peer-
    reviewed articles are
    included.

    References are
    not from
    scholarly, peer-
    reviewed
    articles.

    No references
    listed.

    Articles are
    included on the
    reference page
    and cited in-text
    to support the
    discussion.

    5%

    Five or more
    articles are included
    on the reference
    page and cited in-
    text to support the
    discussion.

    Four or more
    articles are
    included on the
    reference page and
    cited in-text to
    support the
    discussion.

    At least three
    articles are included
    on the reference
    page and cited in-text
    to support the
    discussion.

    Articles are
    listed on the
    reference page
    only or listed in-
    text only.

    References are
    not relevant or
    appropriate for
    the topic.

    No articles are
    included on the
    reference page
    or cited in any
    in-text
    references.

    Develop a well-
    organized
    synthesis of the
    five articles and
    discuss how the
    literature will
    support the
    validity of the
    project.

    Discuss
    evidence-based
    rationales to
    support the
    project.

    2-3 paragraphs
    per article.

    Label Headings
    as Article One,
    Article Two, etc.

    10%

    Completely
    develops a well-
    organized synthesis
    of the five articles
    and fully discusses
    how the literature
    will support the
    validity of the
    project.

    Discusses
    evidence-based
    rationales to
    support the project.

    Partially develops a
    well-organized
    synthesis of the
    five articles and
    describes how the
    literature will
    support the validity
    of the project.

    Some information
    is missing or does
    not fully describe
    evidence-based
    rationales to
    support the
    project.

    Each article does
    not contain 2-3
    paragraphs.

    Synthesis of the five
    articles not
    developed, and
    description of how
    the literature will
    support the validity
    of the project is
    lacking details.

    Information is
    missing, vague, or
    does not describe
    evidence-based
    rationales to support
    the project.

    Each article does not
    contain 2-3
    paragraphs.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify a
    minimum of three
    (3) stakeholders
    necessary for the
    success of the
    project. Describe
    their role/title,
    authority to
    approve the
    project, methods
    to gain buy-in and
    support.

    3-4 paragraphs
    per objective
    10%

    Includes three
    stakeholders and
    completely
    discusses how each
    is necessary for the
    success of the
    project.

    Describes the three
    roles/titles,
    authority to approve
    the project, and the
    methods to gain
    buy-in and support.

    Includes 3-4
    paragraphs

    Includes two
    stakeholders and
    completely
    discusses how
    each is necessary
    for the success of
    the project.

    Describes the two
    roles/titles,
    authority to
    approve the
    project, and the
    methods to gain
    buy-in and support.

    Includes 2-3
    paragraphs

    One or less
    stakeholders are
    identified.

    Details are vague or
    missing to describe
    necessity for the
    success of the
    project, roles/titles,
    authority to approve
    the project, and the
    methods to gain buy-
    in and support.

    Minimal discussion

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    discuss two (2)
    potential barriers
    that could impact
    the successful
    implementation of
    your project.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less potential
    barriers that could
    impact the
    successful
    implementation of
    the project.

    Minimal discussion
    is provided.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    describe two (2)
    strategies that
    can be utilized to
    help overcome or
    reduce the
    barriers.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    strategies that can
    be utilized to help
    overcome or
    reduce the
    barriers.

    Only one strategy
    included with
    complete
    discussion.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    Information is
    missing or unclear.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide in-depth
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Include citations
    for support.

    2-3 paragraphs
    (minimum)
    10%

    Completely
    provides in-depth
    discussion of the
    benefits and impact
    the project will have
    once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Partially provides
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Vaguely summarizes
    the benefits and
    impact the project
    will have once
    implemented.

    Does not include
    citations for support.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide an in-
    depth discussion
    of a minimum of
    three (3) areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.
    2-3 paragraphs
    (minimum)
    10%

    Completely
    identifies and
    analyzes a
    minimum of three
    (3) areas of focus in
    which the capstone
    project will impact
    the student’s
    personal practice.

    2-3 paragraphs
    (minimum)

    Identifies and
    examines a
    minimum of three
    or less areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.

    Only two areas of
    focus are
    included.
    Some details are
    missing.

    Two or less
    paragraphs.

    Vaguely summarizes
    the details of
    area of focus in
    which the capstone
    project will impact
    the student’s
    personal
    practice. Details are
    missing.

    Two or less areas of
    focus are
    mentioned.
    Minimal discussion .

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing

    List a minimum of
    five scholarly,
    peer-reviewed
    articles that are
    relevant and
    appropriate to
    support your
    project.

    References must
    be scholarly, peer-
    reviewed articles,
    published within
    10 years, and
    include the full
    version of the
    article.

