Category: Nursing

[Solved] nursing

✓ Verified Academic Solution Available

Executive Solution Overview

Using the article attached below **Address the following in your brief article critique:** 1. Identify the search terms along with the database(s) used. 2. Provide the limits used within the search (years– within the past 5 years, full text, etc.) 3. Outline of the main points of the theory used(you…

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Assignment Prompt & Instructions

Using the article attached below

**Address the following in your brief article critique:**

1. Identify the search terms along with the database(s) used.
2. Provide the limits used within the search (years– within the past 5 years, full text, etc.)
3. Outline of the main points of the theory used(you may need to find information from additional resources including the textbook)
4. Provide an overview of the article (purpose/aim, theory used, methodology, results, limitations, implications)
5. What value does this theory have as a foundation for the research? What is the connection?
6. Describe the value of the theory and article results for nursing education, research, and practice.
7. Reflections on findings.

_**Use the table below (download the Week 2 Assignment Table document)**_. Be sure to attach a copy of the article to your assignment submission.

– [\
\
Screenshot2026-07-14at4.21.40PM.png](https://www.sweetstudy.com/files/screenshot2026-07-14at4-21-40pm-png-10575553 "Screenshot2026-07-14at4.21.40PM.png")
– [\
\
article.pdf](https://www.sweetstudy.com/files/article-pdf-10575555 "article.pdf")
– [\
\
Screenshot2026-07-14at4.22.14PM.png](https://www.sweetstudy.com/files/screenshot2026-07-14at4-22-14pm-png "Screenshot2026-07-14at4.22.14PM.png")
– [\
\
Screenshot2026-07-14at4.22.31PM.png](https://www.sweetstudy.com/files/screenshot2026-07-14at4-22-31pm-png "Screenshot2026-07-14at4.22.31PM.png")
– [\
\
Screenshot2026-07-14at4.22.40PM.png](https://www.sweetstudy.com/files/screenshot2026-07-14at4-22-40pm-png "Screenshot2026-07-14at4.22.40PM.png")

November 6, 2026
[Solved] Pneumococcal vaccine

✓ Verified Academic Solution Available

Executive Solution Overview

The project is about a presentation Standard procedure on pneumococcal vaccine CDC and 5 step plan for prepare patient for education on pneumococcal vaccine Go to to the website look at pneummocc vaccine those who are older than 65 teaching them the 5 steps on the important vaccine compliance. go to…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

The project is about a presentation Standard procedure on pneumococcal vaccine

CDC and 5 step plan for prepare patient for education on pneumococcal vaccine

Go to to the website look at pneummocc vaccine those who are older than 65

teaching them the 5 steps on the important vaccine compliance.

go to the national institutes health or CDC look for discharge planning on the vaccine and u than go to any AI and ask the to compare by giving education for the pneumococcal vaccine which is the 5 steps

November 6, 2026
[Solved] Nursing Assignment Description: 1.2-DNP-870

✓ Verified Academic Solution Available

Executive Solution Overview

DNP Project Proposal. Include the following: **files (2)** – ## Module1Assignment1.2.docx – ## Module1Assignment1.2-RUBRIC.docx **## Module1Assignment1.2.docx** **Assignment Description:** **Chapter 3 Essay** Write a **3000-word essay** addressing each of the following points/questions. Be sure to c…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

DNP Project Proposal. Include the following:

**files (2)**

– ## Module1Assignment1.2.docx

– ## Module1Assignment1.2-RUBRIC.docx

**## Module1Assignment1.2.docx**

**Assignment Description:**

**Chapter 3 Essay**

Write a
**3000-word essay** addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.
**Support your ideas with at least FOUR (4) sources in your essay.** Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

This essay will focus on Chapter 3 of the DNP Project Proposal. Include the following:

· How your project will incorporate health policy or advocacy

· Your specific plan to implement this project into practice (include alignment with your change model/theory)

· How you will evaluate the impact of your project implementation as it relates to the intended policy/advocacy changes

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

·
**Length:** **3000 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 count for this assignment. Follow the DNP Project Proposal Template headings.

·
**References**: at
**least four (4) scholarly sources to support your claims.**

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

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

**This is my Project Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Required Resources**

Harris, J. L., Roussel, L., Dearman, C., & Thomas, P. L. (2023).
_Project planning, implementation, and evaluation: A guide for nurses and interprofessional teams_. Jones & Bartlett Learning.
**Read chapters 1 & 5**

**Additional Resource**

**## Module1Assignment1.2-RUBRIC.docx**

7/13/26, 6:49 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

8

points

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

points

10

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

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

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

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

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403099/View 1/5

1/5

**## Module1Assignment1.2-RUBRIC.docx**

7/13/26, 6:49 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

8

points

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

points

10

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

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

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

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

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403099/View 1/5

1/5

**## Module1Assignment1.2.docx**

**Assignment Description:**

**Chapter 3 Essay**

Write a
**3000-word essay** addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.
**Support your ideas with at least FOUR (4) sources in your essay.** Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

This essay will focus on Chapter 3 of the DNP Project Proposal. Include the following:

· How your project will incorporate health policy or advocacy

· Your specific plan to implement this project into practice (include alignment with your change model/theory)

· How you will evaluate the impact of your project implementation as it relates to the intended policy/advocacy changes

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

·
**Length:** **3000 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 count for this assignment. Follow the DNP Project Proposal Template headings.

