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Document Format: Margins are 1 in. (2.54 cm) on all sides.

All text in the document should be double-spaced.

The font is 12-point Times New Roman. Other choices are 11-point Arial and 11-point Calibri.

The title page is page 1.

There is no running head for learner assignments. (See

Academic Writer: Publication Manual §§ 2.1–2.24

for paper requirements.)

Full Title of Your Paper Comment by Author: APA Style: Sample Papers shows the title page for a student paper.

Learner’s Full Name (no credentials)

School of Nursing and Health Sciences, Capella University

Course Number: Course Name

Instructor’s Name

Month, Year Comment by Author: The due date

Abstract

An abstract is useful in professional papers, but not always in learner assignments. In fact, unless you are instructed by your faculty or in the course syllabus, do not expect to use abstracts very often at Capella. If you are submitting for publication, remember to check with the journal or professional organization about their criteria for an abstract. The abstract tells your reader about the article, is brief, and stands alone, so no citations are included. The format for an abstract is a single paragraph (not indented on the first line) that follows the title page and is less than 250 words in length. A structured abstract will have a single paragraph without indentation but having labels (e.g., Objective, Method, Results, and

Conclusion

s) on the same line as the text and bold. For published works, the publishing organization will give you guidance on these. However, for student papers, no abstract is needed unless the faculty request one or the assignment requires it. Remember, no citations. Comment by Author: See Academic Writer: Publication Manual §§ 2.9–2.10 (p. 38 in the APA manual) for more information on abstracts.

Keywords: include keywords in the abstract—they should be labeled like this, with the words all in lowercase and separated by commas. Only the first line is indented, like a regular paragraph. No period at the end.

APA Style Seventh Edition Paper Template: A Resource for Academic Writing Comment by Author: New in APA seventh style—this heading is a regular Level 1 and should be bold.

American Psychological Association (APA) style is one of the most popular methods used to cite sources in the social sciences, but it is not the only one. When writing papers in the programs offered at Capella University, you will likely use APA style. This document serves as an APA style resource for the seventh edition guidelines, containing valuable information that you can use when writing academic papers. For more information on APA style, refer to the Publication Manual of the American Psychological Association, also referred to as the APA manual (American Psychological Association, 2020b). Comment by Author: Another important resource for Capella learners is Academic Writer.

The first section of this paper shows how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section did not begin with a heading titled “Introduction,” unlike the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts, including section headings, organizing information, the conclusion, and the reference list. Comment by Author: See also Academic Writer: Introduction.

Writing an Effective Introduction Comment by Author: Level 1 section heading

An effective introduction often consists of four main components, including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later in the paper as in this example (American Psychological Association, 2020a; American Psychological Association, 2020b). The Writing Center has developed the acronym POETS to help describe the proper writing style for submissions. POETS is the acronym for purpose, organization, evidence, tone, and sentence structure (Capella Writing Center, n.d.). There will be more on this later. Comment by Author: This is the format for a complex list within a sentence. The items begin with lowercase letters and are separated by appropriate punctuation.
Related items can also be set off from the text and presented as numbered or bulleted lists. For more information on lists, see Academic Writer: Lists. Comment by Author: When you have two sources with the same author and date, use a lowercase a, b, c, after the year and alphabetize the sources in the reference list according to the title. For the same author but no date, use n.d.-a and n.d.-b as the date. See Academic Writer: Alphabetizing the Reference List for more information.

In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper, including how to write an introduction, how to write effective paragraphs, and how to effectively use APA style.

Level 1 Section Heading Is Centered, Bold, and Title Case Comment by Author: Something new in APA seventh style—all headings are double-spaced, bold, and written in title case. See Academic Writer: Heading Levels.

Using section headings can be an effective method of organizing an academic paper. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper by helping both the reader and the author, as will soon be discussed. Comment by Author: In POETS, this is the O for organization. See Writing Center: Organization.

