CS630 Final Research Report or QA (800 points max.) 1 .docx

CS630 Final Research Report or Q/A (800 points max.)
1
The Final Research Report is due 05/31/2020. Late assignments
will not be accepted. Posting
must occur in the appropriate area of Moodle. Hardcopy, email,
etc. will not be accepted. A
total of 800 points will be awarded for a perfect score for this
exercise. Each student may
choose ONLY one (1) of the two options outlined below.
Option 1 is a Research Report
A student wishing to continue with his/her education beyond the
Master’s Degree and
considering advancing to the Ph.D. level may wish to select
Option 1 as it will provide a
foundation for a Master’s Thesis and Dissertation.
Option 2 is a Question / Answer summary of (specify
discipline).
This option provides the less engaged student with the
opportunity and challenges of creating a
proper Q/A sequence derived from the specific domain under

study. If selected, this option will
also allow entries to be added to the question pool in subsequent
terms. If proper format is
followed, insertion into the question pool can easily be
accommodated by the Learning House
folks.
Option 1: Research Report / Individual Project (800 points)
Write a scholarly research report on a topic related to Software
Engineering (see
Appropriate Topics). Please see Important Notes and Document
Details for detailed
specifications.
Appropriate Topics:
The Research Report, select one of the following research areas:
i) Software Engineering and UML
ii) Software Engineering and INTRANET Cloud Computing
iii) Software Engineering and EXTRANET Cloud Computing
iv) Software Engineering and Software Security
v) Software Engineering and Machine Learning
vi) Software Engineering and Artificial Intelligence
vii) Software Engineering and design of computing technologies
(e.g. processor
design, networking, etc.)

2
Important Student Notes:
Follow the guidelines of the CU Research guide for structure
Following the specifications of APA for format
REMINDERS:
Note: Turnitin has a very good
historical memory and is capable of accessing reports from both
internal and external
resources (i.e. Universities, Governments, etc.) including those
originally written in non-
English written languages. Plagiarism will result in a grade of
zero (non-negotiable) for
the assignment and may results in other university actions. The
department chairperson
will be notified of the violation. Additional Campbellsville
University penalties may be
applicable. Please see class syllabus for additional details.

– BE SURE
BEFORE DEPRESSING ENTER.
ions include Microsoft
Word (doc, docx). No other
formats are acceptable.
evidence (citations from
peer-reviewed sources).
-reviewed journal articles are
required.
-spaced, one-inch boarders, no
extra space for headings, no
extra white space, no more than two levels of heading, page
numbers, front and back
matter).
ly
affect student grade.
the English language. Errors
in grammar, spelling, or syntax will affect student grade. The
Professor, will not provide
remedial help for writing problems. If the student is unable to
write clearly and correctly,
the student should be urged to contact the program office for
sources of remedial help.

- please refer to the following url for
additional help on writing skills
necessary at the graduate level
(https://owl.purdue.edu/site_map.html).
- the final report is due no later than the
due date assigned. A total of at
least 15 full pages is required (no extra whitespace, does not
include appendices). (800
points). Only Microsoft Word submission is acceptable.
from peer reviewed
journals or peer reviewed conference proceedings. Newspapers,
websites (URLs),
magazines, technical journals, hearsay, personal opinions, and
white papers are NOT
acceptable citations. Please access the CU Library at
https://owl.purdue.edu/site_map.html
3
http://campbellsville.libguides.com/?b=g&d=a for appropriate
materials.
submission. IMPORTANT - please

refer to the following url for help with APA:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_style_introduction.html.
Please reach out to our librarians for additional citation
management and APA help.
appendices and ARE NOT included
in the 15 page requirement. This means appendices are not
included in the 15 pages
minimum requirement.
one quoted short sentence
(less than 14 words) is permitted per page.
Document Details (Refer to the CU Research Guide)
This area provides additional details about the content of each
of the needed Research
Report Chapters (5). The final submission should include
DETAILS of each of following:
1) Chapter 1 – Introduction
2) Chapter 2 – Literature Review
3) Chapter 3 – Methodology Specifics (comparative analysis)

