Tag: Homework Solution

  • [Solved] Barriers for Advanced practice nursing

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    **Describe three barriers that have slowed down the progress of advanced practice nursing and strategies to help overcome these barriers. (Saunders, 2014)** \ IMG_0047.jpeg](https://www.sweetstudy.com/files/img-0047-jpeg-10382613 "IMG_0047.jpeg")

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    **Describe three barriers that have slowed down the progress of advanced practice nursing and strategies to help overcome these barriers. (Saunders, 2014)**
    \
    IMG_0047.jpeg](https://www.sweetstudy.com/files/img-0047-jpeg-10382613 "IMG_0047.jpeg")

  • [Solved] PM2LD4

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  • [Solved] Account for Management Decision Making- Week 1 Discussion Response

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    **Week 1 Discussion Response** **Response 1** **Maria Espenida** Inpatient Rehabilitation Facilities (IRFs) face unique strategic planning, budgeting, and forecasting challenges that directly impact the organization’s decision-making. Challenges such as reimbursement from the Center for Medicare and…

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    **Week 1 Discussion Response**
    **Response 1**
    **Maria Espenida**
    Inpatient Rehabilitation Facilities (IRFs) face unique strategic planning, budgeting, and forecasting challenges that directly impact the organization’s decision-making. Challenges such as reimbursement from the Center for Medicare and Medicaid Services vary under the Prospective Payment System (CMS, n.d.-a) that is tied to patient acuity and outcomes. Regulatory demands, particularly the Center for Medicare and Medicaid Services Inpatient Rehabilitation Facility (IRF) Quality Reporting Program (QRP), require consistent investment in tools, documentation systems, and staff training that can greatly affect budgeting. A two percent (2%) point reduction in Annual Increase Factor for the performance year if an IRF does not submit the required quality data (CMS, n.d.-b). These non-negotiable costs often limit flexibility in areas of the budget. In consideration of staffing, specialized personnel from nurses to therapists, there are rising costs associated with retention and overtime, which can further strain the budget. Technology integration, which is essential for improving workflows, particularly in documentation processes to meet compliance standards, requires significant capital and support from the hospital. Forecasting is also difficult due to fluctuating patient volumes and policy shifts, making long-term financial planning a challenge for the leadership team.
    Approximately one in three individuals will require rehabilitation services during their lifetime. The global demand for rehabilitation has increased by 66%, primarily due to an ageing population and a rise in non-communicable diseases (Bossuyt et al., 2023). After the pandemic, the demand for rehabilitation care has significantly increased due to the debilitating effects of COVID-19. Inpatient rehabilitation facilities have seen an increase in demand for beds to accommodate these patients. The facility is foreseeing expansion to meet the demands in rehabilitation. Being in a leadership role, I believe in extensive planning and budgeting, not just as a financial exercise but as a strategic tool to meet the demands of patients and, at the same time, improve employee performance, consistent with the mission, vision, policies, and goals of the facility. Aligning budgets with organizational goals, such as unit expansion, mentorship programs, technology integration and training, quality improvement programs, and development of performance metrics to measure results, is just part of the strategic planning that the management team should consider. It is also important to get the feedback of employees during strategic planning, implementation, and evaluation of the program. For a healthcare organization to thrive, the management, together with employees and stakeholders, must engage proactively in strategic planning that involves evaluating key drivers, implementing strategies, and measuring results (Aburmishan, J., & Baum, N., 2022).
    **References**
    Aburmishan, J., & Baum, N. (2022). Strategic Planning for Healthcare Organizations. _Physician Leadership Journal_, _9_(4), 40–43. [https://doi.org/10.55834/plj.6555794318Links to an external site.](https://doi.org/10.55834/plj.6555794318)
    Center for Medicare and Medicaid Services. (n.d.-a). Prospective Payment Systems – General Information. Retrieved from [https://www.cms.gov/medicare/payment/prospective-payment-systemsLinks to an external site.](https://www.cms.gov/medicare/payment/prospective-payment-systems)