·
**References**: at
**least four (4) scholarly sources to support your claims.**

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

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

**This is my Project Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Required Resources**

Harris, J. L., Roussel, L., Dearman, C., & Thomas, P. L. (2023).
_Project planning, implementation, and evaluation: A guide for nurses and interprofessional teams_. Jones & Bartlett Learning.
**Read chapters 1 & 5**

**Additional Resource**

**## Module1Assignment1.2-RUBRIC.docx**

7/13/26, 6:49 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

8

points

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

points

10

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

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

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

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

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403099/View 1/5

1/5

**## Module1Assignment1.2.docx**

**Assignment Description:**

**Chapter 3 Essay**

Write a
**3000-word essay** addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.
**Support your ideas with at least FOUR (4) sources in your essay.** Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

This essay will focus on Chapter 3 of the DNP Project Proposal. Include the following:

· How your project will incorporate health policy or advocacy

· Your specific plan to implement this project into practice (include alignment with your change model/theory)

· How you will evaluate the impact of your project implementation as it relates to the intended policy/advocacy changes

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

·
**Length:** **3000 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 count for this assignment. Follow the DNP Project Proposal Template headings.

·
**References**: at
**least four (4) scholarly sources to support your claims.**

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

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

**This is my Project Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Required Resources**

Harris, J. L., Roussel, L., Dearman, C., & Thomas, P. L. (2023).
_Project planning, implementation, and evaluation: A guide for nurses and interprofessional teams_. Jones & Bartlett Learning.
**Read chapters 1 & 5**

**Additional Resource**

**## Module1Assignment1.2-RUBRIC.docx**

7/13/26, 6:49 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Graduate Formal Research Paper Rubric v1

Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Introduction/Th

esis Weight:

%

10

/ 10

0

points

Weak or no intro

–

duction of topic.

Purpose is

unclear/thesis is

weak or missing.

7

points

Basic introduction

that states topic but

lacks interest. Thesis

is somewhat clear

and arguable.

8

points

Proficient introduc

–

tion that is interest

–

ing and states topic.

Thesis is clear and

arguable statement

of position.

points

10

Exceptional intro

–

duction that grabs

interest of reader

and states topic;

Thesis is exception

–

ally clear, arguable,

well-developed, and

a definitive

statement.

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

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

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

Total

/ 100

APA Format

Weight: 10%

/ 10

0

points

APA format and

style are not

evident.

7

points

Missing APA ele

–

ments; in-text cita

–

tions, where neces

–

sary, are used but

formatted inaccu

–

rately and not

referenced.

8

points

All key elements of

an APA title page

are present; In-text

citations and a ref

–

erence page are

present with few

format errors.

Mechanics of writ

–

ing are reflective of

APA style.

points

10

A broad understand

–

ing of APA format

and style is evident.

Accurate citations

and references are

presented. No APA

errors are evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

1/5

https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403099/View 1/5

1/5

November 6, 2026
[Solved] MOD 5 ASSGN

✓ Verified Academic Solution Available

Executive Solution Overview

It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival. As a profess…

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Assignment Prompt & Instructions

It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

– [\
\
MOD5ASSIGNMENT.docx](https://www.sweetstudy.com/files/mod5assignment-docx-10575225 "MOD5ASSIGNMENT.docx")

November 6, 2026
[Solved] Life Experience Portfolio

✓ Verified Academic Solution Available

Executive Solution Overview

let me know if you need any information from me. **files (2)** – ## ASN_Life_Experience_Portfolio_Instructions.docx – ## PortfolioRubric.docx **## ASN_Life_Experience_Portfolio_Instructions.docx** ## Life Experience Portfolio Instructions ASN Nursing Program Objectives **PURPOSE** This Life …

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Assignment Prompt & Instructions

let me know if you need any information from me.

**files (2)**

– ## ASN_Life_Experience_Portfolio_Instructions.docx

– ## PortfolioRubric.docx

**## ASN_Life_Experience_Portfolio_Instructions.docx**

## Life Experience Portfolio Instructions ASN Nursing Program Objectives

**PURPOSE**

This Life Experience Portfolio allows students to demonstrate how prior academic, clinical, and professional experiences meet the Associate of Science in Nursing (ASN) Program Objectives. Students must provide reflective narratives supported by objective, verifiable documentation.

———————————–

**OVERALL PORTFOLIO STRUCTURE**

Submit ONE organized document (Word or PDF), one note workbook or a single binder if physical submission is required.