4) Chapter 4 – Findings and Results
5) Chapter 5 – Conclusion and Future Recommendations
6) References - APA
7) Appendices
Chapter 1 Introduction
Introduction
In this section, present enough information about the proposed
work such that the reader
understands the general context or setting. It is also helpful to
include a summary of how the
rest of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy
problem addressed (i.e., why
the work should be undertaken – don’t say required for the
class). Follow the statement of the
problem with a well-supported discussion of its scope and
nature. The discussion of the
http://campbellsville.libguides.com/?b=g&d=a
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_style_introduction.html

4
problem should include: what the problem is, why it is a
problem, how the problem evolved or
developed, and the issues and events leading to the problem.
Goal
Next, include a concise definition of the goal of the work (i.e.,
what the work will accomplish).
Aim to define a goal that is measurable.
Research Questions
Research questions are developed to help guide the authors
through the literature for a given
problem area. What were the open-ended questions asked and
why did the student find (or not
find) them adequate.
Relevance and Significance
The student should consider the following questions as they
read through an article stating how
the author(s) supported, or left unsupported the evidence,
relevance, and significance of their

research literature:
Why is there a problem? What groups or individuals are
affected?
How far-ranging is the problem and how great is its impact?
What’s the benefit of solving the
problem?
What has been tried without success to correct the situation?
Why weren’t those attempts
successful? What are the consequences of not solving the
problem?
How does the goal of the study address the research problem
and how will the proposed study
offer promise as a resolution to the problem?
How will the research add to the knowledge base?
What is the potential for generalization of the results?
What is the potential for original work?
Barriers and Issues

5
In these paragraphs, identify how the problem is inherently
difficult to solve. How did the
solution the author(s) propose address the difficulties?
Chapter 2 Literature Review
In this section, it is important to clearly identify the major areas
on which the student will need
to focus the student research in order to build a solid foundation
for the study in the existing
body of knowledge. The literature review is the presentation of
quality literature in a particular
field that serves as the foundation and justification for the
research problem, research questions
or hypothesis, and methodology. The student will develop a
more comprehensive review of the
literature as part of the research.
Chapter 3 Approach/Methodology
This chapter includes a summary of how the student is going to
proceed with the evaluation of
the problem statement and associated research question(s).
Given the short time of this course, a
compare / contrast or advantage / disadvantage analysis is

recommended
Chapter 4 Findings, Analysis, Synthesis
Include an objective description and analysis of the findings,
results or outcomes of the
research. Limit the use of charts, tables, figures to those that are
needed to support the narrative.
Most of these illustrations should be included as part of the
Appendix.
The following topics are intended to serve as a guide:
Data analysis
Findings & discussion
Analysis
Synthesis
Discussion
Chapter 5 Conclusions
6

Conclusions - Clearly state the conclusions of the study based
on the analysis performed and
results achieved. Indicate by the evidence or logical
development the extent to which the
specified objectives have been accomplished. If the research has
been guided by hypotheses,
make a statement as to whether the data supported or rejected
these hypotheses. Discuss
alternative explanations for the findings, if appropriate.
Delineate strengths, weaknesses, and
limitations of the study.
Implications - Discuss the impact of the work on the field of
study and its contributions to
knowledge and professional practice. Discuss implications for
future research.
Recommendations - Present recommendations for future
research or for changes in research
methods or theoretical concepts. As appropriate, present
recommendations for changes in
academic practice, professional practice, or organizational
procedures, practices, and behavior.
References
Follow the most current version of APA to format the
references. However, each reference

should be single-spaced with a double space in between each
entry.
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the
right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages
below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both
left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents
submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no
extra spaces between paragraphs
in sections; however, indent the first line of each paragraphs
five spaces.

7
Page Numbering
All pages should have page numbers in Arabic numerals in the
upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New
Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the
chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the
document. Do not use a compressed
typeface or any settings on the word processor that would
decrease the spacing between letters
or words. Sans serif typefaces such as Helvetica or Arial may be
used for relatively short blocks
of text such as chapter headings and captions but should be
avoided in long passages of text as
they impede readability.
Title Page
Every document that is submitted must have a title page. The
title page includes the exact title

of the research report, date of submission, the team name, and
the name of each team member.
Chapter Title Heading, Subheadings, and Sub-Subheadings
It is required that submitted Research Report use no more than
three levels of headings in the
body text. All headings should have only the first letter of each
word capitalized except that
non-major words shorter than four letters have no capital
letters.
Instructions for heading levels follow:
Level 1: Chapter Title Heading
This heading starts two inches from the top of the page, is
centered on the page, and is set in 14-
point type. The first line contains the chapter number (e.g.,
Chapter 4). The second line is blank.
The third line displays the chapter title, is centered on the page,
and is set in 14-point type.
Level 2: Subheading
Start the subheading at the left margin of the page, four spaces
(i.e., two returns when the
document is set for double-spacing) down from the title, set in
bold 12-point type. Double-space