    Center for Medicare and Medicaid Services. (n.d.-b). Inpatient Rehabilitation Facility (IRF) Quality Reporting Program (QRP). Retrieved from [https://www.cms.gov/medicare/quality/inpatient-rehabilitation-facilityLinks to an external site.](https://www.cms.gov/medicare/quality/inpatient-rehabilitation-facility)
    Fransiska M. Bossuyt, Yelena Bogdanova, Kristine T. Kingsley, Thomas F. Bergquist, Stephanie A. Kolakowsky-Hayner, Zaliha Binti Omar, Evguenia S. Popova, Mari Tobita, & Fofi Constantinidou. (2023). Evolution of rehabilitation services in response to a global pandemic: reflection on opportunities and challenges ahead. _Frontiers in Rehabilitation Sciences_, _4_. [https://doi.org/10.3389/fresc.2023.1173558Links to an external site.](https://doi.org/10.3389/fresc.2023.1173558)
    **Response 2**
    **Joshua David Bogusz**
    I work as the Head of Human Resources at a Veterinary Emergency Hospital, which I’ll call XYZ for the purpose of this post.  XYZ is a multi-location organization with four hospitals, over 300 employees, and about $30 million in annual revenue.  With being in business for over 50 years and having more than 180 private owners, transparency and financial discipline are essential.  In my role, I work closely with our CEO and CFO, which gives me direct visibility into how strategic planning, budgeting, and forecasting influence decision-making at the organizational level.
    **Strategic Planning, Budgeting, and Forecasting in Practice.**
    Strategic planning helps our hospital system chart its long-term course while keeping daily operations aligned with those goals.  Budgeting then translates those strategies into measurable financial plans, while forecasting helps predict likely outcomes based on trends and historical data.  As Shim, Siegel, and Shim (2012a) explain, planning must link short, intermediate, and long-term goals while factoring in external influences such as labor market conditions and competition.  For example, when we evaluate investing in new imaging equipment, we don’t just budget for the upfront costs; we forecast future caseload demand, staffing requirements, and potential revenue impact to confirm the investment fits our long-term strategy.
    **Budgets as Managerial Tools**
    For managers, a budget is more than a financial statement; it’s a performance management tool.  Budgets establish expectations, create benchmarks, and highlight variances between planned and actual results.  This allows us to spot both risks and opportunities.  Shim, Siegel, and Shim (2012b) emphasize that comparing actuals against budgets enables leaders to identify problems early and adjust operations accordingly.  For instance, if one of our ER hospitals exceeds budgeted overtime, it signals a staffing imbalance that may require scheduling changes or additional relief veterinarians.
    Budgets also guide resource allocation by ensuring that funds are directed toward priorities that align with the organization’s strategy.  Franklin, Graybeal, and Cooper (2019) highlight that budgeting is tied closely to planning, controlling, and evaluating performance, which builds accountability across responsibility centers.  This is especially important in our decentralized structure, where each hospital must be evaluated fairly on metrics such as efficiency, cost control, and patient outcomes.
    **Why It Matters**
    Finally, forecasting strengthens risk management by allowing us to run “what-if” scenarios, such as how revenue would be affected if caseloads drop or labor costs rise unexpectedly.  By combining forecasting with budgeting, leadership can anticipate challenges and communicate contingency plans to our owners, reinforcing transparency and trust (Shim et al., 2012b).
    In short, strategic planning, budgeting, and forecasting are not just financial processes at Veterinary Emergency Hospital XYZ; they are decision-making frameworks.  As a manager, I use them to measure performance, allocate resources effectively, and ensure that HR initiatives support the hospital’s long-term goals.
    **References:**
    Franklin, M., Graybeal, P., & Cooper, D. (2019). Why it matters. In _Principles of accounting, volume 2: Managerial accounting_. OpenStax. [https://openstax.org/books/principles-managerial-accounting/pages/9-why-it-mattersLinks to an external site.](https://openstax.org/books/principles-managerial-accounting/pages/9-why-it-matters)
    Shim, J. K., Siegel, J. G., & Shim, A. I. (2012a). Strategic planning and budgeting: Process, preparation, and control. In _Budgeting basics and beyond_ (4th ed.). John Wiley & Sons.
    Shim, J. K., Siegel, J. G., & Shim, A. I. (2012b). The What and Why of Budgeting. In _Budgeting basics and beyond_ (4th ed.). John Wiley & Sons.

