Category: Nursing

The purpose of this assignment is to identify a poorly designed human-technology interface in your practice setting that could risk patient safety.

Instructions

After identifying the issue, comment on the following two questions in a paragraph each (approximately 150-200 words total):

1. Describe in detail how your identified human technology interface problem could be improved to facilitate the human task requirements and improve patient safety.
2. Discuss the nurses responsibility in identifying and reporting problems versus creating workarounds.

Hi, this was my post on the topic so you can have an idea of what I am talking about.

I have heard many times that nursing theory and practice do not always work well together. However, it was not until I began studying nursing and applying it in clinical practice that I was able to truly see how theory and practice connect with each other. It is common to hear nurses say, what I learned in school is totally different from what I am learning on the floor, which often reinforces the idea that theory and practice are separate.

One theory that I find easily applicable in nursing practice is the Maslow Hierarchy of Needs, which emphasizes that physiological needs must be addressed first. Although Maslows theory is a non-nursing theory, it remains a vital component of patient care and clinical decision-making. In practice, prioritizing basic physiological needs such as airway, breathing, circulation, pain control, nutrition, and safety is essential before addressing other concerns.

I believe that applying theory in our profession helps develop nursing knowledge, critical thinking, and supports evidence-based practice. According to the American Nurses Association (ANA, 2023), using a nursing theoretical framework helps nurses understand decision-making processes and promotes quality patient care, serving as a foundation for how and why we deliver specific interventions. The goals of the practice of nursology include providing culturally congruent care that is beneficial and meaningful to patients, families, and cultural groups, while offering nursing services that address diverse cultural needs (Kearney-Nunnery, 2024). I have always strived to provide culturally congruent care to my patients, a concept created by Madeline Leiningers Nursing Theory. This theory emphasizes the importance of understanding and respecting patients’ cultural beliefs, values, and practices to provide effective and meaningful care. On my unit, we frequently care for Hispanic patients, and it is evident that they are more comfortable and more willing to express their concerns when staff members can communicate in their primary language. This helps to build trust, improves communication, and ultimately supports better patient outcomes.

References

American Nurses Association. (2023, July 5). What is nursing theory and why is it important?

Kearney-Nunnery, R. (2021). Advancing your career: Concepts of professional nursing (8th ed.). F. A. Davis.

Rubric Name: NU145 Unit 7 Assignment Rubric: The Care and Consideration of Patients with Mental Health Disorders Design patient-centered care plans that incorporate developmental needs and challenges for individuals across the lifespan. Forced Evaluation Method Demonstrate college-level communication through the oral delivery of original materials in Standard English. Forced Evaluation Method Apply conflict management skills to resolve issues and/or build team alliances.

Rubric Name: NU145 Unit 7 Assignment Rubric: The Care and Consideration of Patients with Mental Health Disorders Design patient-centered care plans that incorporate developmental needs and challenges for individuals across the lifespan. Forced Evaluation Method Demonstrate college-level communication through the oral delivery of original materials in Standard English. Forced Evaluation Method Apply conflict management skills to resolve issues and/or build team alliances.

Instructions Nurses are typically less familiar with qualitative studies than quantitative. When doing a thorough literature review to find external evidence, it is important that you consider all points of view. This assignment will provide you with an opportunity to read and appraise a qualitative study and objectively determine its worth to inform your PICOT question. PICOT Question: In adult patients with type 2 diabetes in primary care settings (P), does the implementation of continuous glucose monitoring (I) compared to traditional fingerstick blood glucose monitoring (C ) improve glycemic control (measured by HbA1c reduction 0.5%) (O) over a six-month period (T)? Tasks: In Submissions Area, you appraised quantitative evidence from a reference list that was provided. You then set up an Evaluation Table for your individual PICOT question. In this week, you will add to that table by adding the critical appraisal of a qualitative study. Use the reference list provided in Submissions Area and critically appraise the qualitative study. Compile the following: A copy of the RCA form for the qualitative study A completed Evaluation Table that includes the quantitative and qualitative studies Complete RCAs of the qualitative study only from the Reference List using the appropriate RCA checklists. Submission Details: Cite all sources using APA format.