    List references in
    APA format.
    5%

    Five relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Four relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Three or less
    relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Information is
    missing, such as:
    some articles are
    not relevant or
    appropriate, articles
    are published over 10
    years, reference list
    in not in APA format,
    some references are
    not peer-reviewed or
    scholarly articles.

    Listed sources
    are not
    considered
    scholarly.

    No scholarly
    resources
    referenced.

    APA,
    Grammar,
    spelling, and
    punctuation
    15%

    No errors in APA,
    grammar, spelling,
    and punctuations.

    One to two errors in
    APA, grammar,
    spelling, and
    punctuation.

    Three to four errors
    in APA, grammar,
    spelling, and
    punctuation.

    Five to six errors
    in APA,
    grammar,
    spelling and
    punctuation.

    Seven or more
    errors in APA,
    spelling, and
    punctuation.
    The submission
    does not meet
    format
    guidelines.

    **## A2_499.docx**

    ASSIGNMENT 2 Instructions:

    **Please use the grading rubric to create an outline of your assignment. Each section of the rubric should be a section of your final paper and could become the headings. Your assignment will be graded based on each element of the rubric. Compare each section of your paper with the rubric to ensure all elements are covered. Then, include an introduction and conclusion to tie the paper together. If you have any questions regarding the assignment please contact your instructor using the Course Help forum.**

    As a nursing leader you will have the opportunity to implement many proposals. This is an exercise to help you learn the processes or steps you will need for implementation. Utilizing assignment one, choose one of the program outcomes and develop a quality assurance/capstone project that you believe would be beneficial to your area of employment, or the profession of nursing in general.

    In assignment 2 you will address the following points.

    · the capstone project topic:
    **Implement nurse to patient ratio of 8:1**

    · review of the literature to validate the importance of the project.

    · Location for the proposed plan:
    **Skilled nursing facilities (“Nursing homes”)**

    · three outcomes you plan to achieve.

    · how the project will impact your workplace and your institution

    · how the project will impact your nursing practice, your workplace and nursing as a profession

    **PROGRAM OUTCOMES:**

    Graduates of the BSN program will be able to:
    • Effectively lead and collaborate within diverse, interdisciplinary healthcare teams to enhance patient outcomes and operational efficiency.
    • Integrate research, scholarship, and evidenced-based innovation to enhance professional nursing practice.
    • Design and implement comprehensive health promotion and disease prevention strategies tailored to individuals, families, and communities with varying healthcare needs.
    • Integrate the highest standards of professional ethics, integrity, and accountability, leadership in clinical decision-making and patient advocacy.
    • Demonstrate the global citizen's role by examining contemporary health and illness problems

    **## A2_Rubric.pdf**

    Assignment 2: Capstone Project: Project I
    Description: The baccalaureate graduate will participate in quality initiatives, recognizing that these
    are complex system issues, involving other members of the healthcare team.
    Course Competency(ies): 1, 2, 3, 4
    QSEN Competency(ies): 1, 2, 3, 4, 5, 6
    BSN Essential: Core Competencies for Professional Nursing Education Domain 1, 2, 3, 4, 5, 6, 7,
    8, 9, 10

    Competency Mastery

    100%

    Proficient

    85%

    Acceptable

    77%

    Basic

    70%

    Deficient-Mastery

    not Demonstrated

    Develops a well-
    organized
    discussion and
    synthesis of the
    capstone project
    topic and
    purpose.

    Provide details of
    the issue or
    problem to be
    solved.

    Provides details
    to fully explain the
    importance of the
    project in 2-3
    pages.
    10%

    Thoroughly provides
    an in-depth
    explanation of the
    chosen capstone
    project.

    Synthesizes the
    background of the
    problem and
    provides details to
    fully explain the
    issue or problem
    and the importance
    of the project.

    Partially provides
    an explanation of
    the chosen
    capstone project
    using some detail
    to explain the issue
    or problem and the
    importance of the
    project.

    Chosen capstone
    project contains
    little to no
    explanation with
    limited details for
    the issue or problem
    and the importance
    of the project.

    Faculty does not
    approve
    topic. See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Include a
    minimum of five
    (5) scholarly,
    peer-reviewed
    articles to
    support your
    project.

    5%

    Five relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Four relevant and
    appropriate
    scholarly, peer-
    reviewed articles
    are included.

    Three or less
    scholarly, peer-
    reviewed articles are
    included.

    References are
    not from
    scholarly, peer-
    reviewed
    articles.

    No references
    listed.

    Articles are
    included on the
    reference page
    and cited in-text
    to support the
    discussion.

    5%

    Five or more
    articles are included
    on the reference
    page and cited in-
    text to support the
    discussion.

    Four or more
    articles are
    included on the
    reference page and
    cited in-text to
    support the
    discussion.