Level 2 Section Heading Is Aligned Left, Bold, and Title Case

The heading style recommended by APA consists of five levels (APA, 2020b, pp. 47–48). This document contains multiple levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 section heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters (also referred to as title case). For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is centered and bold and uses uppercase and lowercase letters. If used properly, section headings can significantly contribute to the quality of a paper by helping the reader, who wants to understand the information in the document, and the author, who desires to effectively describe it.

Section Heading Purposes Comment by Author: This is a Level 3 heading. Notice it is aligned left, bold, italic, and title case. The paragraph begins on a new line. See Academic Writer: Heading Levels.

Section Headings Help the Reader. Section headings serve multiple purposes, including helping the reader understand what is being addressed in each section, maintain an interest in the paper, and choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style. Comment by Author: This is a Level 4 heading—it is indented, bold, and title case. The heading ends in a period, and the text begins on the same line as the heading.

Section Headings Help the Author. Section headings not only help the reader; they also help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Comment by Author: Level 4 heading

Section Headings Can Demonstrate Fine Detail. Short papers and assignments may not require or need a Level 5 heading, but these will be indented, bold, italic, and title case and end with a period. Note the text starts on the line at the end of the heading following the period. Comment by Author: Level 5 heading

How to Write Effective Paragraphs Comment by Author: The Writing at Capella multimedia presentation will help you understand the POETS model.

Capella University’s Writing Center (n.d.) has adopted a new set of writing standards to assist learners in their goals to improve their scholarly writing. It is based on five skills known by the mnemonic POETS. In other words, a well-developed Capella paper will demonstrate the following standards. The paper will have a clear purpose statement, be logically organized, utilize current and appropriate evidence that is properly cited, maintain a scholarly tone, and demonstrate proper grammar and writing mechanics in the sentence structure (Capella Writing Center, n.d.). Academic writing is sometimes considered dry and boring. A learning experience may need that formula to encourage learning in different ways as the learner moves from passive learner to active scholar. This growth, according to Gilmore et al. (2019), requires the writer to not only think but also to write differently. Comment by Author: Notice the et al. here—this article has four authors. In APA seventh style, any source with three or more authors will use et al. for every citation, eliminating the need to remember when this appropriate. For more information, see Academic Writer: Citing References in Text.

Bias-Free Language

In the seventh edition of the APA manual, another focus is on eliminating bias in language in order to provide a more inclusive tone in scholarly writing. While long considered a grammar issue, it is acceptable in APA to utilize they as a singular pronoun (APA, 2020b). In fact, there is an entire chapter of the manual dedicated to ways to reduce bias in scholarly writing. It is important to use an appropriate level of specificity in descriptions and use sensitivity with the use of labels. Other sections include guidelines on age, disability, gender, race and ethnicity, sexual orientation, socioeconomic status, and participation in research. Be aware of intersectionality, a term used to describe a person based on their identified multiple identities, interconnectivity, social context, power relations, complexity, social justice, and inequalities that can result in oppression (Cole, 2019; Hopkins, 2017). Comment by Author: See Academic Writer: Intersectionality for the guidelines. Comment by Author: Note the two citations—in a single set of parentheses and separated by a semicolon. The citations are listed alphabetically.

Considering Direct Quotations

Another important point to consider is the use of direct quotations in papers. While plagiarism is considered an academic integrity issue, many learners are concerned with issues such as self-plagiarism and unintentional plagiarism, and there are others who may go as far as purchasing papers for submission (Colella & Alahmadi, 2019). As a learner travels along their chosen academic pathway, their writing skills and mechanics are expected to improve. It is imperative that the learner transition from finding information and quoting the author word for word to using the information to support an idea, paraphrase, and then synthesize and express the findings in one’s own words. Having said that, there are situations in which quotations may be appropriate, so it is important to cite them properly. According to the seventh edition of the APA manual, “When quoting directly, always provide the author, year, and page number of the quotation in the in-text citation in either parenthetical or narrative format” (APA, 2020b, p. 270). If there are not page numbers, identify the location in another manner (such as a paragraph number). Comment by Author: Notice the quotation marks around the quoted text and the placement of the punctuation after the parenthetical citation. See Academic Writer: Quotation Marks for more on the use of quotation marks.