Instructions Nurses are typically less familiar with qualitative studies than quantitative. When doing a thorough literature review to find external evidence, it is important that you consider all points of view. This assignment will provide you with an opportunity to read and appraise a qualitative study and objectively determine its worth to inform your PICOT question. PICOT Question: In adult patients with type 2 diabetes in primary care settings (P), does the implementation of continuous glucose monitoring (I) compared to traditional fingerstick blood glucose monitoring (C ) improve glycemic control (measured by HbA1c reduction 0.5%) (O) over a six-month period (T)? Tasks: In Submissions Area, you appraised quantitative evidence from a reference list that was provided. You then set up an Evaluation Table for your individual PICOT question. In this week, you will add to that table by adding the critical appraisal of a qualitative study. Use the reference list provided in Submissions Area and critically appraise the qualitative study. Compile the following: A copy of the RCA form for the qualitative study A completed Evaluation Table that includes the quantitative and qualitative studies Complete RCAs of the qualitative study only from the Reference List using the appropriate RCA checklists. Submission Details: Cite all sources using APA format.

Guidelines for the paper:

1. The paper must be in APA format. The body of the paper should be between 500-600 words. (Previously 400-500 words). Do not exceed 600 words. The paper should be clear and concise.
2. An abstract for a student paper is not required.
3. Running Heads are not required–only the page number is included in the heading.
4. All papers must be submitted in a Word Doc format.
5. All scholarly papers begin with an introduction that includes a purpose statement. All scholarly papers end with a conclusion. For this paper keep them brief–4-5 sentences.
6. Must include at least two scholarly, peer-reviewed journal articles within the last 5-years from the nursing literature. Scholarly websites and the textbook may be used but two articles must be used. Search the
8. for articles.
9. For tips locating articles to support your paper view:

Directions for the paper:

1. Briefly describe the concepts of critical thinking, clinical reasoning, and clinical judgment.

• Include a definition of each.
• Describe how they are connected.

1. Describe how incorporating critical thinking, clinical reasoning, and clinical judgment into practice enhances the nurse’s ability to provide safe and effective client care. Provide 3 examples of ways that critical thinking, clinical reasoning, and clinical judgment impact the nurse’s practice and patient outcomes.

