Evidence-Based Practice Scoring Guide Grading RubricCriteria.docx
- 1. Evidence-Based Practice Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Compare the statistics for a health concern of a vulnerable or diverse population to the statistics for the general population. Does not compare the statistics for a health concern of a vulnerable or diverse population to the statistics for the general population. Lists the statistics for a health concern of a vulnerable or diverse population and for the general population. Compares the statistics for a health concern of a vulnerable or diverse population to the statistics for the general population. Compares the statistics for a health concern of a vulnerable or diverse population to the statistics for the general population, and applies the
- 2. information to the need for a health care initiative. Describe the epidemiological concepts, data analysis methods, tools, and databases used in research studies related to health concerns for a vulnerable or diverse population. Does not describe the epidemiological concepts, data analysis methods, tools, and databases used in research studies related to health concerns for a vulnerable or diverse population. Identifies the epidemiological concepts, data analysis methods, tools, and databases used in research studies related to health concerns for a vulnerable or diverse population. Describes the epidemiological concepts, data analysis methods, tools, and databases used in research studies related to health concerns for a
- 3. vulnerable or diverse population. Validates the epidemiological concepts, data analysis methods, tools, and databases used in research studies related to health concerns for a vulnerable or diverse population. Explain the factors that affect health promotion and disease prevention for a vulnerable or diverse population. Does not explain the factors that affect health promotion and disease prevention for a vulnerable or diverse population. Lists the factors that affect health promotion and disease prevention for a vulnerable or diverse population. Explains the factors that affect health promotion and disease prevention for a vulnerable or diverse population.
- 4. Explains the factors that affect health promotion and disease prevention for a vulnerable or diverse population, including the ethical, legal, economic, and cultural factors. Describe health care initiatives used by organizations to address the health care concerns of vulnerable or diverse populations. Does not describe health care initiatives used by organizations to address the health care concerns of vulnerable or diverse populations. Describes health care initiatives used by organizations, but does not show how the initiatives relate to the health care concerns of a vulnerable or diverse population. Describes health care initiatives used by organizations to address the health care concerns of vulnerable or diverse
- 5. populations. Evaluates the effectiveness of health care initiatives used by organizations to address the health care concerns of vulnerable or diverse populations. Recommend an evidence- based health care initiative for a specific health care concern of a vulnerable or diverse population. Does not recommend an evidence-based health care initiative for a specific health care concern of a vulnerable or diverse population. Recommends a health care initiative for a specific health care concern of a vulnerable or diverse population, but does not provide supporting evidence for the initiative. Recommends an evidence- based health care initiative for a specific health care concern of a vulnerable or diverse population.
- 6. Recommends an evidence- based health care initiative for a specific health care concern of a vulnerable or diverse population, and explains how the initiative can result in positive outcomes. Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Does not write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Writes content clearly and logically, but grammar, punctuation, and mechanics have frequent errors. Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics. Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.
- 7. Correctly format paper, citations, and references using APA style. Does not correctly format paper, citations, and references using APA style. Correctly formats paper but inconsistently formats citations and references using APA style. Correctly formats paper, citations, and references using APA style. Citations contain few errors. Correctly formats paper, citations, and references using APA style. Citations are free from all errors. Print Evidence-Based Practice Scoring Guide Final PHYS 1052: General Astronomy I Fullmark: 100 Make sure to write down your name and student ID on the Scantron Form.
- 8. Choose a best option from the list to answer each question. Mark the choice dark on the Scantron form using number 2 pencil. I will use Scantron to grade your responses. Make the marks visible to the machine. 1. The horizon system is a system is a coordinate system of locating an object on the sky. What is the value of azimuth of the East on the celestial horizon? a) 0 degree. b) 90 degree. c) 180 degree. d) 270 degree. 2. You see a moon slightly larger than half of it is bright in an afternoon. What is the most likely phase of the moon? a) Full moon. b) Waxing gibbous. c) Waning gibbous. d) Moon is not visible in afternoon. 3. What is the approximate distance of an object that has an angular diameter of 0.80 minutes of arc and a linear diameter of 96 meters? a) 410 km b) 206 km c) 2 km d) 24800 km 4. The celestial coordinates of stars change with time because of a) Earth's spin. b) Earth's revolution. c) Precession of Earth's north pole.
- 9. d) Expansion of the universe. 5. An imaginary line connecting the planet to the Sun sweeps out equal area in equal intervals in time. This statement comes from a) Aristotle's theory. b) Kepler's first law. c) Kepler's second law. d) Kepler's third law. 6. What is the sidereal period of a of a hypothetical planet with an orbital semimajor axis of 4 AU? a) 64 days b) 64 years c) 8 days d) 8 years 7. Let's suppose you went to the top of leaning tower of Pisa and dropped three solid balls at the same instant. They are made of plastic, wood and steel and have same diameters. In the negligible air resistance which ball would reach the ground first? a) Steel b) Rubber Final PHYS 1052: General Astronomy I Fullmark: 100 c) Wood d) All of them at the same time.