Notice that the above quote contains fewer than 40 words. There is a different style for quotes containing 40 words or more. These longer quotes use a block quotation format:

Do not use quotation marks to enclose a block quotation. Start a block quotation on a new line and indent the whole block 0.5 in. from the left margin. If there are additional paragraphs within the quotation, indent the first line of each subsequent paragraph an additional 0.5 in. Double-space the entire block quotation; do not add extra space before or after it. Either (a) cite the source in parentheses after the quotation’s final punctuation or (b) cite the author and year in the narrative before the quotation and place only the page number in parentheses after the quotation’s final punctuation. Do not add a period after the closing parenthesis in either case. (APA, 2020b, p. 272) Comment by Author: Notice there is no period after this citation in a block quote—it looks odd, but it is APA style. See Academic Writer: Quotation Marks.

Conclusion

A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a title page, introduction section, levels of section headings and their use, the POETS format, bias-free language, in-text citations, a conclusion, and the reference list.

References Comment by Author: Remember all headings are bold.

American Psychological Association. (2020a). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017).

https://doi.org.apa.org/ethics/code/index.aspx

American Psychological Association. (2020b). Publication manual of the American Psychological Association (7th ed.). Comment by Author: This is something new in APA seventh style—you no longer need the location of the publisher for print books. Also note that if the author is the publisher, it is only listed as the author. This guideline is found on page 324 of the APA manual.

Capella University. (n.d.). Writing Center.

https://campus.capella.edu/writing-center/home

Cole, N. L. (2019, October 13). Definition of intersectionality: On the intersecting nature of privileges and oppression. ThoughtCo.

https://www.thoughtco.com/intersectionality-definition-3026353

Colella, J., & Alahmadi, H. (2019). Combating plagiarism from a transformation viewpoint. Journal of Transformative Learning, 6(1), 59–67.

https://jotl.uco.edu/index.php/jotl/article/view/184

Gilmore, S., Harding, N., Helin, J., & Pullen, A. (2019). Writing differently. Management Learning, 50(1), 3–10.

https://doi.org/

10.1177/1350507618811027

Hopkins, P. (2017). Social geography I: Intersectionality. Progress in Human Geography, 43(5), 937–947.

https://doi.org/10.1177/0309132517743677

Appendix Comment by Author: See Academic Writer: Publication Manual § 2.14 for more on appendices.

Tips for the Reference List

· Always begin a reference list on a new page. It should be placed before any appendices, figures, or tables and titled References.

· Set a hanging indent that starts with the second line and is double-spaced. You can look in the Paragraph menu of Microsoft Word for formatting the hanging indent so that you will not have to tab the indent. It gives the text a smoother look that remains consistent, even if you make edits.

· The reference list is in alphabetical order by the first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be included in the reference list. If you did not cite it, do not list it.

· The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author.

· The lowercase letters are used after the date to differentiate the sources. The “a” reflects the alphabetical order in the reference list—not whether it appeared first in the text.

· The year is also displayed using this method for the corresponding in-text citations, as in the following sentence: The author of the first citation (American Psychological Association, 2020b) is also the publisher; therefore, the word Author is no longer used in the seventh edition.

· DOI is the digital object identifier.

· It can be found on the first page of an article, on the copyright page of a book, in the database record of a work, or by searching

Crossref

.

· Even if the book is in print, if there is a DOI, use it.

· Always use the hyperlink format for a DOI—it will always start with https://doi.org/ and will be followed by a number. If the DOI is not in this format, convert it. Do not alter this format, and do not add a final period.

· There is a short DOI service at

http://shortdoi.org/

.

· URL is the uniform resource locator.

