Assigment .apa seven . all instructions attached.

Module2.docx

Module 2: Overview of EBP Process and Translation

Instructions:

As a DNP scholar, you are expected to perform an academic search of scholarly peer-review journal articles on a given topic. For this assignment, you will choose an article from a peer-review journal database, including but not limited to CINAHL, MEDLINE, Pub MED, NIH, Google Scholar, and AGM Virtual Library. Once you have your article, you will read and analyze the document and be able to answer the following questions:

1. What is the purpose of the study?

2. What type of methodology the researcher utilizes and why?

3. How do the results of the study contribute to the research question?

Use an Essay Format

· You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

· Pay attention to grammar rules (spelling and syntax).

· Your work must be original and not contain material copied from books or the internet.

· When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

Official Rubric for Case Study Rubric

- Official Rubric for Case Study Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning

Development of Ideas

40 to >36.0 ptsExcellentThe case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.

36 to >32.0 ptsGoodThe case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.

32 to >28.0 ptsFairThe case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.

28 to >24.0 ptsPoorThe case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.

24 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

40 pts

This criterion is linked to a Learning OutcomeContent

Mastery

25 to >23.0 ptsExcellentThe response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.

23 to >20.0 ptsGoodThe response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.

20 to >18.0 ptsFairThe response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.

18 to >15.0 ptsPoorThe response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.

15 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

25 pts

This criterion is linked to a Learning OutcomeInformation Literacy

Quality of Resources

15 to >14.0 ptsExcellentSupporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.

14 to >12.0 ptsGoodSupporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

12 to >11.0 ptsFairSupporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

11 to >9.0 ptsPoorThe following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.

9 to >0 ptsUnacceptableResources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted.

15 pts

This criterion is linked to a Learning OutcomeWriting

Mechanics, Grammar, and APA

10 to >9.0 ptsExcellentExcellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.

9 to >8.0 ptsGoodMinimal (1 - 3) typos, spelling, grammatical, punctuation, or translation errors.

8 to >7.0 ptsFairMultiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.

7 to >6.0 ptsPoorSevere (8 - 10) typos, spelling, grammatical, punctuation, or translation errors.

6 to >0 ptsUnacceptableUnacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors.

10 pts

This criterion is linked to a Learning OutcomeFormat

Organization and Presentation of Information

10 to >9.0 ptsExcellentThe document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.

9 to >8.0 ptsGoodThe document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.

8 to >7.0 ptsFairThe presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.

7 to >6.0 ptsPoorThe presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.

6 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

10 pts

Total Points: 100

Discussin1.docx

The selected topic for my practice change scholarly project is enhancing patient education for adults receiving therapeutic onabotulinumtoxinA (commonly known as Botox) for chronic migraine in an outpatient clinical setting. Chronic migraine is a neurological condition characterized by frequent headache days with migraine features that significantly interfere with daily functioning and quality of life. OnabotulinumtoxinA has been shown to be an effective preventive intervention for individuals with chronic migraine, reducing headache frequency, headache severity, and associated disability. A recent clinical review highlights the neurophysiological mechanisms through which botulinum toxin modulates pain pathways and reduces migraine symptomatology, supporting its role in chronic migraine management (Paracka & Dressler, 2025). Despite this evidence, patients often receive inconsistent education about the treatment process, expected outcomes, and self-care after injections, which may contribute to unnecessary anxiety, misunderstandings, and increased post-treatment inquiries.

The population for this project includes adult patients diagnosed with chronic migraine who receive onabotulinumtoxinA injections at least once during the eight-week intervention period. These patients frequently require ongoing follow-up and education to understand the timeline of therapeutic effects, common mild side effects, and appropriate self-monitoring strategies. The intervention will involve the development and implementation of a standardized, easy-to-understand patient education handout that addresses what chronic migraine is, how therapeutic Botox works, what patients should expect in terms of benefit onset, how to manage common mild reactions, and clear instructions on when to contact the clinic. This handout will be paired with a brief teach-back conversation during the clinic visit to ensure patient comprehension before treatment.

Currently, the practice involves ad-hoc verbal education that varies depending on the provider’s communication style and time constraints. This inconsistency may leave patients unclear about expectations and aftercare, which can result in unnecessary follow-up calls or visits that burden both the patient and the clinical team. A systematic review of therapeutic Botox for migraine symptoms concluded that, while the treatment is effective in reducing migraine frequency and severity, structured patient education and follow-up strategies are often not standardized across clinical settings (Shaterian et al., 2022). This gap highlights the need for a structured educational intervention to support patients’ understanding and engagement with their care plan.

The desired outcomes of this project are improved patient understanding of the Botox treatment process and post-injection expectations, increased patient satisfaction with care, and a measurable reduction in unplanned post-treatment clinic contacts related to confusion or misunderstandings. These outcomes will be assessed using simple patient-reported satisfaction scores, teach-back accuracy, and tracking the number of unplanned phone calls or visits within the eight-week period.