  • [Solved] PM2LD5

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  • [Solved] Week 8 discussion

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    1. **Application of Course Knowledge**: – Reflect on your learning experience. Which concepts stood out to you and made an impact? How do you envision using the concepts learned in this course in your future nursing practice as a master’s prepared nurse? – Describe how course learning activities and…

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    1. **Application of Course Knowledge**:
    – Reflect on your learning experience. Which concepts stood out to you and made an impact?  How do you envision using the concepts learned in this course in your future nursing practice as a master’s prepared nurse?
    – Describe how course learning activities and assignments will help you achieve MSN Program Outcome 3:  Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity. (Cultural Humility).
    – Describe how course learning activities and assignments will help you achieve ONE of the subcompetencies listed below that are related to the AACN Essentials Competency 1.1: Demonstrate an understanding of the discipline of nursing’s distinct perspective and where shared perspectives exist with other disciplines listed below.
    – 1.2: Translate evidence from nursing science as well as other sciences into practice
    – 1.3: Demonstrate the application of nursing science to practice
    – 1.4: Integrate an understanding of nursing history in advancing nursing’s influence in health care

  • [Solved] PM2LD6

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    In-depth study guidance and analytical solution covering PM2LD6.

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  • [Solved] Nursing WEEK 7 ASSIGNMENT

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    The validity and reliability of the instruments or tools will be addressed. Discuss the methods for: – ## Module7Assignment.docx – ## Module7Assignment-RUBRIC.docx **## Module7Assignment.docx** This week the student will discuss the selection of instruments or tools to measure the clinical question …

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    The validity and reliability of the instruments or tools will be addressed. Discuss the methods for:

    – ## Module7Assignment.docx

    – ## Module7Assignment-RUBRIC.docx

    **## Module7Assignment.docx**

    This week the student will discuss the selection of instruments or tools to measure the clinical question variables. The validity and reliability of the instruments or tools will be addressed. Discuss the methods for:

    · The distribution and collection of the tools,

    · Addressing potential concerns for confidentiality,

    · Protection of participants and,

    · Application of analog or technology.

    Be sure to answer all the questions for each bullet point completely.

    Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.

    The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

    1. Study the required chapter(s) of the textbook and any additional recommended resources.

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

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

    **The following specifications are required for this assignment:**

    ·
    **Length:** 2000 words; answers must thoroughly address the questions in a clear, concise manner.

    ·
    **Structure**: Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Include at least five (6)** **peer-reviewed scholarly resources cited in APA format from**
    **2020 to 2025 only. (Within the last five years) Check your spelling and review the rubric.**

    **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal..**

    Masters, K. (2023).
    _Role development inprofessional nursing practice_(6th ed.). Jones &

    Bartlett Learning. ISBN: 9781284233421. Read: chapters 8, 13, & review chapter 10.

    Butts, J.B. & Rich, K.L. (2022).
    _Philosophies and theories for advanced nursing practice_(4thed.). Jones & Bartlett Learning. ISBN: 9781284228823. Read chapters 10, 11, & 13.

    **Additional Resources**

    _Sampling Methods and Bias with Surveys_. (2018).
    _Sampling Methods and Bias with Surveys._[Video].https://aspenuniversity.idm.oclc.org/login?url=https://videoalexanderstreetcom.aspenuniversity.idm.oclc.org/p/mq2LWnG2E

    _Strategies and research development_. (2008).
    _Center for the Advancement of Research_

    _Methods and Analysis_(CARMA). [Video].

    https://aspenuniversity.idm.oclc.org/login?url=https://videoalexanderstreetcom.aspenuniversity.idm.oclc.org/p/mq2LWnG2E

    ****Note:**

    Please find these in the Aspen Library Databases, Alexander Street: Academic Video Online (AVON)

    **## Module7Assignment-RUBRIC.docx**

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP845 Sect1 Theoretical and Scientific Underpinnings

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    | | | | | | |
    | — | — | — | — | — | — |
    | Content Weight:<br>30% | 0 points<br>Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic. | 21 points<br>Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given. | 24 points<br>Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail. | 30 points<br>In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details. | / 30 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description<br>Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment<br>description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice

    inappropriate or do

    not address given

    audience, purpose,

    etc. Word choice is

    excessively

    redundant, clichéd,

    and unspecific.

    Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat

    appropriate to given

    audience and

    purpose. Word

    choice is often

    unspecific, generic,

    redundant, and

    clichéd. Repetitive

    mechanical errors

    distract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout.

    Minimal mechanical

    or typographical

    errors are present,

    but are not overly

    distracting to the

    reader. Correct

    sentence structure

    and audience-

    appropriate

    language are used.

    10

    points

    Style and voice are

    not only appropriate

    to the given

    audience and

    purpose, but also

    show originality and

    creativity. Word

    choice is specific,

    purposeful, dynamic

    and varied. Free of

    mechanical and

    typographical

    errors. A variety of

    sentence structures

    and effective

    figures of speech

    are used. Writer is

    clearly in command

    of standard, written,

    academic English.

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    1/6

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    **## Module7Assignment-RUBRIC.docx**

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP845 Sect1 Theoretical and Scientific Underpinnings

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    | | | | | | |
    | — | — | — | — | — | — |
    | Content Weight:<br>30% | 0 points<br>Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic. | 21 points<br>Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given. | 24 points<br>Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail. | 30 points<br>In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details. | / 30 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description<br>Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment<br>description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice

    inappropriate or do

    not address given

    audience, purpose,

    etc. Word choice is

    excessively

    redundant, clichéd,

    and unspecific.

    Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat

    appropriate to given

    audience and

    purpose. Word

    choice is often

    unspecific, generic,

    redundant, and

    clichéd. Repetitive

    mechanical errors

    distract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout.

    Minimal mechanical

    or typographical

    errors are present,

    but are not overly

    distracting to the

    reader. Correct

    sentence structure

    and audience-

    appropriate

    language are used.

    10

    points

    Style and voice are

    not only appropriate

    to the given

    audience and

    purpose, but also

    show originality and

    creativity. Word

    choice is specific,

    purposeful, dynamic

    and varied. Free of

    mechanical and

    typographical

    errors. A variety of

    sentence structures

    and effective

    figures of speech

    are used. Writer is

    clearly in command

    of standard, written,

    academic English.

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    1/6

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    **## Module7Assignment.docx**

    This week the student will discuss the selection of instruments or tools to measure the clinical question variables. The validity and reliability of the instruments or tools will be addressed. Discuss the methods for:

    · The distribution and collection of the tools,

    · Addressing potential concerns for confidentiality,

    · Protection of participants and,

    · Application of analog or technology.

    Be sure to answer all the questions for each bullet point completely.

    Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.

    The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

    1. Study the required chapter(s) of the textbook and any additional recommended resources.

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

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

    **The following specifications are required for this assignment:**

    ·
    **Length:** 2000 words; answers must thoroughly address the questions in a clear, concise manner.

    ·
    **Structure**: Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Include at least five (6)** **peer-reviewed scholarly resources cited in APA format from**
    **2020 to 2025 only. (Within the last five years) Check your spelling and review the rubric.**

    **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal..**

    Masters, K. (2023).
    _Role development inprofessional nursing practice_(6th ed.). Jones &

    Bartlett Learning. ISBN: 9781284233421. Read: chapters 8, 13, & review chapter 10.

    Butts, J.B. & Rich, K.L. (2022).
    _Philosophies and theories for advanced nursing practice_(4thed.). Jones & Bartlett Learning. ISBN: 9781284228823. Read chapters 10, 11, & 13.