**Optional document layout:**

1. Cover Page

Include:

• Student name

• Program: Associate of Science in Nursing (ASN)

• Course name and number

• Faculty name

• Semester and year

• Submission date

2. Table of Contents

List each ASN Program Objective with corresponding page numbers or labeled sections.

3. Preface (½–1 page)

Briefly describe:

• Your academic and professional background (e.g., CNA/LPN experience, years in healthcare, prior degrees).

• Your goal for completing the ASN program and future nursing career plans.

4. Sections by ASN Program Objective

Create a separate section for EACH of the five ASN Program Objectives.

Each section must include ALL of the following:

A. Objective statement (copied verbatim)

B. Student-written narrative explanation

C. Evidence list (table or bullet format)

D. Attached documentation labeled to match the evidence list

5. Conclusion (optional, 1 short paragraph)

Briefly reflect on how creating this portfolio influenced or confirmed your understanding of your learning and professional growth.

———————————–

**REQUIREMENTS FOR EACH OBJECTIVE**

You must complete ALL four components below for each objective you are claiming.

A. Restate the Objective (Verbatim)

Example:

Objective 1: Use a clinical decision-making process to provide patient-centered care to diverse patients in all healthcare environments.

B. Narrative Explanation (½–1 page per objective)

Write 1–2 well-developed paragraphs using professional academic language.

Paragraph 1 – Context:

• Identify where and how you gained this experience.

• Include setting, organization, role, dates of employment/clinical, and patient population.

Paragraph 2 – Demonstration:

• Explain what you actually DID that demonstrates the objective.

• Focus on actions, decisions, critical thinking, and outcomes.

• Refer directly to your evidence using evidence IDs (e.g., see O1 E1).

C. Evidence List

Create a small table or bullet list that clearly links evidence to the objective.

Each piece of evidence must include:

• Evidence ID (e.g., O1 E1)

• Type of evidence

• Source/issuer

• Date(s)

• Explanation of how it supports the objective

D. Attached Documentation

Attach at least ONE piece of concrete evidence per objective (2–4 is typical for strong portfolios).

All attachments must:

• Be clearly labeled with the matching Evidence ID.

• Be referenced explicitly in the narrative.

• Be de-identified (no patient names or identifiers).

———————————–

**ACCEPTABLE FORMS OF EVIDENCE**

Program-specific coursework:

· Prepared papers.

· Discussion posts

· Completed care plans.

· Examples of work designed or completed.

· Skills checklists

Additional Resources: (optional)

· Job descriptions. (Current position)

· Performance evaluations by a qualified professional, i.e. supervisor, professor. (Current position)

· A statement from the employer must validate work experience and professionalism

· Photocopies of certificates. (active certifications ex. ACLS, BLS)

· Transcripts (unofficial UJ transcripts).

· Webinars/conferences attended (while a student)

———————————–

**EMPLOYER / THIRD-PARTY VALIDATION (Optional)**

Any work experience used as evidence MUST be validated by an employer or supervisor letter.

Letters must:

• Be on organizational letterhead (or include contact information)

• Be signed and dated

• Verify role, dates of employment, and responsibilities

• Describe behaviors related to ASN objectives

Here is a template Letter:

To Whom It May Concern:

I verify that [Student Name] has been employed at [Organization] as a [Position] from [Start Date] to [End Date or “present”], averaging approximately [#] hours per week. In this role, [he/she/they] is responsible for [brief description of duties that align with objectives, e.g., performing patient assessments, collaborating with the healthcare team, implementing care plans, and documenting in the electronic health record].

In my experience, [Student Name] demonstrates [examples: sound clinical judgment, effective teamwork, professional behavior, cultural sensitivity, safe use of technology]. I believe these experiences contribute to meeting the learning objectives of the Associate of Science in Nursing program.

Sincerely,
[Supervisor Name, Credentials, Title]
[Contact Information]

Require letters to be on organizational letterhead or with contact info, signed and dated.

———————————–

**FORMATTING & SUBMISSION GUIDELINES**

• Typed, double-spaced narratives

• 12-point standard font

• Clear headings: Objective 1, Objective 2, etc.

• Consistent evidence labeling (O1 E1, O2 E1, etc.)

• Every evidence item must be cited in at least one narrative

• Total narrative length typically 5–8 pages plus evidence

Submit word doc, pdf, or onenote workbook

———————————-

**FACULTY NOTES**

• Each objective is evaluated independently.

• Faculty may request additional clinical validation for specific courses.

• Submission of a portfolio does not guarantee acceptance of all evidence.

• Faculty reserve the right to accept or reject documentation based on alignment with program standards.