The time frame for the intervention is eight weeks, which allows for the implementation of the education handout and teach-back method with multiple patients, as well as collection and analysis of feedback and outcome data. By standardizing patient education, this practice change project aims to enhance patient engagement and optimize therapeutic experiences for adults receiving Botox for chronic migraine, ultimately contributing to higher quality care and more efficient use of clinic resources.

ReferencesParacka, L., & Dressler, D. (2025). Botulinum toxin for chronic migraine. Journal of neural transmission (Vienna, Austria : 1996), 10.1007/s00702-025-03055-2. Advance online publication. https://doi.org/10.1007/s00702-025-03055-2

Shaterian, N., Shaterian, N., Ghanaatpisheh, A., Abbasi, F., Daniali, S., Jahromi, M. J., Sanie, M. S., & Abdoli, A. (2022). Botox (OnabotulinumtoxinA) for Treatment of Migraine Symptoms: A Systematic Review. Pain research & management, 2022, 3284446. https://doi.org/10.1155/2022/3284446

Module2.docx

Module 2: Overview of EBP Process and Translation

Instructions:

As a DNP scholar, you are expected to perform an academic search of scholarly peer-review journal articles on a given topic. For this assignment, you will choose an article from a peer-review journal database, including but not limited to CINAHL, MEDLINE, Pub MED, NIH, Google Scholar, and AGM Virtual Library. Once you have your article, you will read and analyze the document and be able to answer the following questions:

1. What is the purpose of the study?

2. What type of methodology the researcher utilizes and why?

3. How do the results of the study contribute to the research question?

Use an Essay Format

· You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

· Pay attention to grammar rules (spelling and syntax).

· Your work must be original and not contain material copied from books or the internet.

· When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

Official Rubric for Case Study Rubric

- Official Rubric for Case Study Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning

Development of Ideas

40 to >36.0 ptsExcellentThe case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.

36 to >32.0 ptsGoodThe case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.

32 to >28.0 ptsFairThe case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.

28 to >24.0 ptsPoorThe case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.

24 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

40 pts

This criterion is linked to a Learning OutcomeContent

Mastery

25 to >23.0 ptsExcellentThe response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.

23 to >20.0 ptsGoodThe response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.

20 to >18.0 ptsFairThe response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.

18 to >15.0 ptsPoorThe response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.

15 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

25 pts

This criterion is linked to a Learning OutcomeInformation Literacy

Quality of Resources

15 to >14.0 ptsExcellentSupporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.

14 to >12.0 ptsGoodSupporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

12 to >11.0 ptsFairSupporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

11 to >9.0 ptsPoorThe following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.

9 to >0 ptsUnacceptableResources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted.

15 pts

This criterion is linked to a Learning OutcomeWriting

Mechanics, Grammar, and APA

10 to >9.0 ptsExcellentExcellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.

9 to >8.0 ptsGoodMinimal (1 - 3) typos, spelling, grammatical, punctuation, or translation errors.

8 to >7.0 ptsFairMultiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.

7 to >6.0 ptsPoorSevere (8 - 10) typos, spelling, grammatical, punctuation, or translation errors.

6 to >0 ptsUnacceptableUnacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors.

10 pts

This criterion is linked to a Learning OutcomeFormat

Organization and Presentation of Information

10 to >9.0 ptsExcellentThe document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.

9 to >8.0 ptsGoodThe document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.

8 to >7.0 ptsFairThe presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.

7 to >6.0 ptsPoorThe presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.

6 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

10 pts

Total Points: 100

Discussin1.docx

The selected topic for my practice change scholarly project is enhancing patient education for adults receiving therapeutic onabotulinumtoxinA (commonly known as Botox) for chronic migraine in an outpatient clinical setting. Chronic migraine is a neurological condition characterized by frequent headache days with migraine features that significantly interfere with daily functioning and quality of life. OnabotulinumtoxinA has been shown to be an effective preventive intervention for individuals with chronic migraine, reducing headache frequency, headache severity, and associated disability. A recent clinical review highlights the neurophysiological mechanisms through which botulinum toxin modulates pain pathways and reduces migraine symptomatology, supporting its role in chronic migraine management (Paracka & Dressler, 2025). Despite this evidence, patients often receive inconsistent education about the treatment process, expected outcomes, and self-care after injections, which may contribute to unnecessary anxiety, misunderstandings, and increased post-treatment inquiries.

The population for this project includes adult patients diagnosed with chronic migraine who receive onabotulinumtoxinA injections at least once during the eight-week intervention period. These patients frequently require ongoing follow-up and education to understand the timeline of therapeutic effects, common mild side effects, and appropriate self-monitoring strategies. The intervention will involve the development and implementation of a standardized, easy-to-understand patient education handout that addresses what chronic migraine is, how therapeutic Botox works, what patients should expect in terms of benefit onset, how to manage common mild reactions, and clear instructions on when to contact the clinic. This handout will be paired with a brief teach-back conversation during the clinic visit to ensure patient comprehension before treatment.

