The document outlines requirements and deadlines for two discussion board assignments in a university course. For Discussion 1 due August 19th, students must write a 250-300 word response discussing researcher bias and how it can be addressed, citing two sources using APA format. By August 23rd, students must review and respond to another student's post. Discussion 2, due August 20th, requires a response explaining the importance of a research protocol in qualitative research, again citing two sources in APA format. Review of another's post is due by August 23rd.

1. Discussion # 1 Due Weds 08/19/21
Wk 8 Discussion 1 [due Thurs]
Discussion Topic
Top of Form
Please refer to the resources provided on CDS Central. They are
intended to help you engage effectively on the discussion board.
Due Thursday
Write a 250- to 300-word response to the following:
· Discuss the concept of researcher bias. What are some ways a
researcher might address these issues?
Include your own experience as well as two citations that align
with or contradict your comments as sourced from peer-
reviewed academic journals, industry publications, books,
and/or other sources. Cite your sources using APA formatting.
Due Monday
Review others’ posts and respond to at least one of your course
colleagues or your faculty member in 150 words. Why do you
agree or disagree with their post? What in your professional
experience supports your assertions?
Copyright 2019 by University of Phoenix. All rights reserved.
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Discussion # 2 Due Fri 08/20/21
Wk 8 Discussion 2 [due Sat]
Discussion Topic
Top of Form
Please refer to the resources provided on CDS Central. They are
intended to help you engage effectively on the discussion board.
Due Saturday
Write a 250- to 300-word response to the following:
· Why is having a research protocol and a research script
important in qualitative research?
Include your own experience as well as two citations that align
with or contradict your comments as sourced from peer-
reviewed academic journals, industry publications, books,
and/or other sources. Cite your sources using APA formatting.
Due Monday
Review others’ posts and respond to at least one of your course
colleagues or your faculty member in 150 words. Why do you
agree or disagree with their post? What in your professional
experience supports your assertions?
Copyright 2019 by University of Phoenix. All rights reserved.
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Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: PRAC_6635_Week1_Assignment2_Rubric
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Excellent
Good
Fair
Poor

4. Rate yourself according to your confidence level performing
the skills identified on the Clinical Skills Self-Assessment
Form.
Points:
Points Range:
23 (23%) - 25 (25%)
The response provides ratings for all skills on the form.
Feedback:

5. Points:
Points Range:
20 (20%) - 22 (22%)
The response provides ratings for most of the skills on the
form.
Feedback:

6. Points:
Points Range:
18 (18%) - 19 (19%)
The response provides ratings for some of the skills on the
form.
Feedback:

7. Points:
Points Range:
0 (0%) - 17 (17%)
The response provides ratings for only a few skills on the
form, or ratings are missing.
Feedback:

8. Based on your ratings, summarize your strengths and
opportunities for improvement.
Points:
Points Range:
27 (27%) - 30 (30%)
The response provides an accurate, clear, and complete
summary of both the strengths and opportunities for
improvement.
Feedback:

9. Points:
Points Range:
24 (24%) - 26 (26%)
The response provides an accurate summary of both the
strengths and opportunities for improvement.
Feedback:

10. Points:
Points Range:
21 (21%) - 23 (23%)
The response provides a somewhat vague, inaccurate, or
incomplete summary of both the strengths and opportunities for
improvement.
Feedback:

11. Points:
Points Range:
0 (0%) - 20 (20%)
The response provides a vague, inaccurate, or incomplete
summary of the strengths and/or opportunities for improvement,
or the summaries are missing.
Feedback:

12. Based on your self-assessment and theory of nursing practice,
develop three to four (3–4) measurable goals and objectives for
this Practicum experience. Include them on the designated area
of the form.
Points:
Points Range:
27 (27%) - 30 (30%)
The response provides three to four (3–4) clear, appropriate,
and measurable goals and objectives for the practicum
experience.

13. Feedback:
Points:
Points Range:
24 (24%) - 26 (26%)
The response provides three to four (3–4) appropriate,
measurable goals and objectives for the practicum experience.

14. Feedback:
Points:
Points Range:
21 (21%) - 22 (22%)
The response provides three to four (3–4) somewhat unclear or
inappropriate goals and objectives for the practicum experience.

15. Feedback:
Points:
Points Range:
0 (0%) - 20 (20%)
The response provides three to four (3–4) unclear or
inappropriate goals and objectives for the practicum experience,
or goals and objectives are missing.