Read the following about integrating emotional intelligence (EI) and Crucial Conversations into Quality and Safety Education for Nurses (QSEN) competencies for licensed practical nurses (LPN) students. Follow the writing prompt and grading rubric to complete the assignment. Integrating Emotional Intelligence and Crucial Conversations into QSEN Competencies for LPN Students Licensed practical nurses (LPNs) are essential members of the healthcare team who must deliver safe, effective, patient-centered care in fast-paced and often emotionally charged environments. As LPN students prepare to enter the workforce, they must develop both technical and interpersonal skills to meet the challenges of modern nursing. The Quality and Safety Education for Nurses (QSEN; 2020) initiative identifies six core competenciespatient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informaticsthat are essential for ensuring quality healthcare. Integrating emotional intelligence (EI) and skills for engaging in crucial conversations enhances LPN students ability to embody these QSEN competencies, improving patient outcomes, fostering collaboration, and reducing workplace conflict. Emotional Intelligence and Its Relevance to Nursing Emotional intelligence refers to the ability to recognize, understand, and manage ones own emotions while also being sensitive to the emotions of others (Goleman, 2006). In nursing, EI supports compassionate communication, de-escalation of tense situations, and decision-making under stress. Research indicates that nurses with high emotional intelligence are more likely to provide patient-centered care, experience lower levels of burnout, and demonstrate greater empathy and ethical sensitivity (Codier et al., 2010). For LPN students, developing EI is foundational to cultivating professional relationships with patients, families, and interdisciplinary teams. Crucial Conversations and Communication in Nursing Practice Crucial conversations are discussions where stakes are high, opinions vary, and emotions run strong (Patterson et al., 2012). Examples in nursing include reporting medication errors, addressing safety concerns, or advocating for patients whose needs are being overlooked. LPN students who are trained to navigate these interactions with clarity, confidence, and respect are more likely to promote safe, transparent healthcare environments. Developing these skills aligns directly with the QSEN competencies of teamwork and collaboration, safety, and patient-centered care. QSEN Competencies and the Integration of Emotional Intelligence and Crucial Conversations Patient-Centered Care LPN students who practice emotional intelligence can recognize verbal and nonverbal cues from patients, enabling them to respond to physical and emotional needs more effectively. Engaging in crucial conversations with patients and families helps ensure that care is aligned with patient values, beliefs, and preferences. For instance, an LPN with strong EI can recognize a patient’s anxiety about a procedure and initiate a compassionate discussion to address concerns, reinforcing the QSEN goal of individualized, respectful care. Teamwork and Collaboration QSEN emphasizes open communication and mutual respect within healthcare teams. Emotional intelligence enhances teamwork by promoting self-regulation, active listening, and conflict resolution. When crucial conversations are neededsuch as addressing miscommunication with a peer or reporting unprofessional behaviorLPNs who are equipped with EI skills can speak up respectfully and effectively, maintaining team cohesion and patient safety. Evidence-Based Practice Although evidence-based practice (EBP) primarily focuses on the integration of clinical evidence, patient preferences, and clinical expertise, the process of discussing research findings and implementing changes often involves emotionally charged conversations. EI helps LPNs manage resistance or skepticism when introducing new practices. A student nurse who understands the emotional impact of change can better facilitate dialogue that bridges the gap between research and real-world application. Quality Improvement Engaging in quality improvement often involves identifying and discussing systems issues or errors. Emotional intelligence allows LPNs to address these situations constructively without blame. For example, initiating a crucial conversation about an unsafe workflow practice requires both courage and sensitivity. LPN students with EI skills are more likely to be proactive participants in safety initiatives and continuous improvement. Safety Creating a culture of safety requires open communication about errors, near misses, and risky behaviors. EI supports a non-punitive approach to error reporting, while crucial conversation skills enable LPNs to escalate safety concerns even in hierarchical environments. A student nurse who practices EI may recognize a preceptors frustration and approach a safety concern in a way that encourages collaboration rather than defensiveness. Informatics While informatics may seem primarily technical, EI and communication play key roles in patient education and interdisciplinary communication using electronic health records. For example, when documenting sensitive patient information or responding to electronic alerts, EI can guide a nurse’s tone and decision-making. Likewise, difficult electronic messagessuch as clarifying physician orderscan benefit from principles of crucial conversations to maintain professional clarity and tone. Conclusion As LPN students transition into professional practice, integrating emotional intelligence and crucial conversations into the QSEN competencies prepares them to navigate the complexities of healthcare with professionalism, empathy, and effectiveness. These interpersonal skills do more than enhance communicationthey reinforce the values of safety, quality, and patient-centered care at every level. Nurse educators and students alike should prioritize the development of EI and communication skills as essential components of nursing competence and patient safety. References Codier, E., Muneno, L., Franey, K., & Matsuura, F. (2010). Is emotional intelligence an important concept for nursing practice? Nursing Administration Quarterly, 34(1), 8799. Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ. Bantam Books. Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw-Hill. Quality and Safety Education for Nurses. (2020). QSEN competencies. Writing Prompt Assignment Instructions: In a well-organized essay of approximately 500 words, reflect on how the development of emotional intelligence and crucial conversation skills can enhance your ability to meet the QSEN competencies as an LPN student and future nurse. Your essay should follow APA format and include the following elements: Title Page Introduction: Briefly describe the QSEN competencies and explain why they are important for LPN practice. Introduce the concepts of emotional intelligence and crucial conversations and how they relate to the QSEN framework. Body Paragraphs: Discuss how emotional intelligence and crucial conversations help nurses: Provide patient-centered care Maintain empathy and professionalism in emotionally charged situations Engage in crucial conversations to support teamwork, collaboration, and safety Support participation in evidence-based practice and quality improvement, particularly in situations involving resistance or change Use informatics responsibly, especially when interacting with physicians and team members through electronic communications. Include an example or scenario to illustrate your point(s), and reflect on a situation (real or hypothetical) where clear, respectful communication guided by emotional intelligence could prevent a problem or improve outcomes. Conclusion: Summarize how emotional intelligence and crucial conversation skills are not just soft skills but essential tools for achieving the goals of QSEN. Describe how you plan to develop and apply these skills during your nursing education and clinical practice. Writing Requirements: Length: 500 words Format: Microsoft Word documents ONLY! Typed, double-spaced, 12-point font, Times New Roman Citation: If you refer to outside sources (such as Goleman, Codier et al., or QSEN.org), use APA format for in-text citations and reference list Submission: Upload to the designated Canvas Dropbox under Week 2 Modules in the PNS 1203 Course on Canvas by due date: Sunday, July 6, 2025 by 11:59 p.m. Evaluation Criteria: Your essay will be graded on clarity, organization, depth of reflection, connection to QSEN competencies, use of specific examples, and correct grammar and spelling. Demonstrating a clear understanding of how emotional intelligence and communication skills impact your nursing practice is key to a successful paper. See the rubric for more grading criteria.