(one return) to the subheading body text. Indent the first line of
the body text five spaces.
8
Level 3: Sub-Subheading
Start the sub–subheading at the left margin of the page, double-
spaced (i.e., one return when the
document is set up for double-spacing) from the subheading, set
in 12-point italics. Double-
space (one return) to the sub-subheading body text. Indent the
first line of the body text five
spaces.
Option 2 is a Question / Answer Bank (800 Points)
This option asks the student to thoroughly review the assigned
course materials (xx chapters
of the assigned textbook, PPTs, and Discussion Forums). If this
option is selected, the
student is to create a final exam derived from the materials
previously under study and as

specifically outlined below. Questions posted in the textbook,
textbook website, derived from
Chegg or related websites will result in a final grade of zero for
the Final Exam. The question
/ answers must be in the student’s own words as each
submission should be checked for
plagiarism by Turnitin.
Create at least 10 questions per assigned chapters (1, 2, 3, 4, 5,
6, 7, 8, 9, 10, 11, 12, 13, and
14). Fourteen chapters are assigned for this exercise. A total of
140 correct and related
questions / answers are required. Nine Q/A and one Essay for
each assigned chapter is
required. The Q/A may not replicate any of the quiz questions
and must be in one if the
following formats: 1) Multiple Choice “MC”; 2) Fill-in “FI”; 3)
Multiple Answers “MA”
and “ES” Essay. Highlight the correct answer as indicated
below.
1. Questions must identify the Chapter “Ch” and Question (“Q”)
.
The format of the question/answer are as follows:

o Sample MC
1. Ch01Q01 - Software Engineering includes:
a. Functional Requirements Gathering
b. Non-Functional Requirements Gathering
c. Both Functional and Non-Functional Requirements Gathering
d. None of the above
o Sample MC
9
2. Ch01Q02 - Software Engineering does not include:
a. Functional Requirements Gathering
b. Non-Functional Requirements Gathering
c. GUI
d. None of the above
o Sample FI
1. Ch01Q03 - ______ testing dictates the Q/A person has access
to the source
code:
a. White-Box
o Sample MA
1. Ch01Q04 – Software Engineering includes the following:
a. Requirements
b. Project Management

c. Configuration Management
d. Server Administration
e. Engineering Economics
f. Network Administration
2. Additionally, create one Essay question and suggested answer
derived from the assigned
course materials.
o Sample ES
1. Ch01Q10 – Identify each of the dimensions of Software
Engineering:
a. This first chapter begins with a 10,000 foot view of software
engineering knowledge areas. Specifically: Requirements,
Design,
Construction, Testing, Maintenance, Configuration
Management,
Engineering Management, Engineering Process, Engineering
Models
and Methods, Quality, Engineering Professional Practice, and
Engineering Economics.
Option 1 is a Research ReportOption 2 is a Question / Answer
summary of (specify discipline).Option 1: Research Report /
Individual Project (800 points)Appropriate Topics:Important

Student Notes:Document Details (Refer to the CU Research
Guide)Option 2 is a Question / Answer Bank (800 Points)
5/14/2020 Rubric Detail – DA_NURS223L_202004SPII_A
https://learn.westcoastuniversity.edu/webapps/rubric/do/course/
gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=
_3099120_1&course_i… 1/8
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate
student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to
change the rubric's layout.
Meets or
Exceeds
Mostly Meets Approaches
Does Not Me
Expectations
Client’s
Demographics
and Psychiatric
Legal Status
5 (5.00%)
Clearly and
accurately
describes the
client’s
demographics

and psychiatric
legal status in
detail.
3.8 (3.80%)
Adequately
describes the
client
demographics
and psychiatric
legal status with
adequate detail.
2.5 (2.50%)
Vaguely
describes the
client’s
demographics
and psychiatric
legal status with
some detail.
1.25 (1.25%
Lack descripti
of the client’s
demographics
and psychiatr
legal status th
presents no
detail.
Client’s Vital
Signs
and Allergies
5 (5.00%)

