National Diabetes Education Program (NDEP) & American Diabetes Association (ADA)
pply Rubrics
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
5.0 %Format
3.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of 'primer prose' indicates writer either does not apply figures of speech or uses them inappropriately.
Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
Language is appropriate to the targeted audience for the most part.
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
2.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is present. Citations are inconsistently used.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
Diabetes Prevention Program
Name
Course
Instructor
Date
Diabetes Prevention Program
Article: National Diabetes Education Program (NDEP) & American Diabetes Association (ADA), 2015. Diabetes Prevention Program (DPP). National Diabetes Information Clearinghouse.
The Diabetes Prevention Program (DPP) was carried out with the aim of comparing the effects of weight reduction through diet control and physical activity in comparison with the diabetes oral drug metformin. To study the correlation all the participants for the study were overweight, and they had a higher blood sugar level more than normal. The participants were recruited from 27 clinical centers around the USA, and they were randomly divided into different treatment groups. The first group consisted of the intervention group in which they underwent a thorough training on physical activity, diet and behavior modification. The group had to work out 150 minutes a week, and they consumed foods with less fat content and fewer calories. On average this group managed to reduce 7% of their total body weight. The second group was under the metformin treatment, and each one was given 850mg of metformin twice a day. The third group was given the placebo pills in place of metformin. They were also subjected to training about exercises and diet. The fourth group was subjected to the treatment by troglitazone (Rezulin), but later this group was discontinued from the study after the researchers realized that the drug had the capability of causing liver damage. All the 3234 participants were overweight, one of the risk factors for diabetes type 2, a condition known as prediabetes (NDEP & ADA, 2015).
The diabetes type 2 is a disorder that affects the way the food is digested and utilized in the body. The food is broken down into glucose and using insulin its absorbed into the body. People with type 2 diabetes have two problems with the insulin. Firstly, there is less insulin production by the pancreas, and as a result, insulin accumulates in the body. Secondly, they are insulin resistant whereby their muscles of the liver and fat cells do not utilize the insulin accordingly. The results of the study indicate that people with high glucose level (the pre-diabetes condition) can avoid diabetes type 2 or delay it by physical exercise, eating foods that have low-fat content and low calories. This is achieved by the ability to initiate the body to utilize the insulin sufficiently and therefore the glucose is fully absorbed into the blood. On the other hand, the results indicated that metformin delays the onset of diabetes type 2. The participants in the lifestyle group, those who received counseling and motivation on the ex...