· If there is no DOI, the URL should be used in the reference.

· Copy and paste the URL directly into your list.

· Do not add a period at the end.

· Do use “Retrieved from” before a URL.

· The Colella and Alahmadi reference is an example of how to cite a source using a URL. Please note that you will not use the Capella link that is often provided in the courseroom. If the URL contains a database title, such as EBSCO or ProQuest, or the name Capella, do not use that in your citation as it will only work for Capella learners and faculty.

· For examples and further information on references go to:

·

Academic Writer: Sample References

.

·

Academic Writer: Reference List

.

For this assessment you will develop a thorough five to nine page research plan based upon your work on previous assessments. The plan will be based on either qualitative or quantitative methodologies but not both. In addition to refining your previous work, you will also discuss the concepts of reliability and validity as they pertain to data collection.

Introduction

Note: The assessments in this course build upon each other. Therefore, you are strongly encouraged to complete them in the order in which they are presented.

When conducting research, it is possible to move in multiple directions rather than toward a specific focal point. These multiple directions create components of the research that do not align with one another. It is particularly a problem for novice researchers. For this final assessment, it will be critical to ensure that all parts of your submission: problem statement, purpose statement, research questions, and data collection or sampling are aligned. This review will help lead to a focused research plan, that is more likely to be successful at addressing the research question.

One important consideration is the validity and reliability of data and collection tools for a research plan. For reasons of expediency, researchers find a sample of a specific population, as it is not possible to research an entire population. In quantitative studies, statistical formulas are used to determine the number required from the sample to ensure validity of the study results. In qualitative studies, the simple rule of 12–20 participants is accepted based on the total population. They must meet the criteria outlined as specific for the study. The sample comprises individuals who can represent the total population. From the data gathered, the researcher can determine causation, correlation, or inference. 

Remember, reliable data are data findings that can be repeated. In other words, the results are from the data collection are consistent across different samples and time periods. Valid data are data findings that are accurate and relevant. 

Instructions

The purpose of a research plan is to provide a brief overview of the key components of a planned research study. It helps to build quality into the research process. During this course, you have, step by step, developed an abbreviated research plan contributing to a process improvement focused on decreasing the incidence of a hospital-acquired condition (HAC) of your choice. As you have progressed the course, you may have improved your ideas and revised your writing based on new information and the expertise you have gained.

To complete this final assessment, combine relevant work from your previous assessments into one seamless research plan. Be sure to incorporate any useful feedback suggested by your instructor, and be sure to properly cite all resources used to support your plan.

For this assessment it is suggested that you build upon the work that you did in the Research Problem and Purpose Statements assessment, as well as the research question and methods assessment that fits the method you chose.

This assessment has four distinct parts:

Part 1: Problem Statement

Relevant Scoring Guide Criteria:

· Explain a given problem statement in the context of a research plan.

· Align the separate parts of a research plan into a unified whole.

· Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

For this section, present your revised and finalized problem statement based on your work in the Research Problem and Purpose Statements assessment. 

Additionally, you will explain how the purpose statement is grounded within the context and evidence of your chosen hospital-acquired condition (HAC) and the health care setting that is being used as the basis for your research plan. Additionally, you should point out the ways in which the problem statement will help to establish the alignment of other parts of the research plan.

This section should be about one page in length. 

Remember the checklist below when finalizing your problem statement:

Problem Statement Checklist

· Identify the problem that led to the research. 

. Is it easy to determine? 

. Were there identifying words provided that justify the problem?

. Was the rationale or justification of the problem clearly stated?

. Do the words in the problem statement indicate the kind of study performed? Which words in particular?

. Was the evidence for the problem provided in the literature?

Part 2: Purpose Statement

Relevant Scoring Guide Criteria:

· Explain a given purpose statement in the context of a research plan.

· Align the separate parts of a research plan into a unified whole.

· Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

For this section, present your revised and finalized purpose statement based on your work in the Research Problem and Purpose Statements assessment.