- 10. 8. How would the momentum of an object change if its mass remained same but its velocity doubled? a) Double b) Quadruple. c) Halved. d) Remains same. 9. Momentum of an object remains constant unless it is acted on by unbalanced force. This is called Newton's law of a) inertia. b) force. c) action and reaction. d) gravitation. 10. Two waves have the same speed. Wave A has double the frequency of wave B. How does the wavelength of wave A compares with that of wave B? a) same b) double c) half d) quarter 11. Radio waves from a star are observed at a wavelength of 20.08 cm. If the star and the Earth were motionless with respect to each other, the radio waves would have a wavelength of 20 cm. How fast are they moving from each other? a) 1.6 x 106 m/s away b) 1.6 x 106 m/s towards c) 7.5 x 1010 m/s towards d) 3 x 105 m/s away
- 11. 12. Astronomers build observatories on mountaintops to benefit from a) clear skies b) atmospheric transparencies c) the absence of light pollution d) all of the above 13. If the temperature of a blackbody is raised by three times its initial temperature, by what factor will the total energy radiated by the body increase? a) 3 times b) 9 times c) 27 times d) 81 times 14. Which of the following statement about nuclear particle is always true? a) Number of electrons = numbers of neutrons. b) Number of electrons = number of protons. c) Number of protons = number of neutrons. d) All of the above. Final PHYS 1052: General Astronomy I Fullmark: 100 15. The Earth is surrounded by atmosphere that is made up of mostly Nitrogen (N2), Oxygen (O2) and Carbon dioxide (CO2). If the amount of these gases were to decrease by about 50%, what would happen to the Earth's atmosphere? a) Earth would not spin.
- 12. b) Atmosphere would be cooler than what it is now. c) Atmosphere would be warmer than what it is now. d) Atmosphere's temperature would remain the same. 16. When Moon is at the umbra shadow of the Earth, we would see a a) total solar eclipse. b) total lunar eclipse. c) annular solar eclipse. d) annular lunar eclipse. 17. What kind of compound the Venus cloud is made up of a) water. b) corbon dioxide. c) sulphuric acid. d) methane. 18. Which of the following is the smallest planet in our solar system? a) Eris b) Mercury c) Pluto d) Mars 19. Which of the following is the second largest planet in our solar system? a) Jupiter b) Saturn c) Neptune d) Uranus 20. Which of the following region a meteorite could come from? a) Oort cloud. b) Kuiper belt. c) Asteroid belt. d) All of the above.
- 13. Overview Prepare a 4–5-page review of recent research that examines statistics on the primary health concern of a population, describes the methods and tools used in the research studies, explains the factors that affect health promotion and disease prevention for a population, and recommends a health care initiative Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. The ability to locate, evaluate, and apply research is an important skill for nurses to develop in order to provide evidence-based care for individuals, families, communities, and health care systems. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: •Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations. ◦Compare the statistics for a health concern of a vulnerable or diverse population to the statistics for the general population. ◦Explain the factors that affect health promotion and disease prevention for a vulnerable or diverse population. ◦Recommend an evidence-based health care initiative for a specific health care concern of a vulnerable or diverse population. •Competency 3: Apply basic epidemiological concepts, data
- 14. analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations. ◦Describe the epidemiological concepts, data analysis methods, tools, and databases used in research studies related to health concerns for a vulnerable or diverse population. ◦Describe health care initiatives used by organizations to address the health care concerns of vulnerable or diverse populations. •Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions. ◦Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. ◦Correctly format paper, citations, and references using APA style. Context It is crucial for health educators to exemplify how health practitioners in general should communicate with different clients, demonstrating how to interact with racially and ethnically diverse populations in order to provide adequate health information that encourages clients to make decisions concerning their health and health care. As a provider, you must continually advocate for effective cross-cultural communication and remember to focus on the important elements of communication, cultural sensitivity, marketing techniques, and language barriers as you carry out your role and function in various environments (Pérez & Luquis, 2014). Questions to Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. •How do verbal and nonverbal forms of communication affect overall communication? •What types of research studies, data analysis methods, and
- 15. databases will be most helpful in developing an effective health promotion and wellness plan for the population you identified in the Windshield Survey assessment? Resources Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. Library Resources The following e-books or articles from the University Library are linked directly in this course: •Lambert, V., & Keogh, D. (2014). Health literacy and its importance for effective communication. Part 1. Nursing Children and Young People, 26(3), 31–37. •Lambert, V., & Keogh, D. (2014). Health literacy and its importance for effective communication. Part 2. Nursing Children and Young People, 26(4), 32–36. •Dulin, M. F., Tapp, H., Smith, H. A., Urquieta de Hernandez, B., Coffman, M. J., Ludden, T., ... Furuseth, O. J. (2012). A trans-disciplinary approach to the evaluation of social determinants of health in a Hispanic population. BMC Public Health, 12(1), 769–778. •McHugh, M. E., Arnold, J., & Buschman, P. R. (2012). Nurses leading the response to the crisis of palliative care for vulnerable populations. Nursing Economics, 30(3), 140–147. •Begley, C., Basu, R., Lairson, D., Reynolds, T., Dubinsky, S., Newmark, M., ... Hesdorffer, D. (2011). Socioeconomic status, health care use, and outcomes: Persistence of disparities over time. Epilepsia, 52(5), 957–964. •Richard, P., Alexandre, P., Younis, M., Lara, A., & Akamigbo, A. (2012). Racial and ethnic disparities in the quality of diabetes care for the elderly in a nationally representative sample. Ageing International, 37(2), 155–164.