    At least three
    articles are included
    on the reference
    page and cited in-text
    to support the
    discussion.

    Articles are
    listed on the
    reference page
    only or listed in-
    text only.

    References are
    not relevant or
    appropriate for
    the topic.

    No articles are
    included on the
    reference page
    or cited in any
    in-text
    references.

    Develop a well-
    organized
    synthesis of the
    five articles and
    discuss how the
    literature will
    support the
    validity of the
    project.

    Discuss
    evidence-based
    rationales to
    support the
    project.

    2-3 paragraphs
    per article.

    Label Headings
    as Article One,
    Article Two, etc.

    10%

    Completely
    develops a well-
    organized synthesis
    of the five articles
    and fully discusses
    how the literature
    will support the
    validity of the
    project.

    Discusses
    evidence-based
    rationales to
    support the project.

    Partially develops a
    well-organized
    synthesis of the
    five articles and
    describes how the
    literature will
    support the validity
    of the project.

    Some information
    is missing or does
    not fully describe
    evidence-based
    rationales to
    support the
    project.

    Each article does
    not contain 2-3
    paragraphs.

    Synthesis of the five
    articles not
    developed, and
    description of how
    the literature will
    support the validity
    of the project is
    lacking details.

    Information is
    missing, vague, or
    does not describe
    evidence-based
    rationales to support
    the project.

    Each article does not
    contain 2-3
    paragraphs.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify a
    minimum of three
    (3) stakeholders
    necessary for the
    success of the
    project. Describe
    their role/title,
    authority to
    approve the
    project, methods
    to gain buy-in and
    support.

    3-4 paragraphs
    per objective
    10%

    Includes three
    stakeholders and
    completely
    discusses how each
    is necessary for the
    success of the
    project.

    Describes the three
    roles/titles,
    authority to approve
    the project, and the
    methods to gain
    buy-in and support.

    Includes 3-4
    paragraphs

    Includes two
    stakeholders and
    completely
    discusses how
    each is necessary
    for the success of
    the project.

    Describes the two
    roles/titles,
    authority to
    approve the
    project, and the
    methods to gain
    buy-in and support.

    Includes 2-3
    paragraphs

    One or less
    stakeholders are
    identified.

    Details are vague or
    missing to describe
    necessity for the
    success of the
    project, roles/titles,
    authority to approve
    the project, and the
    methods to gain buy-
    in and support.

    Minimal discussion

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    discuss two (2)
    potential barriers
    that could impact
    the successful
    implementation of
    your project.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    potential barriers
    that could impact
    the successful
    implementation of
    the project.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less potential
    barriers that could
    impact the
    successful
    implementation of
    the project.

    Minimal discussion
    is provided.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Identify and
    describe two (2)
    strategies that
    can be utilized to
    help overcome or
    reduce the
    barriers.

    2-3 paragraphs
    (minimum)
    10%

    Identifies and
    analyzes two
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    At least 2-3
    paragraphs
    included.

    Identifies and
    examines two
    strategies that can
    be utilized to help
    overcome or
    reduce the
    barriers.

    Only one strategy
    included with
    complete
    discussion.

    Less than 2
    paragraphs
    included.

    Vaguely summarizes
    two or less
    strategies that can
    be utilized to help
    overcome or reduce
    the barriers.

    Information is
    missing or unclear.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide in-depth
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Include citations
    for support.

    2-3 paragraphs
    (minimum)
    10%

    Completely
    provides in-depth
    discussion of the
    benefits and impact
    the project will have
    once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Partially provides
    discussion of the
    benefits and
    impact the project
    will have once
    implemented.

    Includes citations
    for support.

    Includes 2-3
    paragraphs
    (minimum)

    Vaguely summarizes
    the benefits and
    impact the project
    will have once
    implemented.

    Does not include
    citations for support.

    Minimal discussion.

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing.

    Provide an in-
    depth discussion
    of a minimum of
    three (3) areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.
    2-3 paragraphs
    (minimum)
    10%

    Completely
    identifies and
    analyzes a
    minimum of three
    (3) areas of focus in
    which the capstone
    project will impact
    the student’s
    personal practice.

    2-3 paragraphs
    (minimum)

    Identifies and
    examines a
    minimum of three
    or less areas of
    focus in which the
    capstone project
    will impact the
    student’s personal
    practice.

    Only two areas of
    focus are
    included.
    Some details are
    missing.

    Two or less
    paragraphs.

    Vaguely summarizes
    the details of
    area of focus in
    which the capstone
    project will impact
    the student’s
    personal
    practice. Details are
    missing.

    Two or less areas of
    focus are
    mentioned.
    Minimal discussion .

    Faculty does not
    approve
    topic.  See
    faculty feedback
    on what needs
    to be addressed.