Additionally, you will explain how the purpose statement is grounded within the context and evidence of your chosen hospital-acquired condition (HAC) and the health care setting that is being used as the basis for your research plan. Additionally, you should point out the ways in which the purpose statement is aligned with you problem statement, as well as how it will help inform an aligned methodological choice for other parts of the research plan.

This section should be one to two pages in length.

 

Remember to use the checklist below when finalizing your purpose statement:

Purpose Statement Checklist

· Identify the purpose that led to the research study.

. What does the study hope to accomplish? What are the desired outcomes?

. Was the rationale or justification of the purpose clearly stated?

. Do the words in the purpose statement indicate the kind of study performed? What words in particular?

. Was the item cited as evidence for the purpose published within the last five years?

Part 3: Research Question

Relevant Scoring Guide Criteria:

· Explain a given research question in the context of a research plan.

· Align the separate parts of a research plan into a unified whole.
· Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

For this section, present your revised and finalized research question. This research question should be based on your work in either the Qualitative Research Questions and Methods or the Quantitative Research Questions and Methods assessment.

Additionally, you will explain how the research question is grounded within the context and evidence of your chosen hospital-acquired condition (HAC) and the health care setting that is being used as the basis for your research plan. Additionally, you should point out the ways in which the research question is aligned to the purpose of your research plan, as well as how answering it will help to address your research problem. You should also comment on the ways in which the research question helps to provide a guide to which data collection methods can be aligned.

This section should be one to two pages in length.

Depending on your chosen methodology, the checklists below could be useful:

Qualitative Research Question Checklist

· Does the purpose statement fit logically with the problem statement? Are there similar words or does it seem to address a different topic?

· Do the research questions align with the method and design of the study? For instance, are words like perception used that would automatically reject a quantitative study?

· Do questions seek to describe responses to the variables described in the study?

· Do the questions begin with the word why?

· Do the questions focus on a single phenomenon?

· Do the questions include exploratory verbs?

· Is the language nondirectional?

· Are the questions open ended?

· Do the questions specify the participants and research site?

Quantitative Research Question Checklist

· Does the purpose statement fit logically with the problem statement? Are there similar words or does it seem to address a different topic?

· Based on the problem statement, do the research questions align with the method and design of the study?  Do questions seek to describe responses to the variables described in the study?

· Do the questions include words like compare, correlate, or other words that indicate a quantitative study?

· Do the questions include identification of the independent and dependent variables?

· Does the hypothesis fit with the research questions?

· Do the questions and hypothesis identify the participants for the research study?

· Do the questions and hypothesis specify the participants and the research site?

Part 4: Data Collection, Reliability, and Validity

Relevant Scoring Guide Criteria:

· Explain a chosen data collection method in the context of a research plan.

· Describe a contextually valid data collection method.

· Explain contextual measurement reliability and validity.

· Align the separate parts of a research plan into a unified whole.
· Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

For this section you will start by building upon the data collection methods, tools, and strategies from your work in either the Qualitative Research Questions and Methods or the Quantitative Research Questions and Methods assessment. Make sure you use the data collection considerations that match the methodology of your research question.

In this section you will describe the ways in which your data collection methods will be valid within the context of your chosen HAC and health care setting, as well as your choice of methodology. Additionally, you will explain how the measurements that your chosen collection methods will produce are reliable and valid. Lastly, you will comment on how the data collection methods are aligned in such a way that they will produce information that will help to answer the research question and create an opportunity to address the research purpose and problem.

Additional Submission Requirements

· Structure: Include a title page, table of contents, and reference page.

· Length: There is not length requirement for this assessment. Most submissions that fully address all scoring guide criteria will be 5 to 9 pages in length.

· References: Cite at least five current scholarly or professional resources.

· Format: Use APA style for references and citations.

. You may wish to refer to the following APA resources to help with your structure, formatting, and style:

.

Evidence and APA

.

.