    **Additional Resources**

    _Sampling Methods and Bias with Surveys_. (2018).
    _Sampling Methods and Bias with Surveys._[Video].https://aspenuniversity.idm.oclc.org/login?url=https://videoalexanderstreetcom.aspenuniversity.idm.oclc.org/p/mq2LWnG2E

    _Strategies and research development_. (2008).
    _Center for the Advancement of Research_

    _Methods and Analysis_(CARMA). [Video].

    https://aspenuniversity.idm.oclc.org/login?url=https://videoalexanderstreetcom.aspenuniversity.idm.oclc.org/p/mq2LWnG2E

    ****Note:**

    Please find these in the Aspen Library Databases, Alexander Street: Academic Video Online (AVON)

    **## Module7Assignment-RUBRIC.docx**

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP845 Sect1 Theoretical and Scientific Underpinnings

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    | | | | | | |
    | — | — | — | — | — | — |
    | Content Weight:<br>30% | 0 points<br>Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic. | 21 points<br>Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given. | 24 points<br>Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail. | 30 points<br>In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details. | / 30 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description<br>Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment<br>description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice

    inappropriate or do

    not address given

    audience, purpose,

    etc. Word choice is

    excessively

    redundant, clichéd,

    and unspecific.

    Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat

    appropriate to given

    audience and

    purpose. Word

    choice is often

    unspecific, generic,

    redundant, and

    clichéd. Repetitive

    mechanical errors

    distract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout.

    Minimal mechanical

    or typographical

    errors are present,

    but are not overly

    distracting to the

    reader. Correct

    sentence structure

    and audience-

    appropriate

    language are used.

    10

    points

    Style and voice are

    not only appropriate

    to the given

    audience and

    purpose, but also

    show originality and

    creativity. Word

    choice is specific,

    purposeful, dynamic

    and varied. Free of

    mechanical and

    typographical

    errors. A variety of

    sentence structures

    and effective

    figures of speech

    are used. Writer is

    clearly in command

    of standard, written,

    academic English.

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    1/6

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    **## Module7Assignment.docx**

    This week the student will discuss the selection of instruments or tools to measure the clinical question variables. The validity and reliability of the instruments or tools will be addressed. Discuss the methods for:

    · The distribution and collection of the tools,

    · Addressing potential concerns for confidentiality,

    · Protection of participants and,

    · Application of analog or technology.

    Be sure to answer all the questions for each bullet point completely.

    Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.

    The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

    1. Study the required chapter(s) of the textbook and any additional recommended resources.

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

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

    **The following specifications are required for this assignment:**

    ·
    **Length:** 2000 words; answers must thoroughly address the questions in a clear, concise manner.

    ·
    **Structure**: Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References**: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
    **Include at least five (6)** **peer-reviewed scholarly resources cited in APA format from**
    **2020 to 2025 only. (Within the last five years) Check your spelling and review the rubric.**

    **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal..**

    Masters, K. (2023).
    _Role development inprofessional nursing practice_(6th ed.). Jones &

    Bartlett Learning. ISBN: 9781284233421. Read: chapters 8, 13, & review chapter 10.

    Butts, J.B. & Rich, K.L. (2022).
    _Philosophies and theories for advanced nursing practice_(4thed.). Jones & Bartlett Learning. ISBN: 9781284228823. Read chapters 10, 11, & 13.

    **Additional Resources**

    _Sampling Methods and Bias with Surveys_. (2018).
    _Sampling Methods and Bias with Surveys._[Video].https://aspenuniversity.idm.oclc.org/login?url=https://videoalexanderstreetcom.aspenuniversity.idm.oclc.org/p/mq2LWnG2E

    _Strategies and research development_. (2008).
    _Center for the Advancement of Research_

    _Methods and Analysis_(CARMA). [Video].

    https://aspenuniversity.idm.oclc.org/login?url=https://videoalexanderstreetcom.aspenuniversity.idm.oclc.org/p/mq2LWnG2E

    ****Note:**

    Please find these in the Aspen Library Databases, Alexander Street: Academic Video Online (AVON)

    **## Module7Assignment-RUBRIC.docx**

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Graduate Simple Essay Rubric v1

    Course: DNP845 Sect1 Theoretical and Scientific Underpinnings

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    | | | | | | |
    | — | — | — | — | — | — |
    | Content Weight:<br>30% | 0 points<br>Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic. | 21 points<br>Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given. | 24 points<br>Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail. | 30 points<br>In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details. | / 30 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
    | Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description<br>Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment<br>description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

    Total

    / 100

    Quality of Written

    Communication

    Weight: 10%

    / 10

    0

    points

    Style and voice

    inappropriate or do

    not address given

    audience, purpose,

    etc. Word choice is

    excessively

    redundant, clichéd,

    and unspecific.