16. Feedback:
Written Expression and Formatting—Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling, nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction is provided, which delineates all
required criteria.
Points:
Points Range:
5 (5%) - 5 (5%)

17. Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and
conclusion is provided, which delineates all required criteria.
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)

18. Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is
stated, yet is brief and not descriptive.
Feedback:
Points:

19. Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment is
vague or off topic.
Feedback:
Points:

20. Points Range:
0 (0%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Feedback:
Written Expression and Formatting—English Writing
Standards:
Correct grammar, mechanics, and proper punctuation.

21. Points:
Points Range:
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no
errors.
Feedback:

22. Points:
Points Range:
4 (4%) - 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation
errors.
Feedback:

23. Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation
errors.
Feedback:

24. Points:
Points Range:
0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting—APA Format: The paper
follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers, parenthetical/in-

25. text citations, and Reference List.
Points:
Points Range:
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Feedback:

26. Points:
Points Range:
4 (4%) - 4 (4%)
Contains a few (1 or 2) APA format errors.
Feedback:

27. Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
Feedback:

28. Points:
Points Range:
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Feedback:

29. Show Descriptions
Show Feedback
Rate yourself according to your confidence level performing the
skills identified on the Clinical Skills Self-Assessment Form.--
Levels of Achievement:
Excellent
23 (23%) - 25 (25%)
The response provides ratings for all skills on the form.
Good
20 (20%) - 22 (22%)
The response provides ratings for most of the skills on the form.
Fair
18 (18%) - 19 (19%)

30. The response provides ratings for some of the skills on the
form.
Poor
0 (0%) - 17 (17%)
The response provides ratings for only a few skills on the form,
or ratings are missing.
Feedback:
Based on your ratings, summarize your strengths and
opportunities for improvement.--
Levels of Achievement:
Excellent
27 (27%) - 30 (30%)

31. The response provides an accurate, clear, and complete
summary of both the strengths and opportunities for
improvement.
Good
24 (24%) - 26 (26%)
The response provides an accurate summary of both the
strengths and opportunities for improvement.
Fair
21 (21%) - 23 (23%)
The response provides a somewhat vague, inaccurate, or
incomplete summary of both the strengths and opportunities for
improvement.
Poor
0 (0%) - 20 (20%)

32. The response provides a vague, inaccurate, or incomplete
summary of the strengths and/or opportunities for improvement,
or the summaries are missing.
Feedback:
Based on your self-assessment and theory of nursing practice,
develop three to four (3–4) measurable goals and objectives for
this Practicum experience. Include them on the designated area
of the form.--
Levels of Achievement:
Excellent
27 (27%) - 30 (30%)
The response provides three to four (3–4) clear, appropriate,
and measurable goals and objectives for the practicum
experience.

33. Good
24 (24%) - 26 (26%)
The response provides three to four (3–4) appropriate,
measurable goals and objectives for the practicum experience.
Fair
21 (21%) - 22 (22%)
The response provides three to four (3–4) somewhat unclear or
inappropriate goals and objectives for the practicum experience.
Poor
0 (0%) - 20 (20%)
The response provides three to four (3–4) unclear or
inappropriate goals and objectives for the practicum experience,
or goals and objectives are missing.

34. Feedback:
Written Expression and Formatting—Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling, nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction is provided, which delineates all
required criteria.--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and
conclusion is provided, which delineates all required criteria.

35. Good
4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is
stated, yet is brief and not descriptive.
Fair
3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment is
vague or off topic.
Poor
0 (0%) - 3 (3%)

36. Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Feedback:
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.

37. Good
4 (4%) - 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation
errors.
Fair
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation
errors.
Poor
0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.

38. Feedback:
Written Expression and Formatting—APA Format: The paper
follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers, parenthetical/in-
text citations, and Reference List.
--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Good
4 (4%) - 4 (4%)
Contains a few (1 or 2) APA format errors.

39. Fair
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
Poor
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Feedback:

40. Total Points:
100
Name: PRAC_6635_Week1_Assignment2_Rubric
Walden University PMHNP PRAC 6635 Clinical Skills List
Target Patient Population: Across the Lifespan
Clinical Skills for Students to Achieve
Comprehensive psychiatric evaluation skills in:
• Recognizing clinical signs and symptoms of psychiatric illness
• Differentiating between pathophysiological and
psychopathological conditions
• Performing and interpreting a comprehensive and/or interval
history and physical
examination (including laboratory and diagnostic studies)
• Performing and interpreting a mental status examination
• Performing and interpreting a psychosocial assessment and
family psychiatric history
• Performing and interpreting a functional assessment (activities
of daily living,
occupational, social, leisure, educational).
Diagnostic reasoning skill in:

41. • Demonstrate knowledge of psychopathology of mental
illnesses through discussion
for different age groups and mental illnesses
• Developing and prioritizing a differential diagnoses list
• Formulating diagnoses according to DSM 5 based on
assessment data
• Differentiating between normal/abnormal age-related
physiological and psychological
symptoms/changes
Psychotherapeutic Treatment Planning:
• Provide psychoeducation to individuals and/or caregivers
• Promote health and disease prevention techniques
Self Assessment skill:
• Develop SMART goals for practicum experiences
• Evaluating outcomes of practicum goals and modify plan as
necessary
• Documenting and reflecting on learning experiences
Professional skills:
• Maintains professional boundaries and therapeutic relationship
with clients and staff
• Collaborate with multi-disciplinary teams to improve clinical
practice in mental health
settings
• Identifies ethical and legal dilemmas with possible resolutions
• Demonstrates non-judgmental practice approach and empathy
• Practices within scope of practice
Selecting and implementing appropriate screening instrument(s)
and interpreting results

42. • Demonstrates selecting the correct screening instrument
appropriate for the clinical
situation
• Implements the screening instrument efficiently and
effectively with the clients
• Interprets results for screening instruments accurately
Walden University PMHNP PRAC 6635 Clinical Skills List
Documentation of Completed Competency/Clinical Skill
Competency/Clinical Skill
COMPLETED
PRECEPTOR SIGNATURE
DATE

43. PRAC 6635 Clinical Skills Self-Assessment Form
Desired Clinical Skills for Students to Achieve
Confident (Can complete independently)
Mostly confident (Can complete with supervision)
Beginning (Have performed with supervision or need
supervision to feel confident)
New (Have never performed or does not apply)
Comprehensive psychiatric evaluation skills in:
Recognizing clinical signs and symptoms of psychiatric illness
Differentiating between pathophysiological and
psychopathological conditions
Performing and interpreting a comprehensive and/or interval
history and physical examination (including laboratory and
diagnostic studies)
Performing and interpreting a mental status examination

44. Performing and interpreting a psychosocial assessment and
family psychiatric history
Performing and interpreting a functional assessment (activities
of daily living, occupational, social, leisure, educational).
Diagnostic reasoning skill in:
Demonstrate knowledge of psychopathology of mental illnesses
through discussion for different age groups and mental illnesses
Developing and prioritizing a differential diagnoses list
Formulating diagnoses according to DSM 5 based on assessment
data
Differentiating between normal/abnormal age-related

45. physiological and psychological symptoms/changes
Psychotherapeutic Treatment Planning:
Provide psychoeducation to individuals and/or any caregivers
Promote health and disease prevention techniques
Self-Assessment skill:
Develop SMART goals for practicum experiences
Evaluating outcomes of practicum goals and modify plan as
necessary

46. Documenting and reflecting on learning experiences
Professional skills:
Maintains professional boundaries and therapeutic relationship
with clients and staff
Collaborate with multi-disciplinary teams to improve clinical
practice in mental health settings
Identifies ethical and legal dilemmas with possible resolutions
Demonstrates non-judgmental practice approach and empathy
Practices within scope of practice

47. Selecting and implementing appropriate screening instrument(s)
and interpreting results:
Demonstrates selecting the correct screening instrument
appropriate for the clinical situation
Implements the screening instrument efficiently and effectively
with the clients
Interprets results for screening instruments accurately
Identifies the need to refer to another specialty provider when
applicable
Accurately documents recommendations for psychiatric
consultations when applicable

48. Summary of strengths:
Opportunities for growth:
Now, write three to four (3–4) possible goals and objectives for
this practicum experience. Ensure that they follow the SMART
Strategy, as described in the Learning Resources.
1. Goal:
a. Objective:
b. Objective:
c. Objective:
2. Goal:
a. Objective:
b. Objective:
c. Objective:
3. Goal:

49. a. Objective:
b. Objective:
c. Objective:
4. Goal:
a. Objective:
b. Objective:
c. Objective:
Signature:
Date:
Course/Section:
©2017 Walden University Academic Skills Center. All Rights
Reserved. hw0517
For information about our resources and instructional support,
contact us at [email protected]
Academic Skills Center
Success Strategies
Developing SMART Goals
SMART is an acronym to help with realistic goal-setting. Use it
as a tool to develop goals for yourself—
they could be goals for your career, your studies at Walden, or
even your personal life.