APA Style Paper Tutorial [DOCX]

.

· Font: Times New Roman font, 12 point, double-spaced for narrative portions only.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Explain the different types of health care research methodologies.

. Explain a chosen data collection method in the context of a research plan.

. Describe a contextually valid data collection method.

· Competency 2: Develop a research question based on a hospital-acquired condition.

. Explain a given research problem in the context of a research plan.

. Explain a given purpose statement in the context of a research plan.

. Explain a given research question in the context of a research plan.

· Competency 3: Plan a research project.

. Explain contextual measurement reliability and validity.

. Align the separate parts of a research plan into a unified whole.

· Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations of health care professionals.

. Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals

8/7/22, 2:51 PM

Develop a Research Plan Scoring Guide

https://courserooma.capella.edu/bbcswebdav/institution/BHA-FPX/BHA-FPX4010/220100/Scoring_Guides/a04_scoring_guide.html 1/2

Develop a Research Plan Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Explain a given
research problem in
the context of a
research plan.

Does not
describe a
given research
problem in the
context of a
research plan.

States a given
research
problem in the
context of a
research plan.

Explains a given research
problem in the context of a
research plan.

Explains a given research
problem in the context of a
research plan, providing
specific examples.

Explain a given
purpose statement
in the context of a
research plan.

Does not
describe a
given purpose
statement in
the context of
a research
plan.

States a given
purpose
statement in
the context of
a research
plan.

Explains a given purpose
statement in the context of
a research plan.

Explains a given purpose
statement in the context of a
research plan, providing
specific examples.

Explain a given
research question in
the context of a
research plan.

Does not
describe a
given research
question in the
context of a
research plan.

Describes a
given research
question in the
context of a
research plan.

Explains a given research
question in the context of a
research plan.

Explains a given research
question in the context of a
research plan, providing
specific examples.

Explain a chosen
data collection
method in the
context of a
research plan.

Does not
describe a
chosen data
collection
method in the
context of a
research plan.

Selects a
chosen data
collection
method in the
context of a
research plan.

Explains a chosen data
collection method in the
context of a research plan.

Explains a chosen data
collection method in the context
of a research plan, providing
specific examples.

Describe a
contextually valid
data collection
method.

Does not
identify a
contextually
valid data
collection
method.

Identifies a
contextually
valid data
collection
method.

Describes a contextually
valid data collection
method.

Explains a contextually valid
data collection method.

Explain contextual
measurement
reliability and
validity.

Does not
describe
contextual
measurement
reliability and
validity.

Identifies
contextual
measurement
reliability and
validity.

Explains contextual
measurement reliability and
validity.

Explains contextual
measurement reliability and
validity, providing specific
examples.

Align the separate
parts of a research
plan into a unified
whole.

Does not
describe how
the separate
parts of a
research plan
relate to each
other.

Examine how
the separate
parts of a
research plan
relate to each
other.

Aligns the separate parts of
a research plan into a
unified whole.

Aligns the separate parts of a
research plan into a unified
whole with exceptional clarity.

8/7/22, 2:51 PM Develop a Research Plan Scoring Guide

https://courserooma.capella.edu/bbcswebdav/institution/BHA-FPX/BHA-FPX4010/220100/Scoring_Guides/a04_scoring_guide.html 2/2

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Communicate in a
manner that is
scholarly,
professional, and
respectful of the
diversity, dignity,
and integrity of
others and is
consistent with
expectations for
health care
professionals.

Does not
communicate
in a manner
that is
consistent with
expectations
for the health
care
profession.

Communicates
in a manner
that is
consistent with
expectations
for the health
care
profession.

Communicates in a manner
that is scholarly,
professional, and respectful
of the diversity, dignity, and
integrity of others and is
consistent with
expectations for health care
professionals.

Communicates with exceptional
clarity in a manner that is
scholarly, professional, and
respectful of the diversity,
dignity, and integrity of others
and is consistent with
expectations for health care
professionals.

