History 35700European Socialism Spring 2021Essay 1 – The Anar

History 35700/European Socialism
Spring 2021
Essay 1 – The Anarchists
Instructions: This assignment should be written as a coherent
essay of approximately three to four typed double-spaced pages
with one-inch margins and carefully reviewed before
submission of spelling, grammar, content and style.
The readings for this assignment are:
Eric Hobsbawm, How the Change the World, Chapter 3
Noam Chomsky, ABrief History of Anarchism, 2014
http://inthesetimes.com/article/16081/a_history_of_anarchism
Mikhail Bakunin, “The State and Marxism,” 1872
https://www.marxists.org/reference/archive/bakunin/works/mf-
state/ch03.htm
The modern Left in countries of developed capitalism has since
the middle 19th centuury been deeply divided between
Anarchists and Marxists (among others) with Anarchists
claiming that the Marxists wish to seize state power and use that
power to impose their vision of socialism that would inevitably
become another form of repression and dictatorship precisely
because it would depend on this this state power. Examine Eric
Hobsbawm's discussion of Marxist views of the state in chapter
3 of How to Change the World, Noam Chomsky's ABrief
History of Anarchism, and Mikhail Bakunin's “The State and

Marxism.” Assess what you see as the strengths and weaknesses
of the Anarchists' claims about the dangers presented by state
power in general and about the Marxists' desire to seize that
power in particular.
The Anarchists' hostility to the state is based on their theory
that in a genuinely free society without forms of coercion most
people would choose a rational and cooperative organization of
their own work, their communities and of public affairs without
the need of force and other forms of domination to compel
them. To what degree do you see this claim as viable or as
contrary to practical realities. In other words, does “human
nature” require that most people be supervised, controlled,
policed, and punished for bad behaviors or is it at least
theoretically possible for people to organize their lives through
rational, voluntary and cooperative ways? Be specific about
your claims and the basis of your reasoning about how people.
1
QUALITY IMPROVEMENT PROJECT 2
Improving Medical Adherence in Diabetic Patients in Home
Health Care Settings
Submitted by
Bola Odusola-Stephen

Direct Practice Improvement Project Proposal
Doctor of Nursing Practice
Grand Canyon University
Phoenix, Arizona
February 15, 2021.
Chapter 4
Introduction
Quality improvement in nursing is entailed in facilitating
important strategies that can be used in enhancing outcomes in a
healthcare setting. The chapter begins by introducing the
descriptive data and offering visual representation for the
collected data for enhanced understanding. The results section
offer an evidence based as well as safety and quality
improvement type of report for future reference and
improvement. Tools to use for effectiveness in quality
improvement are also offered to enhance success in future
nursing practices.
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Comments or Feedback
INTRODUCTION (TOTHE CHAPTER)
This section of Chapter 4 briefly restates the problem statement,
the methodology, the clinical question(s) or phenomena, and

offers a statement about what will be covered in this chapter.
Re-introduces the purpose of the practice project.
Briefly describes the project methodology and/or clinical
question(s) tested.
Provides an orienting statement about what will be covered in
the chapter.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: Once the document has been approved by your
chairperson and your committee and is ready to submit for
review, please remove all of these assessment tables from this
document.
Score 0 (not present); 1(unacceptable; needs substantial edits);
2 (present, but needs some editing); 3 (publication ready).
Descriptive Data
Table 1. Socio-demographic characteristics of patients (n=114)
Variables
Frequency

Percent
Age (years)
30-40
41-50
51-60
61-70
Above 70
8
17
31
28
30
7.0
14.9
27.2
24.6
26.3
Sex
Male
Female
51
63
44.7
55.3
Occupation
Artisans
Unemployed
Civil servant
Professionals
Trading Retiree
6

10
11
28
29
30
5.3
8.8
9.6
24.6
25.4
26.3
Educational qualification
No formal education
Primary
Secondary Tertiary
11
22
32
49
9.6
19.3
28.1
43.0
Marital status
Single
Married
Widowed Divorced
5
89
17 3
4.4

78.1
14.9
2.6
Studies reveal that diabetic patients have an issue with taking
their medications at home which has caused a lot of issues in
their health. The table below shows data collected from
different people with different status in the sample population
used for this research study. When looked at the age factor it is
evident that those as people grow older, they usually become
less adhering to their medications while at home. The issue of
age may be associated with the various side effects of aging that
may be present in people. As people grow older their memory
may be weak and cases of forgetting crucial issues are common.
To handle the issue of forgetfulness and loss of memory as
people age there is the need for the healthcare practitioners to
keep a close monitoring of the identified patients.
The females are considered to be highly likely to forget to take
their medications or adhere to taking their medicatio ns while at
home because of the many activities they indulge in during their
daily operations from work activities to household activities.
When looked at from the employedt vs unemployed status, the
unemployed have a higher level of adherence to medication
while at home as compared to the employed people who have
lost adherence to medications while at home. This may be
associated to the many activities that the employed people
indulge in during their day as compared to the unemployed who
have enough time relaxing and managing their schedules.
Table 4. Association between socio-demographic characteristics
and opinion on costs of medication as the reason for
medication non-adherence.
Costs as reason (Rank) (n=96)
Variables
Number
Mean rank
Kruskal-Wallis (p-value)
Age (year)