Clearly and
accurately
documented the
client’s vital signs
and allergies in
full detail.
3.8 (3.80%)
Adequately
documented the
client’s vital signs
and allergies.
Missing few
minor details.
2.5 (2.50%)
Incomplete
documentation
of the client’s
vital signs and
allergies.
1.25 (1.25%
Fails to
document the
client’s vital si
and allergies.
History of
Present
Illness and
6 (6.00%)
Clearly and
t l

4.56 (4.56%)
Adequately
d ib th
3 (3.00%)
Vaguely
d ib th
1.5 (1.50%)
Lack descripti
f li t’ hi t
Name: Psychiatric Care Plan Rubric
Exit
Grid View List View
_3099120_1&course_i… 2/8
Meets or
Exceeds
Does Not Me
Expectations
Multiaxial

Diagnostic
System
accurately
describes the
client’s history of
present illness.
The Multiaxial
Diagnostic
System clearly
and accurately
supports the
identi�ed chief
complaint and
presenting
signs/symptoms.
describes the
present illness.
The Multiaxial
Diagnostic
System
adequately
supports the
identi�ed chief
complaint and
presenting
signs/symptoms.
describes the
present illness.
The Multiaxial
Diagnostic
System vaguely

supports the
identi�ed chief
complaint and
presenting
signs/symptoms.
of client’s hist
of present
illness. The
Multiaxial
Diagnostic
System does n
support the
identi�ed chie
complaint and
presenting
signs/symptom
Psychopathology
and
biophysical
pathology of
admitting
and/or related
psychiatric
and medical
diagnosis
6 (6.00%)
Clearly and
accurately
identi�es
psychopathology
and biophysical
pathology
related to the

identi�ed
diagnostic
criterion based
on the client’s
history and
presenting
symptoms.
4.56 (4.56%)
Adequately
identi�es
psychopathology
and biophysical
pathology
related to the
identi�ed
diagnostic
criterion based
on the client’s
history and
presenting
symptoms.
3 (3.00%)
Vaguely
identi�es
psychopathology
and biophysical
pathology
related to the
identi�ed
diagnostic
criterion based
on the client’s
history and
presenting

symptoms.
1.5 (1.50%)
Fails to identif
psychopathol
and biophysic
pathology
related to the
identi�ed
diagnostic
criterion base
on the client’s
history and
presenting
symptoms.
Erikson’s
Developmental
Stages
6 (6.00%)
Clearly and
accurately
identi�es client’s
developmental
stage with
rationales based
on the client’s
developmental
tasks.
4.56 (4.56%)
Adequately
developmental
stage with

rationales based
on the client’s
developmental
tasks.
3 (3.00%)
Vaguely
developmental
stage without
adequate
rationale based
on the client’s
developmental
tasks.
1.5 (1.50%)
Fail to identify
client’s
developmenta
stage and lack
rationale base
on the client’s
developmenta
tasks.
Mental Status
Examination
6 (6.00%)
Clearly and
t l
4.56 (4.56%)
Adequately

d ib
1.5 (1.50%)
Vaguely
d ib
0 (0.00%)
Fails to descri
f
_3099120_1&course_i… 3/8
Meets or
Exceeds
Does Not Me
Expectations
accurately
describes all
components of
the mental
status
examination
based on the
client’s
presenting

symptoms.
describes
components of
the mental
status
examination
based on the
client’s
presenting
symptoms.
describes
components of
the mental
status
examination
based on the
client’s
presenting
symptoms.
any of
components o
the mental
status
examination
based on the
client’s
presenting
symptoms.
Substance Abuse
and other
Addictions

6 (6.00%)
Clearly and
accurately
identi�es abused
substances and
problems
associated with
substance and
other addictions.
4.56 (4.56%)
Adequately
identi�es abused
substances and
problems
associated with
substance and
other addictions.
3 (3.00%)
Vaguely
identi�es abused
substances and
problems
associated with
substance and
other addictions.
1.5 (1.50%)
Fails to identif
abused
substances an
problems
associated wit
substance and
other addictio

