Nursing and Learning
Benchmark - Part A: Population Health Research and PICOT Statement
In this course, you will be complete a 2-part assignment in which you conduct research about a population of focus, develop a PICOT statement, and write a Literature Review. The PICOT statement and Literature Review you write in this course can be used for your evidence-based practice project in the next course so be sure to select an issue you want to continue working on in your next course.
PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) is a method that helps clarify the qualities needed to create a good question out of a practice issue or problem affecting the population of focus. Additionally, the information derived from a good PICOT makes it easier to perform a literature search in order to find translational research sources that can be used to address the clinical problem.
Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT and conduct research on the population.
Write a 750-1,000-word paper that analyzes your research and focuses on the population you have chosen. Describe the population's demographics and health concerns, and explain how nursing science, health determinants, and epidemiologic, genomic, and genetic data may impact population health management for the selected population. Provide an overview of a potential solution for solving the health issue related to your population and the intended PICOT statement. Describe how the solution incorporates health policies and goals that support health care equity for the population of focus.
You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MS Nursing: Public Health
MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner
MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety
4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.
RUBRIC
Benchmark - Part A: Population Health Research and PICOT Statement - Rubric
No of Criteria: 10 Achievement Levels: 5
Criteria
Achievement Levels
DescriptionPercentage
Unsatisfactory
0.00 %
Less than Satisfactory
80.00 %
Satisfactory
88.00 %
Good
92.00 %
Excellent
100.00 %
Content
70.0
Population Description, Including Demographics and Health Concerns
10.0
A description of the population, including demographics and health concerns, is not included.
A description of the population, including demographics and health concerns, is present, but it lacks detail or is incomplete.
A description of the population, including demographics and health concerns, is present.
A description of the population, including demographics and health concerns, is clearly provided and well developed.
A comprehensive description of the population, including demographics and health concerns, is thoroughly developed with supporting details.
Synthesis of Nursing Science, Determinants of Health, and Epidemiologic, Genomic, and Genetic Data in the Management of Population Health (C4.1)
20.0
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is not included.
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is present, but it lacks detail or is incomplete.
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is present.
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is clearly provided and well developed.
A comprehensive discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is thoroughly developed with supporting details.
Potential Solution and PICOT Statement
20.0
An outline of the potential solution and PICOT statement is not included.
An outline of the potential solution and PICOT statement is present, but it lacks detail or is incomplete.
An outline of the potential solution and PICOT statement is present.
An outline of the potential solution and PICOT statement is clearly provided and well developed.
A comprehensive outline of the potential solution and PICOT statement is thoroughly developed with supporting details.
A Description of How the Solution Incorporates Health Policies and Goals That Support Health Care Equity for the Population of Focus
15.0
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is not included.
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is present, but it lacks detail or is incomplete.
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is present.
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is clearly provided and well developed.
A comprehensive description of how the solution incorporates health policies and goals that support health care equity for the population of focus is thoroughly developed with supporting details.
Required Sources
5.0
Sources are not included.
Number of required sources is only partially met.
Number of required sources is met, but sources are outdated or inappropriate.
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
Organization and Effectiveness
20.0
Thesis Development and Purpose
7.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
8.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
Format
10.0
Paper Format (Use of appropriate style for the major and assignment)
5.0
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage 100
Part 1: Analysis
Description
Example
Supporting Diverse
Needs of Students (i.e., ELL, gifted, Students with Exceptionalities, etc.).
Direct
Instruction
Direct instruction involves the use of overt teaching techniques. The teacher stands at the front of the classroom and presents the students with information.
Part of direct instruction is matching instruction to the assigned task. This plays a crucial role in helping the students understand the topic.
Direct instruction also depends on strict lesson plans.
Also, it does not include active learning activities such as workshops or discussions (Voltz et al., 2010).
An example of how I would implement this method is by asking students questions in a certain order. For instance, if it is a math class, when I ask a question, I would point to the lowest-achieving student in that subject. If he or she is not able to answer correctly, I will proceed to ask another low achiever until I got the right answer. From the student who gave the right answer, I would ask him or her to do it on the blackboard so every other student can see. This way, the other students would be motivated to understand the concept.
This instructional model supports the diverse needs of learners because it allows each student to participate in classroom activities (Voltz et al., 2010). The model should work particularly well with poor performers who do not like answering classroom questions.
Concept Attainment
Concept attainment is a technique in which students apply their previous understanding of a topic to determine the features of a concept by comparing and contrasting.
The technique allows students to think inductively.
The responsibility of the teacher is to provide examples, record data, and ask questions (Lasley et al., 2002).
I would implement this technique in my diverse classroom through the use of practice questions. For instance, if the concept is on algebra, I would begin by explaining the concept and then doing some examples on the blackboard. Then I would proceed to give the students similar questions to answer on their own. I would begin with simple questions and progress to intermediate and difficult questions.
This model works well with students who have potential but are less likely to achieve it independently (Lasley et al., 2002). Asking them to do certain questions based on a concept would help them test their capability levels and encourage them to work harder.
Concept Development
Concept development is used by teachers to promote high-order thinking and cognition among students.
Concept development allows the students to think about the why and how of learning (Moore, 2009).
An example of how I would implement this is by drawing a comparison between a concept and real life. For instance, if we were discussing conditions under which fire cannot exist, I would ask students why they think sand boxes are placed at gas stations. If the students are able to answer this question correctly, then they would show their understanding of the way of learning.
This model supports the needs of exceptional and gifted students. Very few students are able to understand the why and how of learning (Moore, 2009). However, gifted students can do this and even explain it. By applying this technique, therefore, I would be facilitating broader thinking among my exceptional students.
Vocabulary Acquisition
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