    No paper
    submitted or
    content
    missing

    List a minimum of
    five scholarly,
    peer-reviewed
    articles that are
    relevant and
    appropriate to
    support your
    project.

    References must
    be scholarly, peer-
    reviewed articles,
    published within
    10 years, and
    include the full
    version of the
    article.

    List references in
    APA format.
    5%

    Five relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Four relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Articles are
    published within 10
    years.

    References are
    listed in correct
    APA format.

    Three or less
    relevant and
    appropriate peer-
    reviewed scholarly
    articles are listed.

    Information is
    missing, such as:
    some articles are
    not relevant or
    appropriate, articles
    are published over 10
    years, reference list
    in not in APA format,
    some references are
    not peer-reviewed or
    scholarly articles.

    Listed sources
    are not
    considered
    scholarly.

    No scholarly
    resources
    referenced.

    APA,
    Grammar,
    spelling, and
    punctuation
    15%

    No errors in APA,
    grammar, spelling,
    and punctuations.

    One to two errors in
    APA, grammar,
    spelling, and
    punctuation.

    Three to four errors
    in APA, grammar,
    spelling, and
    punctuation.

    Five to six errors
    in APA,
    grammar,
    spelling and
    punctuation.

    Seven or more
    errors in APA,
    spelling, and
    punctuation.
    The submission
    does not meet
    format
    guidelines.

  • [Solved] Presentation: Critical Review & Evaluation of Health Promotion Protocol/Practice

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    **files (1)** – ## Presentation-CriticalReviewEvaluationofHealthPromotionProtocolPractice.docx **## Presentation-CriticalReviewEvaluationofHealthPromotionProtocolPractice.docx** **_Presentation: Critical Review & Evaluation of Health Promotion Protocol/Practice_** The purpose of this assignment is t…

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    **files (1)**

    – ## Presentation-CriticalReviewEvaluationofHealthPromotionProtocolPractice.docx

    **## Presentation-CriticalReviewEvaluationofHealthPromotionProtocolPractice.docx**

    **_Presentation: Critical Review & Evaluation of Health Promotion Protocol/Practice_**

    The purpose of this assignment is to complete a review of a screening tool utilized by nurse practitioners in maintaining individual, family, or community health.

    **Your presentation should**:

    1. Identify and select a screening tool
    2. Research of ethical, economical and legal issues relative to the practice in relation to health promotion protocol/practice.
    3. Provide recommendations.

    **_Note:_** Read Chapter 9 in Edelman, C. L., & Kudzma, E. C. (2021) to inform your response.

    **Submission Instructions:**

    · Presentation is original work and logically organized in the current APA style including citation of references.

    · Incorporate a minimum of 4 current (published within the last five years)
    _scholarly journal articles_ or
    _primary legal sources_ (statutes, court opinions) within your work.

    · PowerPoint presentation with 10-15 slides, excluding the title slide and the reference slide.

    · The presentation is clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · Speaker notes expanded upon and clarified content on the slides.

    · Complete and submit by 11:59 PM ET Sunday.

    ![null](https://www.sweetstudy.com/questions/presentation-critical-review-and-evaluation-of-health-promotion-protocolpractice)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Presentation Rubric**

    | | | |
    | — | — | — |
    | Presentation Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines**<br>view longer description | **Distinguished**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |

    ## image1.png

    **## Presentation-CriticalReviewEvaluationofHealthPromotionProtocolPractice.docx**

    **_Presentation: Critical Review & Evaluation of Health Promotion Protocol/Practice_**

    The purpose of this assignment is to complete a review of a screening tool utilized by nurse practitioners in maintaining individual, family, or community health.

    **Your presentation should**:

    1. Identify and select a screening tool
    2. Research of ethical, economical and legal issues relative to the practice in relation to health promotion protocol/practice.
    3. Provide recommendations.

    **_Note:_** Read Chapter 9 in Edelman, C. L., & Kudzma, E. C. (2021) to inform your response.

    **Submission Instructions:**

    · Presentation is original work and logically organized in the current APA style including citation of references.

    · Incorporate a minimum of 4 current (published within the last five years)
    _scholarly journal articles_ or
    _primary legal sources_ (statutes, court opinions) within your work.

    · PowerPoint presentation with 10-15 slides, excluding the title slide and the reference slide.

    · The presentation is clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · Speaker notes expanded upon and clarified content on the slides.

    · Complete and submit by 11:59 PM ET Sunday.

    ![null](https://www.sweetstudy.com/questions/presentation-critical-review-and-evaluation-of-health-promotion-protocolpractice)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Presentation Rubric**

    | | | |
    | — | — | — |
    | Presentation Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines**<br>view longer description | **Distinguished**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |

    ## image1.png

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