Risk Assessment 6 (6.00%)
Clearly and
accurately
identi�es all risk
factors related
to the client’s
history and
presenting
symptoms.
4.56 (4.56%)
Adequately
identi�es some
risk factors
related to the
client’s history
and presenting
symptoms.
3 (3.00%)
Vaguely
identi�es risk
factors related
to the client’s
history and
presenting
symptoms.
1.5 (1.50%)
Fails to identif
any of the risk
factors related
to the client’s
history and
presenting

symptoms.
Multidisciplinary
Client Outcome
& Discharge
Planning.
6 (6.00%)
Clearly and
accurately
describes
collaborative
issues and
concerns related
multidisciplinary
client outcome
and discharge
planning.
4.56 (4.56%)
Adequately
describes
collaborative
issues and
concerns related
multidisciplinary
client outcome
and discharge
planning.
3 (3.00%)
Vaguely
describes
collaborative
issues and
concerns related

multidisciplinary
client outcome
and discharge
planning.
1.5 (1.50%)
Fails to descri
collaborative
issues and
concerns relat
multidisciplina
outcome and
discharge
planning.
Learning Needs
Assessment and
Client Education
6 (6.00%)
Clearly and
t l
4.56 (4.56%)
Adequately
id ti�
3 (3.00%)
Vaguely
id ti�
1.5 (1.50%)
Fails to identif
f

_3099120_1&course_i… 4/8
Meets or
Exceeds
Does Not Me
Expectations
accurately
identi�es areas
of instructional
needs, learning
preference and
learning
barriers.
Provided clear
and concise
client education
the will aid in
health
promotion,
health
maintenance
and self-care
activities.
identi�es areas

of instructional
needs, learning
preference and
learning
barriers.
Provided some
and adequate
client education
the will aid in
health
promotion,
health
maintenance
and self-care
activities.
identi�es areas
of instructional
needs, learning
preference and
learning
barriers.
Provided
minimal and
vague client
education the
will aid in health
promotion,
health
maintenance
and self-care
activities.
areas of
instructional
needs, learnin

preference an
learning
barriers. Did n
provide client
education the
will aid in hea
promotion,
health
maintenance
and self-care
activities.
Pertinent Lab
Test
& Abnormal
Involuntary
Movement
6 (6.00%)
Clearly and
accurately
identi�es
pertinent
laboratory test
and abnormal
movements
related to client’s
disease process.
4.56 (4.56%)
Adequately
identi�es
pertinent
laboratory test
and abnormal
movements

disease process.
1.5 (1.50%)
Vaguely
identi�es
pertinent
laboratory test
and abnormal
movements
disease process.
0 (0.00%)
Fails to identif
pertinent
laboratory tes
and abnorma
movements
related to clie
disease proce
NANDA Nursing
Diagnosis
(prioritized)
Nursing
Diagnosis
De�nition
6 (6.00%)
Both nursing
diagnoses are
accurate and
prioritized per
NANDA format
with clear

etiology and
data to support
diagnosis. Clear
and accurate
nursing
diagnosis
de�nition.
4.56 (4.56%)
Both nursing
diagnoses are
adequate and
prioritized per
NANDA format
with su�cient
etiology and
data to support
diagnosis.
Adequate
nursing
diagnosis
de�nition.
3 (3.00%)
Both nursing
diagnosis are
vague and not
prioritized per
NANDA format
with vague
etiology and
unclear
correlation with
the assessment
data. Inaccurate
nursing

diagnosis
de�nition.
1.5 (1.50%)
Both nursing
diagnosis are
inde�nable pe
NANDA forma
and do not
correlate with
assessment
data. Lack
nursing
diagnosis
de�nition.
Nursing
Outcome
Criteria
6 (6.00%)
Clearly and
t l
4.56 (4.56%)
Adequately
t bli h
3 (3.00%)
Vaguely
t bli h
1.5 (1.50%)

Fails to establ
li t’ t
_3099120_1&course_i… 5/8
Meets or
Exceeds
Does Not Me
Expectations
accurately
establishes
client’s outcome
criteria and can
be achieved with
nursing
assistance. The
goal clearly
supports the
nursing
diagnosis and
plan of care. The
goals are easily
measurable and
realistic.
establishes

client’s outcome
criteria and can
be achieved with
nursing
assistance. The
goal somewhat
supports the
nursing
diagnosis and
plan of care. The
goals are
somewhat
measurable and
realistic.
establishes
client’s outcome
criteria and may
or may not be
achieved with
nursing
assistance. The
goals are
inconsistent with
the nursing
diagnosis and
plan of care. The
goals are
vaguely realistic
and measurable.
client’s outcom
criteria that
cannot be me
by nursing
assistance. Th

goals lack
support and
nonspeci�c fr
gathered data
Outcome crite
are not realist
and not
measurable.
Nursing
Intervention
Criteria &
6 (6.00%)
Clearly and
t l
4.56 (4.56%)
Adequately
Id ti�
3 (3.00%)
Vaguely
Id ti�
1.5 (1.50%)
Fails to identif
i t ti

