intro2
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BHA-FPX4010 u02a1 - Qualitative Research Questions and Methods Learner: Darion , Alexander
OVERALL COMMENTS Darion
overall great attempt. I made a comment on paper which is very important regarding citations and APA. I will not allow
another submission without giving credit to the author via APA citations in text.
I made a few comments below as well. As a suggestion review the rubric prior to submission this will help guide you
content. I would also suggest not working ahead.
I am here if you need me, I know you can do it.
Dr R
RUBRICS
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CRITERIA 1
Formulate a qualitative research question.
COMPETENCY
Develop a research question based on a hospital-acquired condition.
NON_PERFORMANCE: Does not describe a qualitative research question.
BASIC: Describes a qualitative research question.
PROFICIENT: Formulates a qualitative research question.
DISTINGUISHED: Formulates a qualitative research question, providing specific examples.
Comments:
We need to formulate a qualitative research question, providing specific examples.
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CRITERIA 2
Identify relevant qualitative methodologies that will support answering a research question.
COMPETENCY
Explain the different types of health care research methodologies.
NON_PERFORMANCE: Does not list qualitative research methodologies.
BASIC:
Lists qualitative research methodologies, but their relevance to a specific research question is incorrect or
unclear.
PROFICIENT: Identifies relevant qualitative methodologies that will support answering a research question.
DISTINGUISHED:
Identifies relevant qualitative methodologies that will support answering a research question and offers a
brief rationale for why the identified qualitative methodologies are relevant.
Comments:
For this section we needed to identify relevant qualitative methodologies that will support answering a
research question and offers a brief rationale for why the identified qualitative methodologies are relevant.
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CRITERIA 3
Describe qualitative data collection tools or strategies that are appropriate for answering research questions.
COMPETENCY
Explain the different types of health care research methodologies.
NON_PERFORMANCE: Does not identify qualitative data collection tools or strategies.
BASIC:
Identifies qualitative data collection tools or strategies, but their relevance for answering research
questions is unclear or inappropriate.
PROFICIENT:
Describes qualitative data collection tools or strategies that are appropriate for answering research
questions.
DISTINGUISHED:
Describes qualitative data collection tools or strategies that are appropriate for answering research questions
and offers a brief rationale for why the data collection tools or strategies are appropriate.
Comments:
We needed to describe qualitative data collection tools or strategies that are appropriate for answering
research questions and offers a brief rationale for why the data collection tools or strategies are appropriate.
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CRITERIA 4
Explain the importance of methodologically relevant data collection to a research plan as a whole.
COMPETENCY
Explain the different types of health care research methodologies.
NON_PERFORMANCE: Does not describe targeted data collection.
BASIC:
Describes targeted data collection, but does not offer a full or clear explanation as to its importance to a
research plan as a whole.
PROFICIENT: Explains the importance of targeted data collection to a research plan as a whole.
DISTINGUISHED:
Explains the importance of targeted data collection to a research plan as a whole. Notes areas related to a
research question where targeted data collection will be valuable or potentially challenging.
Comments:
We needed to explain the importance of targeted data collection to a research plan as a whole. Notes areas
related to a research question where targeted data collection will be valuable or potentially challenging.
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Supplemental Feedback
CRITERIA 5
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 consistent with expectations for the health care profession.
BASIC: Communicates in a manner 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:
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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
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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 will be strengthened by including a more specific thesis statement and/or further developing the main
idea, evidence, analysis, and/or linking information in each paragraph. Consider reverse outlining your text to
strengthen your organization.
Resources
Organize Ideas for Your Paper
Explore Paragraphing Techniques
Reverse Outline Your Existing Text
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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
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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 lacks appropriate voice, person, and/or tone for the intended audience. In your writing process,
consider the expectations of your audience. Additionally, it may be helpful to study the Writing Center's
resources on developing a scholarly voice.
Resources
Develop Your Scholarly Voice
Explore Active and Passive Voice
Use the Correct Person
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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:
Many of your ideas are communicated in grammatically unsound sentences. So that the meaning of your
messages is communicated clearly, study sentence structure guidelines and practice sentence revision to
strengthen your text.
Resources
Consider Sentence Structure and Variety
Study Subject-Verb Agreement
Revise Your Sentences