Currently, the practice involves ad-hoc verbal education that varies depending on the provider’s communication style and time constraints. This inconsistency may leave patients unclear about expectations and aftercare, which can result in unnecessary follow-up calls or visits that burden both the patient and the clinical team. A systematic review of therapeutic Botox for migraine symptoms concluded that, while the treatment is effective in reducing migraine frequency and severity, structured patient education and follow-up strategies are often not standardized across clinical settings (Shaterian et al., 2022). This gap highlights the need for a structured educational intervention to support patients’ understanding and engagement with their care plan.

The desired outcomes of this project are improved patient understanding of the Botox treatment process and post-injection expectations, increased patient satisfaction with care, and a measurable reduction in unplanned post-treatment clinic contacts related to confusion or misunderstandings. These outcomes will be assessed using simple patient-reported satisfaction scores, teach-back accuracy, and tracking the number of unplanned phone calls or visits within the eight-week period.

The time frame for the intervention is eight weeks, which allows for the implementation of the education handout and teach-back method with multiple patients, as well as collection and analysis of feedback and outcome data. By standardizing patient education, this practice change project aims to enhance patient engagement and optimize therapeutic experiences for adults receiving Botox for chronic migraine, ultimately contributing to higher quality care and more efficient use of clinic resources.

ReferencesParacka, L., & Dressler, D. (2025). Botulinum toxin for chronic migraine. Journal of neural transmission (Vienna, Austria : 1996), 10.1007/s00702-025-03055-2. Advance online publication. https://doi.org/10.1007/s00702-025-03055-2

Shaterian, N., Shaterian, N., Ghanaatpisheh, A., Abbasi, F., Daniali, S., Jahromi, M. J., Sanie, M. S., & Abdoli, A. (2022). Botox (OnabotulinumtoxinA) for Treatment of Migraine Symptoms: A Systematic Review. Pain research & management, 2022, 3284446. https://doi.org/10.1155/2022/3284446

Module2.docx

Module 2: Overview of EBP Process and Translation

Instructions:

As a DNP scholar, you are expected to perform an academic search of scholarly peer-review journal articles on a given topic. For this assignment, you will choose an article from a peer-review journal database, including but not limited to CINAHL, MEDLINE, Pub MED, NIH, Google Scholar, and AGM Virtual Library. Once you have your article, you will read and analyze the document and be able to answer the following questions:

1. What is the purpose of the study?

2. What type of methodology the researcher utilizes and why?

3. How do the results of the study contribute to the research question?

Use an Essay Format

· You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

· Pay attention to grammar rules (spelling and syntax).

· Your work must be original and not contain material copied from books or the internet.

· When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

Official Rubric for Case Study Rubric

- Official Rubric for Case Study Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning

Development of Ideas

40 to >36.0 ptsExcellentThe case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.

36 to >32.0 ptsGoodThe case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.

32 to >28.0 ptsFairThe case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.

28 to >24.0 ptsPoorThe case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.

24 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

40 pts

This criterion is linked to a Learning OutcomeContent

Mastery

25 to >23.0 ptsExcellentThe response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.

23 to >20.0 ptsGoodThe response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.

20 to >18.0 ptsFairThe response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.

18 to >15.0 ptsPoorThe response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.

15 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

25 pts

This criterion is linked to a Learning OutcomeInformation Literacy

Quality of Resources

15 to >14.0 ptsExcellentSupporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.

14 to >12.0 ptsGoodSupporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

12 to >11.0 ptsFairSupporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

11 to >9.0 ptsPoorThe following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.

9 to >0 ptsUnacceptableResources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted.

15 pts

This criterion is linked to a Learning OutcomeWriting

Mechanics, Grammar, and APA

10 to >9.0 ptsExcellentExcellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.

9 to >8.0 ptsGoodMinimal (1 - 3) typos, spelling, grammatical, punctuation, or translation errors.

8 to >7.0 ptsFairMultiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.

7 to >6.0 ptsPoorSevere (8 - 10) typos, spelling, grammatical, punctuation, or translation errors.

6 to >0 ptsUnacceptableUnacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors.

10 pts

This criterion is linked to a Learning OutcomeFormat

Organization and Presentation of Information

10 to >9.0 ptsExcellentThe document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.

9 to >8.0 ptsGoodThe document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.

8 to >7.0 ptsFairThe presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.

7 to >6.0 ptsPoorThe presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.

6 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

10 pts

Total Points: 100

Assigment .Apa seven . All instructions attached.

Discussin1.docx

Module2.docx

Discussin1.docx

Module2.docx

Module2.docx

Discussin1.docx

Module2.docx

Discussin1.docx

Module2.docx