_3099120_1&course_i… 6/8
Meets or
Exceeds
Does Not Me
Expectations
Rationale
accurately
Identi�es
independent
nursing
interventions
criteria with
teaching
supported by
scienti�c
rationale and
evidence- based
practice.
Interventions
are always
individualized,
prioritized,
organized,
speci�c and
realistic. Nursing
actions are
always aimed at
the client’s goals
and directed at
the stated health
deviation based

on nursing
assessment and
Erickson’s stages
of development.
Identi�es
nursing
interventions
with adequate
teaching.
Scienti�c
rationale is
adequately
supported by
evidence-based
practice.
Interventions
are adequate,
individualized,
organized,
speci�c and
realistic.
Interventions
can be
implemented
adequately that
is focused on
client’s goal and
health deviation
based on
nursing
assessment and
Erickson’s stages
of development.
Identi�es

nursing
interventions
with unclear
teaching.
Scienti�c
rationale is
vaguely relevant
& not supported
by evidence-
based practice.
Interventions
are inconsistent,
non-speci�c,
disorganized,
and not
adequately
focused on the
client’s goal.
Interventions
are di�cult to
implement and
has weak
relationship to
nursing
diagnosis based
on nursing
assessment and
Erickson’s stages
of development.
interventions
and teaching.
Lack Scienti�c
rationale and
not supported
by evidence-

based practice
Interventions
are non- spec
inappropriate
unrealistic, un
measurable a
do not relate t
nursing
diagnosis.
Intervention
does do not
focus on clien
goals and/or t
stated health
deviation base
on nursing
assessment a
Erickson’s stag
of developme
Evaluation 6 (6.00%)
Skillfully and
i d d tl
4.56 (4.56%)
Adequately
id ti� it i
3 (3.00%)
Di�culty
tili i it i
1.5 (1.50%)
Does not

t
_3099120_1&course_i… 7/8
Meets or
Exceeds
Does Not Me
Expectations
independently
identi�es criteria
for evaluation.
Evaluates
e�ectiveness of
interventions
and measures
goal completion.
Modi�es, revises
and
recommends
alternative
intervention.
identi�es criteria
for evaluation.
Adequately
determines

e�ectiveness of
nursing
interventions
and measures
goal completion
with appropriate
modi�cation and
revisions to the
treatment plan.
utilizing criteria
for evaluation.
Di�culty
determining
e�ectiveness of
interventions
and goal
completion.
Evaluation
vaguely supports
if goal is met or
not met with
inaccurate
revisions to the
treatment plan.
support nor
utilize criteria
evaluation. Do
not determine
e�ectiveness
interventions
and goal
completion.
There is a lack
alternative

interventions
the treatment
plan.
Medications 6 (6.00%)
Clearly and
accurately
identi�es all
components of
the medication
list, including
mechanism of
action, purpose,
range, side
e�ects,
interactions,
levels and
nursing
considerations
relevant to the
client.
4.56 (4.56%)
Adequately
identi�es
components of
the medication
list. Adequate
description of
mechanism of
action, purpose,
range, side
e�ects,
interactions,
levels and
nursing

considerations
relevant to the
client.
3 (3.00%)
Vaguely
identi�es
components of
the medication
list. Lack
description of
mechanism of
action, purpose,
range side
e�ects,
interactions,
levels and
nursing
considerations
relevant to the
client.
1.5 (1.50%)
Fails to identif
components o
the medicatio
list. Failed to
include
mechanism of
action, purpos
range side
e�ects,
interactions,
levels and
nursing
consideration

relevant to the
client.
General
Organization
6 (6.00%)
Accurate APA
format,
Appropriate
citations &
references,No
spelling or
grammar errors
4.56 (4.56%)
Adequate APA
format. Minimal
citations and
references are
appropriate. Few
spelling or
grammar errors.
3 (3.00%)
Numerous APA
format errors,
Inaccurate
citations and
references. Few
spelling and
grammar errors.
1.5 (1.50%)
Fails to utilize
APA format. N

citations or
references
included
numerous
spelling and
grammar erro
Name:Psychiatric Care Plan Rubric
Exit
_3099120_1&course_i… 8/8
Student
Date
Instructor
Course
Patient Initials
Date of Admission
Legal Status
(Vol, 5150, 5250, Conservatorship)
Patient DOB