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 1/13

BHA-FPX4010
u04a1 – Develop a Research Plan
Learner: Darion , Alexander

OVERALL COMMENTS
Darion

Overall great attempt. I made several comments below to help on you next submission. As a reminder always review

the rubric prior to submission this will help guide your content. Also, I would of liked to see previously suggested

changes. I made a comment on your paper.

I am here if you need me, I know you can do it.

Dr R

RUBRICS

CRITERIA 1

Explain a given research problem in the context of a research plan.

COMPETENCY

Develop a research question based on a hospital-acquired condition.

NON_PERFORMANCE: Does not describe a given research problem in the context of a research plan.

BASIC: States a given research problem in the context of a research plan.

PROFICIENT: Explains a given research problem in the context of a research plan.

DISTINGUISHED:

Explains a given research problem in the context of a research plan,

providing specific

examples.

Comments:

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 2/13

CRITERIA 2

Explain a given purpose statement in the context of a research plan.

COMPETENCY
Develop a research question based on a hospital-acquired condition.

NON_PERFORMANCE: Does not describe a given purpose statement in the context of a research plan.

BASIC: States a given purpose statement in the context of a research plan.

PROFICIENT: Explains a given purpose statement in the context of a research plan.

DISTINGUISHED:

Explains a given purpose statement in the context of a research plan, providing specific examples.

Comments:

As previously stated your need specific examples and research to support you question.

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 3/13

CRITERIA 3

Explain a given research question in the context of a research plan.

COMPETENCY
Develop a research question based on a hospital-acquired condition.

NON_PERFORMANCE: Does not describe a given research question in the context of a research plan.

BASIC: Describes a given research question in the context of a research plan.

PROFICIENT: Explains a given research question in the context of a research plan.

DISTINGUISHED:

Explains a given research question in the context of a research plan, providing specific examples.

Comments:
As previously stated your need specific examples and research to support you question.

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 4/13

CRITERIA 4

Explain a chosen data collection method in the context of a research plan.

COMPETENCY

Explain the different types of health care research methodologies.

NON_PERFORMANCE:

Does not describe a chosen data collection method in the context of a research plan.

BASIC: Selects a chosen data collection method in the context of a research plan.

PROFICIENT: Explains a chosen data collection method in the context of a research plan.

DISTINGUISHED:

Explains a chosen data collection method in the context of a research plan, providing specific examples.

Comments:

For this section we needed to explain a chosen data collection method in the context of a research plan,

providing specific examples.

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 5/13

CRITERIA 5

Describe a contextually valid data collection method.

COMPETENCY
Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not identify a contextually valid data collection method.

BASIC: Identifies a contextually valid data collection method.

PROFICIENT: Describes a contextually valid data collection method.

DISTINGUISHED: Explains a contextually valid data collection method.

Comments:

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 6/13

CRITERIA 6

Explain contextual measurement reliability and validity.

COMPETENCY

Plan a research project.

NON_PERFORMANCE: Does not describe contextual measurement reliability and validity.

BASIC: Identifies contextual measurement reliability and validity.

PROFICIENT: Explains contextual measurement reliability and validity.

DISTINGUISHED: Explains contextual measurement reliability and validity, providing specific examples.

Comments:

For this section we needed to explain contextual measurement reliability and validity, providing specific

examples.

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 7/13

CRITERIA 7

Align the separate parts of a research plan into a unified whole.

COMPETENCY
Plan a research project.
NON_PERFORMANCE:

Does not describe how the separate parts of a research plan relate to each other.

BASIC: Examine how the separate parts of a research plan relate to each other.

PROFICIENT: Aligns the separate parts of a research plan into a unified whole.

DISTINGUISHED: Aligns the separate parts of a research plan into a unified whole with exceptional clarity.

Comments:

1.     This section is for you to present your data in a unified whole, meaning all parts of your project will be

presented a succinct manner. This section will fully explain how your data collection methods are aligned in

such a way that that produce the information which helped answer the research question and creating an

opportunity to address the research purpose and problem.