- 16. •Boutaugh, M. L., Jenkins, S. M., Kulinski, K. P., Lorig, K. R., Ory, M. G., & Smith, M. L. (2014). Closing the disparity gap: The work of the administration on aging. Generations, 38(4), 107–118. •Beadle, M. R., & Graham, G. N. (2011). Collective action to end health disparities. American Journal of Public Health, 101(S1), S16–S18. Internet Resources Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication. •U.S. Department of Health and Human Services, Office of Minority Health. (n.d.). The National CLAS Standards. Retrieved from http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=53 •U.S. Department of Health and Human Services, Office of Minority Health. (2001, March). National standards for culturally and linguistically appropriate services in health care. Retrieved from http://minorityhealth.hhs.gov/assets/pdf/checked/finalreport.pdf Bookstore Resources The resource listed below is relevant to the topics and assessments in this course and is not required. •Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass. ◦Chapter 8. Assessment Instructions Preparation Your team has presented its preliminary findings to the executive leadership in your organization, but leadership has some doubts about some of the information they received. Each member of the team has been charged with doing a critical examination of recent research around each member's area of
- 17. expertise. As the team's nursing representative, you need to look specifically at the health care concerns identified in the Windshield Survey assessment. The first step in preparing to write a review of the research is to define your topic. For this assessment, your review will provide a comprehensive overview of the needs of the population you identified in the Windshield Survey assessment in terms of health promotion and disease prevention, the factors that contribute to health disparities for the population, and the need for the organization to improve health care delivery to the population. In the Capella library, search for current scholarly or peer- reviewed professional research articles that: •Examine the health care risks and needs of your population. •Analyze the need to improve health care delivery to the population. •Evaluate, critically, the factors that affect health promotion and disease prevention for the population. •Examine strategies to reduce health disparities for your population. Locate at least 5–7 resources so that you can eliminate 2–3 if necessary. You may discover, for example, as you read each article more in-depth, that they may not all have the focus you need for your review. Requirements For this assessment, you need to develop several points around which to apply the research from the articles you located. Specifically, you need to: •Compare statistics for the primary health concern of your population to the rest of the general population in the United States. This would include frequency of occurrence, age groups most at risk, frequency of fatality, and so on. •Describe the epidemiological concepts, data analysis methods, tools, and databases used in the research studies you located. Address any flaws or biases you believe are present. •Explain the factors that affect health promotion and disease
- 18. prevention for the population. (Hint: These may be things such as language barriers, cultural values, generational differences, social fear, and access to services.) •Describe the types of health care initiatives that have been tried by other organizations specifically for the primary health care concern or the population. •Recommend one health care initiative for your population, based on your research, These should be the ideas, or points, that your review is based on. For each point, present all of the evidence you located. For this assessment, that should be at least four current research articles, although not all of the articles will typically offer evidence on all of your points. Be sure your assessment includes: •An introduction that presents the points you will cover. •The body that presents the research on the points. •A conclusion that restates the points in your introduction. Your assessment should be 4–5 pages in length, not including the title page and reference page. Be sure you follow APA guidelines for style and format. Additional Requirements •Include a title page and reference page. The completed assessment should be 4–5 pages in length, not including the title page and reference page. •Reference at least four current scholarly or professional resources. No more than 5 years old •Use current APA format. •Use Times New Roman font, 12 point. •Double-space.