**PLEASE READ**

YOU WILL BE REWRITING THE PEDIATRIC PSYCH SOAP NOTE

THE WEEK 7 SOAP NOTE IS AN EXAMPLE

APA 7TH STYLE FORMAT

REFERENCES AND TITLE PAGE INCLUDED.

Subjective Data:

The Chief Complaint is clear, concise, and verbatim from pt. History of Present Illness is thorough yet concise and provides a chronological account of symptoms and contextual factors that are sufficiently descriptive (OLDCARTS) to validate Dx per DSM-5 TR criteria. All pertinent negatives are included. A longitudinal course of illness is clear. Current psychiatric medications and responses are included.

Objective Data:

MSE contains the required elements. It is in narrative form and effectively and vividly describes the patients presentation. Concrete examples of all assessment results are included i.e. able to correctly interpret 2/3 simple proverbs to validate documentation of abstract thought intact.”

Assessment:

The differential is pertinent to signs and symptoms, the formulation contains evidence of critical thought and subject knowledge, and reasonable diagnoses are made per DSM-5. Clearly met criteria for diagnoses tendered are explicit in the HPI (History of Present Illness) description and substantiated with the MSE.

Plan:

An evidence-based treatment plan is presented with detailed rationales. The level of detail reflects the students ability to choose treatments based not only on FDA approval or current evidence but also on the nuances and unique characteristics of each. The treatment plan is holistic and comprehensive. There is compelling evidence of the students synthesis of information and critical thought. Includes neurobiology information on the disorder.

Writing, Support, APA:

The format is consistent with the example provided in the course. Clear, recent (5-7 years), scholarly, peer-reviewed support of topics. Minimal grammar, spelling, and punctuation errors. Writing mechanics include minimal awkward or unclear passages but are consistent with formal scholarly work. Minimal errors in APA style manuals listed on the course syllabi.

Check out the South College Library for resources to assist you with your APA formatting:

Rubric

SOAP Note Rubric 5900 Practicum Series Updated 3.23

SOAP Note Rubric 5900 Practicum Series Updated 3.23

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Chief Complaint or appropriate health screening visit:

5 pts

Exceeds Expectations

Complete, concise, and well-organized statement of the reason for health care visit.

4 pts

Meets Expectations

Well-organized and accurately states the reason for the healthcare visit.

3 pts

Needs Improvement to Meet Expectations

Poorly organized and/or incomplete statement of the reason for the healthcare visit.

2 pts

Does not meet expectations

Chief complaint not identified; poorly organized introduction.

5 pts

This criterion is linked to a Learning Outcome

History of Present Illness

5 pts

Exceeds Expectations

Complete, concise, and well-organized summary of pertinent information related to the reason for the healthcare visit.

4 pts

Meets Expectations

Well-organized and accurate summary of pertinent information related to the reason for the healthcare visit.

3 pts

Needs Improvement to Meet Expectations

Poorly organized and/or incomplete summary of pertinent information related to the reason for the healthcare visit.

2 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate summary of pertinent information related to the reason for the healthcare visit.

5 pts

This criterion is linked to a Learning Outcome

Medications

5 pts

Exceeds Expectations

Complete, concise, and well-organized summary of current medications; drug, dose, frequency, route, time of last dose included for each drug. Includes patient-stated reason for taking the drug.

4 pts

Meets Expectations

Well organized and accurate summary of current medications; dose, frequency for each drug included.

3 pts

Needs Improvement to meet expectations

Poorly organized and/or incomplete summary of current medications.

2 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate summary of current medications

0 pts

No Marks

5 pts

This criterion is linked to a Learning Outcome

Past Medical History

Past Mental Health History

5 pts

Exceeds Expectations

Complete, concise, and well-organized summary of past medical history; includes significant illnesses, surgeries, and diagnostic studies.

4 pts

Meets Expectations

Well-organized, accurate summary of past medical history. No omissions were noted.

3 pts

Needs improvement to meet expectations

Poorly organized and/or incomplete summary of past medical history. One omission was noted.

2 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate summary of past medical history. More than one omission was noted.

5 pts

This criterion is linked to a Learning Outcome

Family History

Family Mental Health History

5 pts

Exceeds Expectations

Complete, concise, and well-organized summary of family history. Genogram included.

4 pts

Meets Expectations

Well-organized, accurate summary of family history. No omissions were noted.

3 pts

Needs improvement to meet expectations

Poorly organized and/or incomplete summary of family history. One omission noted.

2 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate summary of family history. More than one omission noted.