50. This resource includes the SMART goal criteria, example goals,
and a template for you to develop your
own academic, professional, and personal SMART goals.
SMART Goal Criteria
S is for specific.
The more specificity you bring to your goal, the clearer it is.
• Vague goal: “I want to advance in my company.” How exactly
would you like to advance—in
terms of money or title? What position would you like to hold?
• More specific goal: “I want to advance to the position of
senior sales manager.”
M is for measurable.
You must be able to track your progress toward the goal and
understand when you have attained it.
Measurability allows for that.
• Not measurable: “Get better at public speaking.”
• Measurable and specific: “Give one class lecture without
stuttering.” If you do not stutter during
the class, you know you have achieved the goal.
A is for achievable or attainable.
One tendency with goal setting is to aim too high, but that
approach can set goals beyond our reach.
• Likely not achievable: “Earn my Doctor of Nursing Practice

51. degree within 1 year of starting.”
This goal is not feasible due to workload and the established
timeline of the program. Likewise,
“Become an executive chef in a three-star restaurant within 2
years” is not likely to happen if
you are currently a dishwasher with no culinary training. So…
be conservative when
determining what is actually achievable.
R is for relevant.
This criterion ensures that the goal is important to you right
now, at this point in your life.
• For instance, if your goal is “Start my own home health care
business by the end of the year,”
consider what else is going on in your life. What other goals are
you working toward? How
does this goal help or hinder those? Perhaps you have just
bought a house, which has reduced
your finances; it might not make sense to invest in a business at
this point as well.
T is for timely or time-bound.
Every goal must include a deadline or timeframe. Otherwise,
why would you ever start it? The
procrastinator in you might just keep waiting and waiting and
never take action.
• When determining an appropriate goal timeframe, ask yourself
how long you need to
realistically complete the goal. This date gives you the end
point, but it should also spark a
desire to achieve mini-goals along the way to attaining the
larger goal.

52. mailto:[email protected]
©2017 Walden University Academic Skills Center. All Rights
Reserved. hw0517
For information about our resources and instructional support,
contact us at [email protected]
Academic Skills Center
Success Strategies
Example Goals
The key to an effective goal is to combine all of these criteria,
so that your goal is specific, measurable,
achievable, relevant, and timely altogether. Let’s look at two
examples to see if they fit all of the
SMART criteria.
Example Goal 1
By a PhD in Public Health student: To improve my grammar, I
will complete the Sentence Structure
Basics and Verbs modules in the Writing Center with a 90%
score within 6 months.
• Is it specific? Yes. The student includes the names of the
modules and where to find them,
rather than just “modules.”

53. • Is it measurable? Yes. The student needs to receive a certain
score.
• Is it achievable? Yes. The student has given herself adequate
time, and she is not expecting
perfection. She is giving herself some leeway in the score.
• Is it relevant? Yes. The student is working toward a PhD in
Public Health degree, and she will
eventually write a dissertation. For a dissertation, proper
grammar is especially important,
making the goal relevant to the student’s situation.
• Is it timely? Yes. The student has attached a timeframe of 6
months to this goal.
Example Goal 2
By an MS in Education student who is also a middle-school
teacher: I will attend two professional
development workshops.
• Is it specific? No. The student has listed professional
development workshops in general but
not which ones.
• Is it measurable? Yes. The student has indicated two
workshops. When two have been
attended, she knows the goal is completed.

54. • Is it achievable? Yes. It is reasonable that the student has
access to professional
development workshops as a teacher.
• Is it relevant? Sort of. Professional development is certainly
relevant to the teaching
occupation, but without specificity, the relevance is unclear.
• Is it timely? No. There is no deadline or timing information
within the goal to indicate when it
should take place.
Here is how the student could revise this goal to be more
specific, relevant, and time-bound: To better
understand cultural implications in my classroom, I will attend
two professional development
workshops on diversity presented by the city of Atlanta,
Georgia, during the summer of 2017.
mailto:[email protected]
©2017 Walden University Academic Skills Center. All Rights
Reserved. hw0517
For information about our resources and instructional support,
contact us at [email protected]
Academic Skills Center
Success Strategies
SMART Goals Template

55. Use the following template when creating your academic,
professional, or personal goals. Evaluate
your original goal based on each one of the SMART criteria,
and then revise if needed.
My SMART Goals
Goal 1: [Type rough draft of goal here.]
• Is it specific?
• Is it measurable?
• Is it achievable?
• Is it relevant?
• Is it timely?
Revised Goal 1: [Type a revision, incorporating any SMART
criteria missing from the rough draft.]
Goal 2: [Type rough draft of goal here.]
• Is it specific?
• Is it measurable?
• Is it achievable?
• Is it relevant?
• Is it timely?
Revised Goal 2: [Type a revision, incorporating any SMART

56. criteria missing from the rough draft.]
Goal 3: [Type rough draft of goal here.]
• Is it specific?
• Is it measurable?
• Is it achievable?
• Is it relevant?
• Is it timely?
Revised Goal 3: [Type a revision, incorporating any SMART
criteria missing from the rough draft.]
mailto:[email protected]