Unit
Chronological and Apparent Age
Gender
Ethnicity
Allergies
Height/Weight
Temp (location)
Pulse (location)
Respiration
Pulse Ox (O2 Sat)
Blood Pressure (location)
Pain Scale 1-10 (location, character, onset)
Psychiatric Diagnosis and DSM 5 Diagnostic Criterion
History of Present Psychiatric Illness:
Presenting signs & symptoms/ Previous Psychiatric Admission /
Outpatient Mental Health Services/5150 Advisement

Psychopathology of admitting and/or related psychiatric
diagnosis
Biophysical and/or related medical diagnosis
Description of how this diagnosis relates to your patient
With APA citations
Erickson’s Developmental Stage
Include RationaleBased on the Patient
With APA citations
MENTAL STATUS EXAMINATION
Appearance
Presenting Appearance
(nutritional status, physical deformities, hearing impaired,
glasses, injuries, cane)
Basic Grooming and Hygiene
(clean, disheveled and whether it is appropriate attire for the
weather)
Gait and Motor Coordination
(awkward, staggering, shuffling, rigid, trembling with
intentional movement or at rest),
posture
(slouched, erect),
any noticeable mannerisms or gestures
Level of Participation in the Program/Activity
(Group attendance and milieu participation, exercise)
Manner and Approach
Interpersonal Characteristics and

Approach to Evaluation
(oppositional/resistant, submissive, defensive, open and
friendly, candid and cooperative, showed subdued mistrust and
hostility, excessive shyness)
Behavioral Approach
(distant, indifferent, unconcerned, evasive, negative, irritable,
depressive, anxious, sullen, angry, assaultive, exhibitionistic,
seductive, frightened, alert, agitated, lethargic, needed
minor/considerable reinforcement and soothing).
Coping and stress tolerance.
Speech
(normal rate and volume, pressured, slow, loud, quiet,
impoverished)
Expressive Language
(no problems expressing self, circumstantial and tangential
responses, difficulties finding words, echolalia, mumbling)
Receptive Language
(normal, able to comprehend questions, difficulty
understanding questions)
Orientation, Alertness, and Thought Process
Recall and Memory
(recalls recent and past events in their personal history). Recalls
three words (e.g., Cadillac, zebra, and purple)
Orientation
(person, place, time, presidents, your name)
Alertness
(sleepy, alert, dull and uninterested, highly distractible)
Coherence
(responses were coherent and easy to understand, simplistic and
concrete, lacking in necessary detail, overly detailed and

difficult to follow)
Concentration and Attention
(naming the days of the week or months of the year in reverse
order, spelling the word "world", their own last name, or the
ABC's backwards)
Thought Processes
(loose associations, confabulations, flight of ideas, ideas of
reference, illogical thinking, grandiosity, magical thinking,
obsessions, perseveration, delusions, reports of experiences of
depersonalization).
Values and belief system
Hallucinations and Delusions
(presence, absence, denied visual but admitted olfactory and
auditory, denied but showed signs of them during testing,
denied except for times associated with the use of substances,
denied while taking medications)
Judgment and Insight
(based on explanations of what they did, what happened, and if
they expected the outcome, good, poor, fair, strong)
Mood and Affect:
Mood or how they feel most days
(happy, sad, despondent, melancholic, euphoric, elevated,