5 pts

This criterion is linked to a Learning Outcome

Personal and Social History

Include ETOH, Smoking, Substance Abuse

5 pts

Exceeds Expectations

Complete, concise, and well-organized summary of personal and social history.

4 pts

Meets Expectations

Well-organized, accurate summary of personal and social history. No omissions were noted.

3 pts

Needs improvement to meet expectations

Poorly organized and/or incomplete summary of personal and social history. One omission was noted.

2 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate summary of personal and social history. More than one omission was noted.

5 pts

This criterion is linked to a Learning Outcome

Review of Systems including:

General

Eyes

Eyes/Nose/

Throat

Endocrine

Cardiovascular

Respiratory

Gastrointestinal

Genitourinary

Hematology/

Lymph

Integumentary

Neck

Neurological

Musculoskeletal

Psychological

10 pts

Exceeds Expectations

Complete, concise, and well-organized summary of review of systems.

8 pts

Meets Expectations

Well organized and accurate summary of review of systems. No omissions noted.

6 pts

Needs improvement to meet expectations

Poorly organized and/or incomplete summary of review of systems OR nonsubjective information mixed in OR one omission noted.

5 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate summary of review of systems OR more than one omission noted.

10 pts

This criterion is linked to a Learning Outcome

Vital signs:

Vital signs:

BP

Temp

Pulse

RR

Height

Weight

BMI

Include normal, overweight, obese, etc.

5 pts

Exceeds Expectations

All vital signs, measurements included. BMI is identified and categorized.

4 pts

Meets Expectations

All vital signs, measurements included. BMI is identified but not categorized.

3 pts

Needs improvement to meet expectations

At least one omission noted from vital signs and measurements.

2 pts

Does not meet expectations

More than one omission noted from vital signs and measurements.

5 pts

This criterion is linked to a Learning Outcome

Physical Examination including:

General

Eyes

Ears/Nose/Throat

Endocrine

Cardiovascular

Respiratory

Gastrointestinal

Genitourinary

Hematology/

Lymph

Integumentary

Neck

Neurological

Musculoskeletal

Psychological

Mental Health Exam

Including:

Appearance: How does the patient look? Neatly dressed with clear attention to detail? Well-groomed?

Level of alertness: Is the patient conscious? If not, can they be aroused? Can they remain focused on your questions and conversation? What is their attention span?

Speech: Is it normal in tone, volume and quantity?

Behavior: Pleasant? Cooperative? Agitated? Appropriate for the particular situation?

Awareness of environment, also referred to as orientation: Do they know where they are and what they are doing here? Do they know who you are? Can they tell you the day, date and year?

Mood: How do they feel? You may ask this directly (e.g. “Are you happy, sad, depressed, angry?”). Is it appropriate for their current situation?

Affect: How do they appear to you? This interpretation is based on your observation of their interactions during the interview. Do they make eye contact? Are they excitable? Does the tone of their voice change? Common assessments include: flat (unchanging throughout), excitable, and appropriate.

Thought Process: This is a description of the way in which they think. Are their comments logical and presented in an organized fashion? If not, how off base are they? Do they tend to stray quickly to related topics? Are their thoughts appropriately linked or simply all over the map?

Thought Content: A description of what the patient is thinking about. Are they paranoid? Delusional (i.e. hold beliefs that are untrue)? If so, about what? Phobic?

20 pts

Exceeds Expectations

Complete, concise, and well-organized documentation of physical examination.

16 pts

Meets Expectations

Well organized and accurate documentation of physical examination.

15.5 pts

Needs improvement to meet expectations

Poorly organized and/or incomplete documentation of physical examination OR nonobjective findings mixed in OR missing one system.

12 pts

Does not meet expectations

Poorly organized, incomplete, and/or inaccurate documentation of physical examination OR more than one system omitted (deduct 3 points per omitted system).

20 pts

This criterion is linked to a Learning Outcome

Differential Diagnosis

Include ICD-10

Include rationale for why these are the most likely diagnoses

10 to >9.0 pts

Exceeds Expectations

There is a complete and appropriate differential diagnosis list (>3) which is rationally prioritized. All ICD-10 codes are accurate.

9 to >8.0 pts

Meets Expectations

There is a differential diagnosis list of three diagnoses which is rationally prioritized. All ICD-10 codes are accurate.

8 to >7.0 pts

Needs improvement to meet expectations

Differential diagnosis list with one omitted or inappropriate diagnosis OR rationale not provided for one diagnosis OR one ICD-10 code inaccurate.

