Problem Statement (PICOT) Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Analyze a health promotion, quality improvement, prevention, education, or management need.

Does not describe a health promotion, quality improvement, prevention, education, or management need.

Describes a health promotion, quality improvement, prevention, education, or management issue, but fails to analyze the need, its importance, or key pieces of evidence to support its urgency.

Analyzes a health promotion, quality improvement, prevention, education, or management need.

Analyzes a health promotion, quality improvement, prevention, education, or management need, and identifies assumptions on which the analysis is based.

Describe a quality improvement method that could impact a patient, population, or systems outcome.

Does not describe a quality improvement method that could impact a patient, population, or systems outcome.

States a quality improvement method, but fails to describe why it could impact a patient, population, or systems outcome.

Describes a quality improvement method that could impact a patient, population, or systems outcome.

Describes a quality improvement method that could impact a patient, population, or systems outcome, and identifies potential challenges of working on the identified need with the target population and setting.

Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.

Does not provide an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.

Provides an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting, but fails to explain how the interventions fit the target population, setting, and the identified need.

Explains an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.

Explains an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting, impartially acknowledging weaknesses in each intervention.

Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.

Does not present potential alternatives to an initial intervention overview.

Presents potential interprofessional alternatives to an initial intervention, but fails to comparatively analyze their potentials related to interprofessional care opportunities or the needs of the project, population, or setting.

Analyzes potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.

Analyzes potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting, impartially acknowledging weaknesses in each alternative.

Define an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Does not define an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Attempts to define an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Defines an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Defines an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need, and identifies criteria that could be used to evaluate achievement of the outcome.

Propose a rough time frame for the development and implementation of an intervention to address an identified need.

Does not propose a rough time frame for the development and implementation of an intervention to address an identified need.

Attempts to propose a rough time frame for the development and implementation of an intervention to address an identified need, but the proposed time frame is not realistic or does not consider challenges for development or implementation.

Proposes a rough time frame for the development and implementation of an intervention to address an identified need.

Proposes a rough time frame for the development and implementation of an intervention to address an identified need, and identifies areas of uncertainty or knowledge gaps that could affect the time frame.

Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.

Does not present adequate current evidence to validate an identified need and its appropriateness within the target population and setting.

Attempts to present adequate current evidence, but the sources do not persuasively validate the need or its appropriateness within the target population or setting.

Analyzes current evidence to validate an identified need and its appropriateness within the target population and setting.

Analyzes current evidence to validate an identified need and its appropriateness within the target population and setting, and evaluates the relevance, currency, sufficiency, and trustworthiness of the evidence.

Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken

Does not cite resources relevant to existing health policy that could impact the proposed project.

Cites resources that illustrate potential existing health policy that could impact the approach taken to address an identified need, but fails to evaluate and synthesize policy impacts on the proposed project.

Evaluates and synthesizes resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach

Evaluates and synthesizes resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need, and identifies missing information to address an identified need.

taken to address an identified need.

related to health policy.

Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.

Problem statement and literature review are not communicated in a way that helps the audience to understand the importance and validity of a proposed project.

Inconsistently communicates problem statement and literature review, in a way that partially helps the audience to understand the importance and validity of a proposed project.

Communicates problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.

Communicates problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project. Grammar, punctuation, spelling, and citations are error-free.

Demonstrate completion of hours toward the practicum experience.

Does not demonstrate completion of hours toward the practicum experience.

Demonstrates completion of hours toward the practicum experience, but provides no details about activities completed during those hours.

Demonstrates completion of hours toward the practicum experience.

Demonstrates completion of hours toward the practicum experience, and provides a clear and concise description of the focus of the clinical hours and alignment to the capstone project.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS FPX 6030 Assessment 2 Problem Statement

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