    Inconsistent

    grammar, spelling,

    punctuation, and

    paragraphing.

    Surface errors are

    pervasive enough

    that they impede

    communication of

    meaning.

    points

    7

    Style and voice are

    somewhat

    appropriate to given

    audience and

    purpose. Word

    choice is often

    unspecific, generic,

    redundant, and

    clichéd. Repetitive

    mechanical errors

    distract the reader.

    Inconsistencies in

    language, sentence

    structure, and/or

    word choice are

    present.

    8

    points

    Style and voice are

    appropriate to the

    given audience and

    purpose. Word

    choice is specific

    and purposeful, and

    somewhat varied

    throughout.

    Minimal mechanical

    or typographical

    errors are present,

    but are not overly

    distracting to the

    reader. Correct

    sentence structure

    and audience-

    appropriate

    language are used.

    10

    points

    Style and voice are

    not only appropriate

    to the given

    audience and

    purpose, but also

    show originality and

    creativity. Word

    choice is specific,

    purposeful, dynamic

    and varied. Free of

    mechanical and

    typographical

    errors. A variety of

    sentence structures

    and effective

    figures of speech

    are used. Writer is

    clearly in command

    of standard, written,

    academic English.

    8/26/25, 12:33 AM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    1/6

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956664/View 1/6

    – 1
    – 2

  • [Solved] PM2LD7

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  • [Solved] Journal Response Module 7

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Reflecting on your experiences and readings – ## Journalquestionweek7.docx – ## Module7JournalRubric.docx **## Journalquestionweek7.docx** Reflecting on your experiences and readings, discuss methods of effective communication that you will employ to promote the collaboration and active engagement o…

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    Assignment Prompt & Instructions

    Reflecting on your experiences and readings

    – ## Journalquestionweek7.docx

    – ## Module7JournalRubric.docx

    **## Journalquestionweek7.docx**

    Reflecting on your experiences and readings, discuss methods of effective communication that you will employ to promote the collaboration and active engagement of various professionals and participants in the planning and implementation of a quality improvement project.

    **Journal Response Expectations**

    each week. Each short-answer Journal response will be a minimum of
    **300 words; no citation, reference, or APA style is necessary.**

    This is a DNP LEVEL Assignment.

    Nursing.

    **## Module7JournalRubric.docx**

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    1/3

    ## image1.png

    ## image2.png

    **## Module7JournalRubric.docx**

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    1/3

    ## image1.png

    ## image2.png

    **## Journalquestionweek7.docx**

    Reflecting on your experiences and readings, discuss methods of effective communication that you will employ to promote the collaboration and active engagement of various professionals and participants in the planning and implementation of a quality improvement project.

    **Journal Response Expectations**

    each week. Each short-answer Journal response will be a minimum of
    **300 words; no citation, reference, or APA style is necessary.**

    This is a DNP LEVEL Assignment.

    Nursing.

    **## Module7JournalRubric.docx**

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    1/3

    ## image1.png

    ## image2.png

    **## Journalquestionweek7.docx**

    Reflecting on your experiences and readings, discuss methods of effective communication that you will employ to promote the collaboration and active engagement of various professionals and participants in the planning and implementation of a quality improvement project.

    **Journal Response Expectations**

    each week. Each short-answer Journal response will be a minimum of
    **300 words; no citation, reference, or APA style is necessary.**

    This is a DNP LEVEL Assignment.

    Nursing.

    **## Module7JournalRubric.docx**

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/26/25, 12:15 AM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    ![](https://www.sweetstudy.com/questions/journal-response-module-7)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956663/View 1/3

    1/3

    ## image1.png

    ## image2.png

    – 1
    – 2

  • [Solved] Smart Goals PM2 CL

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.