7 to >0 pts

Does not meet expectations

Differential diagnosis list with more than one omitted or inappropriate diagnosis OR rationale not provided for more than one diagnosis OR more than one ICD-10 code inaccurate.

10 pts

This criterion is linked to a Learning Outcome

Most likely diagnoses, which includes:

Most likely diagnoses, which includes:

Pathophysiology of the diagnosis

Rationale for the diagnosis

Indicated diagnostic testing to support the diagnosis

Medications and nonpharmacologic treatments for the condition

10 pts

Exceeds Expectations

Most likely diagnosis is identified and supported by synthesis of subjective and objective data. There is an exemplary description of pathophysiology, indicated diagnostic testing, treatment, and teaching which is supported by references.

8 pts

Meets Expectations

Most likely diagnosis is identified and supported by synthesis of subjective and objective data. There is a good description of pathophysiology, indicated diagnostic testing, treatment, teaching which is supported by references.

7.5 pts

Needs improvement to meet expectations

Most likely diagnosis is identified but not supported by a synthesis of subjective and objective data OR there is only a brief description of pathophysiology, indicated diagnostic testing, treatment, and teaching OR this information is not supported by references.

5 pts

Does not meet expectations

Most likely diagnosis is not identified OR there is a no description of pathophysiology, indicated diagnostic testing, treatment, teaching.

10 pts

This criterion is linked to a Learning Outcome

Assessment and Plan

Summary of assessment findings, including both subjective and objective

Plan for diagnostics and treatment, including pharmacologic and nonpharmacologic

10 pts

Exceeds Expectations

Exemplary summary of assessment findings. Specific, appropriate, and justified recommendations (including drug name, dose, route, frequency, and duration of therapy) and non-drug therapy (if indicated) for each identified problem. Prioritization is appropriate. Rationales for recommendations included and appropriate.

8 pts

Meets Expectations

Good summary of assessment findings. Specific, appropriate, and justified recommendations (including drug name, dose, route, frequency, and duration of therapy) and non-drug therapy (if indicated) for each identified problem. Prioritization is appropriate.

7.5 pts

Needs improvement to meet expectations

Brief summary of assessment findings. Prioritization is appropriate. One problem omitted OR information other than what was documented in subjective and objective was used to identify problems OR recommendations are omitted for one problem.

5 pts

Does not meet expectations

Incomplete summary of assessment findings OR priority problem not identified OR problems not prioritized OR omission of more than one problem OR identification of nonexistent problem OR recommendations are omitted for more than one problem.

10 pts

This criterion is linked to a Learning Outcome

References in APA format

5 pts

Exceeds Expectations

Multiple (>2) current references including professional journals and noncommercial (e.g., gov, edu, org) website AND no errors in APA citations or references.

4 pts

Meets Expectations

At least two current references including professional journals and noncommercial (e.g., gov, edu, org) website OR 1-2 minor errors in APA citations or references.

3 pts

Needs improvement to meet expectations

Only one current reference including professional journals and noncommercial (e.g., gov, edu, org) website OR multiple errors in APA citations and references.

2 pts

Does not meet expectations

No current professional references. Based solely on personal opinion or lay literature.

5 pts

Total Points: 100

Papers submitted up to 48 hours after the due date will receive a 30-point deduction.

Papers submitted more than 48 hours late will receive a zero for the assignment.

Evidence of plagiarism will result in a zero for this assignment.

Your Copyleaks score is generated automatically when you submit to the Dropbox. Your score will be available in the gradebook and should be no greater than the 15% mark. If the similarity is above 15%, please resubmit with revisions before the due date.

This assignment consists of two parts:

1. Write at least 250 words on which specific

2. ethical standards were not utilized in the Tuskegee Syphilis Study. Be sure you use citations and references.
3. Find an article on ethical dilemmas, transgressions, or misconduct related to a research study; using a minimum of 250 words explain the ethical dilemma in the study with sufficient information that the article doesn’t need to be reviewed to understand your comments. Be sure you use citations and references.

Please ensure that your paper

1. is in APA format. Click on the link to see a sample paper.
4. This is a generic paper–introductory/conclusion paragraph, abstract, charts, and graphs are not required.
5. includes a title page and reference page per APA (no abstract required).
6. is written in scholarly language (refrain from using first-person pronouns such as “I” or “you”).
7. at least 500 words in length (not including title or reference page).
8. has a Copyleaks Score of 15% or less.
9. includes at least three scholarly peer-reviewed references from the last five years.