**## PortfolioRubric.docx**

**Life Experience Portfolio Grading Rubric**

| | | |
| — | — | — |
| Life Experience Portfolio Grading Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Organization & Structure** | **Meets Standards**<br>Portfolio is clearly organized by ASN objectives; sections and evidence are labeled and easy to navigate.<br>**15 pts**<br>**Approaches Standards**<br>Organization is clear with minor labeling or flow issues.<br>**10 pts**<br>**Below Standards**<br>Organization is inconsistent; some objectives or evidence are difficult to locate.<br>**5 pts**<br>**Does Not Meet Standards**<br>Portfolio lacks clear organization or objective separation.<br>**1 pts** | /15 pts |
| **Objective Alignment & Coverage** | **Meets Standards**<br>All ASN objectives are fully addressed, separated, and clearly aligned with supporting evidence.<br>**20 pts**<br>**Approaching Standards**<br>All objectives are addressed; one or more are minimally developed.<br>**14 pts**<br>**Below Standards**<br>One or more objectives are incomplete or weakly aligned with evidence.<br>**8 pts**<br>**Does Not Meet Standards**<br>Multiple objectives are missing or not validated.<br>**2 pts** | /20 pts |
| **Student Narrative Quality & Reflection** | **Meets Standards**<br>Narratives are professional, reflective, and clearly justify how experiences demonstrate mastery of each objective.<br>**20 pts**<br>**Approaching Standards**<br>Narratives explain attainment of objectives but lack depth or synthesis in places.<br>**14 pts**<br>**Below Standards**<br>Narratives are mostly descriptive with limited reflection or weak connections.<br>**8 pts**<br>**Does Not Meet Standards**<br>Narratives are missing or fail to explain attainment of objectives.<br>**2 pts** | /20 pts |
| **Supporting Documentation & Validation** | **Meets Standards**<br>Evidence is comprehensive, relevant, clearly labeled, and fully validates each objective; required employer verification included.<br>**20 pts**<br>**Approaching Standards**<br>Evidence supports objectives but lacks full detail or clarity in one or two areas.<br>**14 pts**<br>**Below Standards**<br>Evidence is limited, inconsistently labeled, or partially missing required validation.<br>**8 pts**<br>**Does Not Meet Standards**<br>Evidence is missing, inappropriate, or unverifiable.<br>**2 pts** | /20 pts |
| **Specificity & Documentation Detail** | **Meets Standards**<br>All evidence includes specific dates, locations, roles, and context; experiences are verifiable.<br>**15 pts**<br>**Approaching Standards**<br>Most evidence includes required details with minor omissions.<br>**12 pts**<br>**Below Standards**<br>Documentation lacks sufficient specificity in several areas.<br>**8 pts**<br>**Does Not Meet Standards**<br>Documentation is vague or unverifiable.<br>**4 pts** | /15 pts |
| **Professionalism & Academic Standards** | **Meets Standards**<br>Writing is professional, clear, free of significant errors, and adheres to ethical and academic standards.<br>**10 pts**<br>**Approaching Standards**<br>Writing is professional with minor errors that do not impede understanding.<br>**8 pts**<br>**Below Standards**<br>Frequent writing errors or lapses in professionalism are present.<br>**5 pts**<br>**Does Not Meet Standards**<br>Writing is unprofessional or violates academic/ethical standards.<br>**2 pts** | /10 pts |

**## PortfolioRubric.docx**

**Life Experience Portfolio Grading Rubric**

| | | |
| — | — | — |
| Life Experience Portfolio Grading Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Organization & Structure** | **Meets Standards**<br>Portfolio is clearly organized by ASN objectives; sections and evidence are labeled and easy to navigate.<br>**15 pts**<br>**Approaches Standards**<br>Organization is clear with minor labeling or flow issues.<br>**10 pts**<br>**Below Standards**<br>Organization is inconsistent; some objectives or evidence are difficult to locate.<br>**5 pts**<br>**Does Not Meet Standards**<br>Portfolio lacks clear organization or objective separation.<br>**1 pts** | /15 pts |
| **Objective Alignment & Coverage** | **Meets Standards**<br>All ASN objectives are fully addressed, separated, and clearly aligned with supporting evidence.<br>**20 pts**<br>**Approaching Standards**<br>All objectives are addressed; one or more are minimally developed.<br>**14 pts**<br>**Below Standards**<br>One or more objectives are incomplete or weakly aligned with evidence.<br>**8 pts**<br>**Does Not Meet Standards**<br>Multiple objectives are missing or not validated.<br>**2 pts** | /20 pts |
| **Student Narrative Quality & Reflection** | **Meets Standards**<br>Narratives are professional, reflective, and clearly justify how experiences demonstrate mastery of each objective.<br>**20 pts**<br>**Approaching Standards**<br>Narratives explain attainment of objectives but lack depth or synthesis in places.<br>**14 pts**<br>**Below Standards**<br>Narratives are mostly descriptive with limited reflection or weak connections.<br>**8 pts**<br>**Does Not Meet Standards**<br>Narratives are missing or fail to explain attainment of objectives.<br>**2 pts** | /20 pts |
| **Supporting Documentation & Validation** | **Meets Standards**<br>Evidence is comprehensive, relevant, clearly labeled, and fully validates each objective; required employer verification included.<br>**20 pts**<br>**Approaching Standards**<br>Evidence supports objectives but lacks full detail or clarity in one or two areas.<br>**14 pts**<br>**Below Standards**<br>Evidence is limited, inconsistently labeled, or partially missing required validation.<br>**8 pts**<br>**Does Not Meet Standards**<br>Evidence is missing, inappropriate, or unverifiable.<br>**2 pts** | /20 pts |
| **Specificity & Documentation Detail** | **Meets Standards**<br>All evidence includes specific dates, locations, roles, and context; experiences are verifiable.<br>**15 pts**<br>**Approaching Standards**<br>Most evidence includes required details with minor omissions.<br>**12 pts**<br>**Below Standards**<br>Documentation lacks sufficient specificity in several areas.<br>**8 pts**<br>**Does Not Meet Standards**<br>Documentation is vague or unverifiable.<br>**4 pts** | /15 pts |
| **Professionalism & Academic Standards** | **Meets Standards**<br>Writing is professional, clear, free of significant errors, and adheres to ethical and academic standards.<br>**10 pts**<br>**Approaching Standards**<br>Writing is professional with minor errors that do not impede understanding.<br>**8 pts**<br>**Below Standards**<br>Frequent writing errors or lapses in professionalism are present.<br>**5 pts**<br>**Does Not Meet Standards**<br>Writing is unprofessional or violates academic/ethical standards.<br>**2 pts** | /10 pts |