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 8/13

Supplemental Feedback

CRITERIA 8

Communicate in a manner that is scholarly, professional, and respectful of the diversity,
dignity, and integrity of others and is consistent with expectations for health care
professionals.

COMPETENCY

Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of

others and is consistent with the expectations of health care professionals.

NON_PERFORMANCE:

Does not communicate in a manner that is consistent with expectations for the health care profession.

BASIC: Communicates in a manner that is consistent with expectations for the health care profession.

PROFICIENT:

Communicates in a manner that is scholarly, professional, and respectful of the diversity, dignity, and

integrity of others and is consistent with expectations for health care professionals.

DISTINGUISHED:

Communicates with exceptional clarity in a manner that is scholarly, professional, and respectful of the

diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

Comments:

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 9/13

SUPPLEMENTAL CRITERIA 1

Purpose
Compose a text that articulates meaning relevant to the main topic, scope, and purpose of
the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main

topic, scope, and

purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

The connection between this text and the assignment prompt is unclear to me. To develop this connection,

consider revisiting the prewriting stage of the writing process. It may also be helpful to narrow your focus and

develop an outline.

Resources

Develop Strong Flow

Explore the Prewriting Stage of the Writing Process

Learn about Organizational Techniques

https://campus.capella.edu/writing-center/organization/organizing-papers

https://campus.capella.edu/writing-center/writing-process/pre-writing

https://campus.capella.edu/writing-center/organization/organizing-papers/writing-strategies

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 10/13

SUPPLEMENTAL CRITERIA 2

Organization
Develop text using organization, structure, and transitions that demonstrate understanding
of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or

transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.
ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

This text includes a thesis statement that supports the organization of the text, and the main topics in each of

paragraphs are clear. You might further develop your paragraphs by including more appropriate evidence,

analysis, and/or linking information. To develop your paragraphs, study MEAL plan guidelines.

Resources

Explore Paragraphing Techniques

Develop a Strong Thesis Statement

http://media.capella.edu/NonCourseMedia/writingCenter/MEAL-plan/wrapper.asp

https://campus.capella.edu/writing-center/purpose/writing-a-strong-thesis-statement

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 11/13

SUPPLEMENTAL CRITERIA 3

Evidence
Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

This text includes evidence, but the credibility of and/or citation of some of those sources falls short of

academic standards. Consider your research strategies by visiting Capella’s library, and study citation

guidelines regarding quoting, paraphrasing, or summarizing material from outside sources.

Resources

Quote, Paraphrase, and Summarize Effectively

Learn to Interpret Evidence

Get Started with the Library

http://media.capella.edu/NonCourseMedia/writingCenter/para-summ-quote/wrapper.asp

https://campus.capella.edu/writing-center/evidence-and-apa

https://campus.capella.edu/web/library/getting-started-with-the-library

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 12/13

SUPPLEMENTAL CRITERIA 4

Tone
Apply in text the standard writing conventions for the discipline, including structure, voice,
person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

This text appropriately addressed the intended audience. To polish your text, focus on establishing the

appropriate context and incorporate these guidelines into future texts.

Resources

Consider Your Audience

Establish Appropriate Context

https://campus.capella.edu/writing-center/purpose/writing-to-your-audience

https://campus.capella.edu/writing-center/tone/academic-writing

8/16/22, 5:01 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 13/13

SUPPLEMENTAL CRITERIA 5

Sentence Structure
Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical

errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments:

The meaning of your text is clear due in large part to the sound grammatical structure of your sentences. I saw

very few issues with grammar, usage, spelling, and mechanical errors. To increase readability and flow,

consider the revision step in the writing process.

Resources

Develop Sentence Variety

Incorporate Revision Practices

https://campus.capella.edu/writing-center/sentence-structure/sentence-types

https://campus.capella.edu/writing-center/writing-process/revising

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