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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:
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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.
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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.
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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.
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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:
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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.
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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.
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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:
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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 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
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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 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
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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:
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