**## ASN_Life_Experience_Portfolio_Instructions.docx**

## Life Experience Portfolio Instructions ASN Nursing Program Objectives

**PURPOSE**

This Life Experience Portfolio allows students to demonstrate how prior academic, clinical, and professional experiences meet the Associate of Science in Nursing (ASN) Program Objectives. Students must provide reflective narratives supported by objective, verifiable documentation.

———————————–

**OVERALL PORTFOLIO STRUCTURE**

Submit ONE organized document (Word or PDF), one note workbook or a single binder if physical submission is required.

**Optional document layout:**

1. Cover Page

Include:

• Student name

• Program: Associate of Science in Nursing (ASN)

• Course name and number

• Faculty name

• Semester and year

• Submission date

2. Table of Contents

List each ASN Program Objective with corresponding page numbers or labeled sections.

3. Preface (½–1 page)

Briefly describe:

• Your academic and professional background (e.g., CNA/LPN experience, years in healthcare, prior degrees).

• Your goal for completing the ASN program and future nursing career plans.

4. Sections by ASN Program Objective

Create a separate section for EACH of the five ASN Program Objectives.

Each section must include ALL of the following:

A. Objective statement (copied verbatim)

B. Student-written narrative explanation

C. Evidence list (table or bullet format)

D. Attached documentation labeled to match the evidence list

5. Conclusion (optional, 1 short paragraph)

Briefly reflect on how creating this portfolio influenced or confirmed your understanding of your learning and professional growth.

———————————–

**REQUIREMENTS FOR EACH OBJECTIVE**

You must complete ALL four components below for each objective you are claiming.

A. Restate the Objective (Verbatim)

Example:

Objective 1: Use a clinical decision-making process to provide patient-centered care to diverse patients in all healthcare environments.

B. Narrative Explanation (½–1 page per objective)

Write 1–2 well-developed paragraphs using professional academic language.

Paragraph 1 – Context:

• Identify where and how you gained this experience.

• Include setting, organization, role, dates of employment/clinical, and patient population.

Paragraph 2 – Demonstration:

• Explain what you actually DID that demonstrates the objective.

• Focus on actions, decisions, critical thinking, and outcomes.

• Refer directly to your evidence using evidence IDs (e.g., see O1 E1).

C. Evidence List

Create a small table or bullet list that clearly links evidence to the objective.

Each piece of evidence must include:

• Evidence ID (e.g., O1 E1)

• Type of evidence

• Source/issuer

• Date(s)

• Explanation of how it supports the objective

D. Attached Documentation

Attach at least ONE piece of concrete evidence per objective (2–4 is typical for strong portfolios).

All attachments must:

• Be clearly labeled with the matching Evidence ID.

• Be referenced explicitly in the narrative.

• Be de-identified (no patient names or identifiers).

———————————–

**ACCEPTABLE FORMS OF EVIDENCE**

Program-specific coursework:

· Prepared papers.

· Discussion posts

· Completed care plans.

· Examples of work designed or completed.

· Skills checklists

Additional Resources: (optional)

· Job descriptions. (Current position)

· Performance evaluations by a qualified professional, i.e. supervisor, professor. (Current position)

· A statement from the employer must validate work experience and professionalism

· Photocopies of certificates. (active certifications ex. ACLS, BLS)

· Transcripts (unofficial UJ transcripts).

· Webinars/conferences attended (while a student)

———————————–

**EMPLOYER / THIRD-PARTY VALIDATION (Optional)**

Any work experience used as evidence MUST be validated by an employer or supervisor letter.