depressed, irritable, anxious, angry).
Affect or how they felt at a given moment
(comments can include range of emotions such as broad,
restricted, blunted, flat, inappropriate, labile, consistent with
the content of the conversation.
Rapport
(easy to establish, initially difficult but easier over time,
difficult to establish, tenuous, easily upset)
Facial and Emotional Expressions
(relaxed, tense, smiled, laughed, became insulting, yelled,
happy, sad, alert, day-dreamy, angry, smiling,
distrustful/suspicious, tearful, pessimistic, optimistic)
Response to Failure on Test Items
(unaware, frustrated, anxious, obsessed, unaffected)
Impulsivity
(poor, effected by substance use)
Anxiety
(note level of anxiety, any behaviors that indicated anxiety,
ways they handled it)
Risk Assessment:
Suicidal and Homicidal Ideation
(ideation but no plan or intent, clear/unclear plan but no intent)
Self-Injurious Behavior
(cutting, burning)
Hypersexual, Elopement, Non-adherence to treatment
Discharge Plans and Instruction:
Placement, outpatient treatment, partial hospitalization, sober
living, board and care, shelter, long term care facility, 12 step
program
Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise,
hygiene)
Include barriers to learning and preferred learning styles
Pertinent Lab Tests Results
(normal ranges in parentheses)
Rationale for Abnormals
Valproic Acid (50 – 120 mcg/mL)
Lithium (0.5 – 1.2 mEq/L)
Carbamazepine (5 – 12 mcg/mL)
CBC (WBC with diff, ANC, RBC)
Urine Drug Screen
Thyroid Panel
Liver Function (AST/ALT, LHD, Albumin, Bilirubin)
Kidney Function (BUN, creatinine)
Blood Alcohol Level
Diagnostic Test Results
(with dates)
Rationale for Abnormals

Substance Abuse and other Addictions
(gambling, sex, shopping, smoking)
Type:
Amount / Frequency:
Duration:
Last Used:
Withdrawal Symptoms:
Type:
Amount / Frequency:
Duration:
Last Used:
Withdrawal Symptoms:
C.A.G.E. Questionnaire
Have you ever felt you should cut down on your drinking?
Yes / No
Have people annoyed you by criticizing your drinking?
Yes / No
Have you ever felt bad or guilty about your drinking?
Yes / No
Have you ever had a drink first thing in the morning to steady
your nerves or get rid of a hangover (eye-opener)?
Yes / No
Abnormal Involuntary Movements
Code: 0 = None 1 = Minimal 2 = Mild 3 = Moderate 4 =
Severe
I: Facial and Oral Movements: (movements of forehead,
eyebrows, periorbital area, cheeks, including frowning,

blinking, smiling,
grimacing, puckering, pouting, smacking, biting, clenching,
chewing, mouth opening , lateral movement , tongue darting in
and out of mouth)
0 1 2 3 4
II: Extremity Movements:
Upper (arms, wrists, hands, fingers) Include choreic
movements (i.e. rapid objectively purposeless, irregular,
spontaneous athetoid movements.
Lower (legs, knees, ankles, toes) Lateral knee movement,
foot tapping, heel dropping, foot squirming, inversion and
eversion of foot
0 1 2 3 4
III: Trunk Movements: (Rocking, twisting, squirming, pelvic
gyrations)
0 1 2 3 4
IV: Global Judgment: (Severity of abnormal movements,
Incapacitation due to abnormal movements. Awareness of
abnormal movements.)
0 1 2 3 4
V: Dental Status: (Current problems with teeth and/or
dentures/Endentia?)
Yes No
Diagnostic
Label
As evidenced by
Contributing

Factors
Related to
Signs and
Symptoms
Diagnosis
Minimum of 2 NANDA - actual and/or potential.
Include etiology and signs and symptoms.
*Include
definition of the nursing diagnoseswith APA citations
Planning
Outcome Criteria
Minimum of 2 measureable
goal per diagnosis related to the nursing diagnosis
Implementation
Minimum of 4
independent and collaborative nursing intervention include
further assessment, intervention, and teaching that is related to
the outcome criteria
Rationales for interventions
(With APA citations )
Evaluation
Goal Met
Goal not Met
(If not met, what revisions would you make?) How did the
patient respond to your interventions
1.

Nursing Diagnosis Definition:
1.
2.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
2.
Nursing Diagnosis Definition:
1.
2.
1.

2.
3.
4.
1.
2.
3.
4.
1.
2.
MEDICATION LIST
Medications
Generic / Trade
Class/Rationale for the patient
Dose/Route/ Time (Frequency)
Range / Therapeutic Levels
Mechanism of action / Onset of action
Common side effects / Food and drug interaction
Nursing considerations specific to this patient

CS630 Final Research Report or QA (800 points max.) 1 .docx

Course: NURS 223L
PSYCHIATRIC NURSING CARE PLAN TEMPLATE

of 8
REFERENCES
Page 8 of 8

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