Letters must:

• Be on organizational letterhead (or include contact information)

• Be signed and dated

• Verify role, dates of employment, and responsibilities

• Describe behaviors related to ASN objectives

Here is a template Letter:

To Whom It May Concern:

I verify that [Student Name] has been employed at [Organization] as a [Position] from [Start Date] to [End Date or “present”], averaging approximately [#] hours per week. In this role, [he/she/they] is responsible for [brief description of duties that align with objectives, e.g., performing patient assessments, collaborating with the healthcare team, implementing care plans, and documenting in the electronic health record].

In my experience, [Student Name] demonstrates [examples: sound clinical judgment, effective teamwork, professional behavior, cultural sensitivity, safe use of technology]. I believe these experiences contribute to meeting the learning objectives of the Associate of Science in Nursing program.

Sincerely,
[Supervisor Name, Credentials, Title]
[Contact Information]

Require letters to be on organizational letterhead or with contact info, signed and dated.

———————————–

**FORMATTING & SUBMISSION GUIDELINES**

• Typed, double-spaced narratives

• 12-point standard font

• Clear headings: Objective 1, Objective 2, etc.

• Consistent evidence labeling (O1 E1, O2 E1, etc.)

• Every evidence item must be cited in at least one narrative

• Total narrative length typically 5–8 pages plus evidence

Submit word doc, pdf, or onenote workbook

———————————-

**FACULTY NOTES**

• Each objective is evaluated independently.

• Faculty may request additional clinical validation for specific courses.

• Submission of a portfolio does not guarantee acceptance of all evidence.

• Faculty reserve the right to accept or reject documentation based on alignment with program standards.

**## PortfolioRubric.docx**

**Life Experience Portfolio Grading Rubric**

| | | |
| — | — | — |
| Life Experience Portfolio Grading Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Organization & Structure** | **Meets Standards**<br>Portfolio is clearly organized by ASN objectives; sections and evidence are labeled and easy to navigate.<br>**15 pts**<br>**Approaches Standards**<br>Organization is clear with minor labeling or flow issues.<br>**10 pts**<br>**Below Standards**<br>Organization is inconsistent; some objectives or evidence are difficult to locate.<br>**5 pts**<br>**Does Not Meet Standards**<br>Portfolio lacks clear organization or objective separation.<br>**1 pts** | /15 pts |
| **Objective Alignment & Coverage** | **Meets Standards**<br>All ASN objectives are fully addressed, separated, and clearly aligned with supporting evidence.<br>**20 pts**<br>**Approaching Standards**<br>All objectives are addressed; one or more are minimally developed.<br>**14 pts**<br>**Below Standards**<br>One or more objectives are incomplete or weakly aligned with evidence.<br>**8 pts**<br>**Does Not Meet Standards**<br>Multiple objectives are missing or not validated.<br>**2 pts** | /20 pts |
| **Student Narrative Quality & Reflection** | **Meets Standards**<br>Narratives are professional, reflective, and clearly justify how experiences demonstrate mastery of each objective.<br>**20 pts**<br>**Approaching Standards**<br>Narratives explain attainment of objectives but lack depth or synthesis in places.<br>**14 pts**<br>**Below Standards**<br>Narratives are mostly descriptive with limited reflection or weak connections.<br>**8 pts**<br>**Does Not Meet Standards**<br>Narratives are missing or fail to explain attainment of objectives.<br>**2 pts** | /20 pts |
| **Supporting Documentation & Validation** | **Meets Standards**<br>Evidence is comprehensive, relevant, clearly labeled, and fully validates each objective; required employer verification included.<br>**20 pts**<br>**Approaching Standards**<br>Evidence supports objectives but lacks full detail or clarity in one or two areas.<br>**14 pts**<br>**Below Standards**<br>Evidence is limited, inconsistently labeled, or partially missing required validation.<br>**8 pts**<br>**Does Not Meet Standards**<br>Evidence is missing, inappropriate, or unverifiable.<br>**2 pts** | /20 pts |
| **Specificity & Documentation Detail** | **Meets Standards**<br>All evidence includes specific dates, locations, roles, and context; experiences are verifiable.<br>**15 pts**<br>**Approaching Standards**<br>Most evidence includes required details with minor omissions.<br>**12 pts**<br>**Below Standards**<br>Documentation lacks sufficient specificity in several areas.<br>**8 pts**<br>**Does Not Meet Standards**<br>Documentation is vague or unverifiable.<br>**4 pts** | /15 pts |
| **Professionalism & Academic Standards** | **Meets Standards**<br>Writing is professional, clear, free of significant errors, and adheres to ethical and academic standards.<br>**10 pts**<br>**Approaching Standards**<br>Writing is professional with minor errors that do not impede understanding.<br>**8 pts**<br>**Below Standards**<br>Frequent writing errors or lapses in professionalism are present.<br>**5 pts**<br>**Does Not Meet Standards**<br>Writing is unprofessional or violates academic/ethical standards.<br>**2 pts** | /10 pts |

**## ASN_Life_Experience_Portfolio_Instructions.docx**

## Life Experience Portfolio Instructions ASN Nursing Program Objectives

**PURPOSE**

This Life Experience Portfolio allows students to demonstrate how prior academic, clinical, and professional experiences meet the Associate of Science in Nursing (ASN) Program Objectives. Students must provide reflective narratives supported by objective, verifiable documentation.

———————————–

**OVERALL PORTFOLIO STRUCTURE**

Submit ONE organized document (Word or PDF), one note workbook or a single binder if physical submission is required.

**Optional document layout:**

1. Cover Page

Include:

• Student name

• Program: Associate of Science in Nursing (ASN)

• Course name and number

• Faculty name

• Semester and year

• Submission date

2. Table of Contents

List each ASN Program Objective with corresponding page numbers or labeled sections.

3. Preface (½–1 page)

Briefly describe:

• Your academic and professional background (e.g., CNA/LPN experience, years in healthcare, prior degrees).

• Your goal for completing the ASN program and future nursing career plans.

4. Sections by ASN Program Objective

Create a separate section for EACH of the five ASN Program Objectives.

Each section must include ALL of the following:

A. Objective statement (copied verbatim)

B. Student-written narrative explanation

C. Evidence list (table or bullet format)

D. Attached documentation labeled to match the evidence list

5. Conclusion (optional, 1 short paragraph)

Briefly reflect on how creating this portfolio influenced or confirmed your understanding of your learning and professional growth.

———————————–

**REQUIREMENTS FOR EACH OBJECTIVE**

You must complete ALL four components below for each objective you are claiming.

A. Restate the Objective (Verbatim)

Example:

Objective 1: Use a clinical decision-making process to provide patient-centered care to diverse patients in all healthcare environments.

B. Narrative Explanation (½–1 page per objective)

Write 1–2 well-developed paragraphs using professional academic language.

Paragraph 1 – Context:

• Identify where and how you gained this experience.

• Include setting, organization, role, dates of employment/clinical, and patient population.

Paragraph 2 – Demonstration:

• Explain what you actually DID that demonstrates the objective.

• Focus on actions, decisions, critical thinking, and outcomes.

• Refer directly to your evidence using evidence IDs (e.g., see O1 E1).

C. Evidence List

Create a small table or bullet list that clearly links evidence to the objective.

Each piece of evidence must include:

• Evidence ID (e.g., O1 E1)

• Type of evidence

• Source/issuer

• Date(s)

• Explanation of how it supports the objective

D. Attached Documentation

Attach at least ONE piece of concrete evidence per objective (2–4 is typical for strong portfolios).

All attachments must:

• Be clearly labeled with the matching Evidence ID.

• Be referenced explicitly in the narrative.

• Be de-identified (no patient names or identifiers).

———————————–

**ACCEPTABLE FORMS OF EVIDENCE**

Program-specific coursework:

· Prepared papers.

· Discussion posts

· Completed care plans.

· Examples of work designed or completed.

· Skills checklists

Additional Resources: (optional)

· Job descriptions. (Current position)

· Performance evaluations by a qualified professional, i.e. supervisor, professor. (Current position)

· A statement from the employer must validate work experience and professionalism

· Photocopies of certificates. (active certifications ex. ACLS, BLS)

· Transcripts (unofficial UJ transcripts).

· Webinars/conferences attended (while a student)

———————————–

**EMPLOYER / THIRD-PARTY VALIDATION (Optional)**

Any work experience used as evidence MUST be validated by an employer or supervisor letter.

Letters must:

• Be on organizational letterhead (or include contact information)

• Be signed and dated

• Verify role, dates of employment, and responsibilities

• Describe behaviors related to ASN objectives

Here is a template Letter:

To Whom It May Concern:

I verify that [Student Name] has been employed at [Organization] as a [Position] from [Start Date] to [End Date or “present”], averaging approximately [#] hours per week. In this role, [he/she/they] is responsible for [brief description of duties that align with objectives, e.g., performing patient assessments, collaborating with the healthcare team, implementing care plans, and documenting in the electronic health record].

In my experience, [Student Name] demonstrates [examples: sound clinical judgment, effective teamwork, professional behavior, cultural sensitivity, safe use of technology]. I believe these experiences contribute to meeting the learning objectives of the Associate of Science in Nursing program.

Sincerely,
[Supervisor Name, Credentials, Title]
[Contact Information]

Require letters to be on organizational letterhead or with contact info, signed and dated.

———————————–

**FORMATTING & SUBMISSION GUIDELINES**

• Typed, double-spaced narratives

• 12-point standard font

• Clear headings: Objective 1, Objective 2, etc.

• Consistent evidence labeling (O1 E1, O2 E1, etc.)

• Every evidence item must be cited in at least one narrative

• Total narrative length typically 5–8 pages plus evidence

Submit word doc, pdf, or onenote workbook

———————————-

**FACULTY NOTES**

• Each objective is evaluated independently.

• Faculty may request additional clinical validation for specific courses.

• Submission of a portfolio does not guarantee acceptance of all evidence.

• Faculty reserve the right to accept or reject documentation based on alignment with program standards.

**## PortfolioRubric.docx**

**Life Experience Portfolio Grading Rubric**

| | | |
| — | — | — |
| Life Experience Portfolio Grading Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Organization & Structure** | **Meets Standards**<br>Portfolio is clearly organized by ASN objectives; sections and evidence are labeled and easy to navigate.<br>**15 pts**<br>**Approaches Standards**<br>Organization is clear with minor labeling or flow issues.<br>**10 pts**<br>**Below Standards**<br>Organization is inconsistent; some objectives or evidence are difficult to locate.<br>**5 pts**<br>**Does Not Meet Standards**<br>Portfolio lacks clear organization or objective separation.<br>**1 pts** | /15 pts |
| **Objective Alignment & Coverage** | **Meets Standards**<br>All ASN objectives are fully addressed, separated, and clearly aligned with supporting evidence.<br>**20 pts**<br>**Approaching Standards**<br>All objectives are addressed; one or more are minimally developed.<br>**14 pts**<br>**Below Standards**<br>One or more objectives are incomplete or weakly aligned with evidence.<br>**8 pts**<br>**Does Not Meet Standards**<br>Multiple objectives are missing or not validated.<br>**2 pts** | /20 pts |
| **Student Narrative Quality & Reflection** | **Meets Standards**<br>Narratives are professional, reflective, and clearly justify how experiences demonstrate mastery of each objective.<br>**20 pts**<br>**Approaching Standards**<br>Narratives explain attainment of objectives but lack depth or synthesis in places.<br>**14 pts**<br>**Below Standards**<br>Narratives are mostly descriptive with limited reflection or weak connections.<br>**8 pts**<br>**Does Not Meet Standards**<br>Narratives are missing or fail to explain attainment of objectives.<br>**2 pts** | /20 pts |
| **Supporting Documentation & Validation** | **Meets Standards**<br>Evidence is comprehensive, relevant, clearly labeled, and fully validates each objective; required employer verification included.<br>**20 pts**<br>**Approaching Standards**<br>Evidence supports objectives but lacks full detail or clarity in one or two areas.<br>**14 pts**<br>**Below Standards**<br>Evidence is limited, inconsistently labeled, or partially missing required validation.<br>**8 pts**<br>**Does Not Meet Standards**<br>Evidence is missing, inappropriate, or unverifiable.<br>**2 pts** | /20 pts |
| **Specificity & Documentation Detail** | **Meets Standards**<br>All evidence includes specific dates, locations, roles, and context; experiences are verifiable.<br>**15 pts**<br>**Approaching Standards**<br>Most evidence includes required details with minor omissions.<br>**12 pts**<br>**Below Standards**<br>Documentation lacks sufficient specificity in several areas.<br>**8 pts**<br>**Does Not Meet Standards**<br>Documentation is vague or unverifiable.<br>**4 pts** | /15 pts |
| **Professionalism & Academic Standards** | **Meets Standards**<br>Writing is professional, clear, free of significant errors, and adheres to ethical and academic standards.<br>**10 pts**<br>**Approaching Standards**<br>Writing is professional with minor errors that do not impede understanding.<br>**8 pts**<br>**Below Standards**<br>Frequent writing errors or lapses in professionalism are present.<br>**5 pts**<br>**Does Not Meet Standards**<br>Writing is unprofessional or violates academic/ethical standards.<br>**2 pts** | /10 pts |

November 6, 2026
[Solved] Family Disaster Plan Summative Assessment

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November 6, 2026
[Solved] quality improvement

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– Identify a clinical question for a DNP Project to be studied using quality improvement methodology: Conduct a literature search to discuss three types of quality improvement methodologies that may be applied in conducting the QI (quality improvement ) Project. **Assignment 3 Rubric:** Discussion Q…

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– Identify a clinical question for a DNP Project to be studied using quality improvement methodology: Conduct a literature search to discuss three types of quality improvement methodologies that may be applied in conducting the QI (quality improvement ) Project.

**Assignment 3 Rubric:**

Discussion Question Rubric **CriteriaPts** Discuss a clinical question to be studied using quality improvement 4

Discuss three types of quality improvement methodology with references to study your clinical question 9

APA format of references for both questions 2

*No specific page limit. Just need all parts answered*

November 6, 2026
[Solved] read the information attached and filled it as needed based on previous information

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November 6, 2026
[Solved] read carefully the instructions attached and folow . Max 10 pages, APA 7 format. REferences from 2020-2026 NO AI use or plagiarism

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read carefully the instructions attached and folow . Max 10 pages, APA 7 format. REferences from 2020-2026 NO AI use or plagiarism

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November 6, 2026
[Solved] evidence based practice

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I need help deciding on my evidence-based practice change I'll be implementing

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November 6, 2026