30- 40 41-50
51-60
61-70
Above 70
7
16
27
25
21
46.21
50.16
55.13
38.60
51.26
0.246
Sex Males
Females
43
53
45.63
50.83
0.343
Occupation Artisan
Civil servant
Unemployed
Retiree
Trading

Professional
4
8
9
23
26
26
24.75
79.81
45.56
34.67
45.13
59.13
0.000*
Educational qualification
No formal education
Primary
Secondary Tertiary
9
19
23
45
54.17
54.97
40.30
48.82

0.297
Marital status
Single
Married
Widowed Divorced
4
78
11 3
29.50
49.76
55.05
17.0
0.071
Level of significance p< 0.05, * = Significant difference
Alongside the socio-demographic factors that have been
discussed above in an attempt to explain the key reasons as to
why there is the issue of lack adherence to the diabetic
medications that people have been given is that one regarding
the costs of medication. Most of the individuals revealed that
they have an issue with adhering to medications because of the
cost associated with the given medications. Diabetic
medications can be quite costly making people to be less
adhering to the medications especially due to the many
combinations that the patients are required to take for full
recovery.
Criterion
Learner Score
(0, 1, 2, or 3)

Chairperson Score
(0, 1, 2, or 3)
DESCRIPTIVE DATA
This section of Chapter 4 provides a narrative summary of the
population or sample characteristics and demographics of the
participants in the project. It establishes the number of subjects,
gender, age, level (if appropriate), organization, or setting (if
appropriate). The use of graphic organizers, such as tables,
charts and graphs to provide further clarification and promote
readability, is encouraged.
Provides a narrative summary of the population or sample
characteristics and demographics.
Graphic organizers are used as appropriate to organize and
present coded data, as well as descriptive data such as tables,
histograms, graphs, and/or charts.
format.
document.

Data Analysis Procedures
This QI project uses the mobilize as well as the assess, plan,
implement and Track process type of approach to arrive at the
research outcomes indicated in this chapter. The sample entailed
adult patients with T2DM who had at least a single oral di abetic
type of medication prescribed to them. 194 patients met the
identified criteria for inclusion in the sample. This project took
place over 12 weeks. Initially, the identified recruitment
regarding participants in the study was planned to take place for
ten weeks but it was eventually extended to two more weeks so
as to facilitate the enlisting of more participants for enhanced
feasibility as well as efficacy of the study (Steinberg & Miller,
2015). At the start of the project associated implementation,
there was carrying out of individual as well as group education
types of meetings with the identified medical assistants as well
as providers so as to train them on the manner in which to
implement the given interventions. The project began with the
adjusting of the given techniques in the implementation of the
identified Interventions through the utility of the run charts.
Prelusion of the data collection and data analysis materials
happened next.
To analyze the given data tally sheets were utilized in counting
the daily number regarding the patients who have been involved
in the completion of the LON pre survey as well as there was
recording the scores in the same type of document. There was
the summarizing of the demographic data through computing the
identified frequency as well as mean, the standard deviation and
the identified percentages so as to effectively describe the given
participants. There was thereafter a generation of a run chart so
as to come up with an analysis of whether or not the 80%
regarding the eligible parents received the identified DAEP.
There were three categories regarding the LON scores which
included the low from 0-1 as well as medium ones from 2-7 and

the high ones from 8-36 ( Steinberg & Miller, 2015).
The differences that existed between the identified LON scores
pre as well as the post intervention distinctions were analyzing
through the use of the identified sign test as well as the Mann
Whitney U test. Nonetheless, there was summarization or the
identified adherence rate regarding the given participants
through the calculation of the identified mean as well as
standard deviation and the median. These analysis were
essential in offering increased knowledge on the adherence rate
among the individuals and come up with an average of the
identified figures for use for future references and in coming up
with the right set of interventions. Finally, the analysis practice
ended with the analysis of the identified relationship that exists
between the identified adherence associated rates post
Interventions Lon scores through the utility of the Pearson
correlation coefficient.
Through out the collection and the Analysis Procedures, there
was effective ensuring of the maintenance of privacy as well as
confidentiality during the identified chart associated audit
through the de-identification of the Pearson information by the
participants using the codes. Nonetheless, it is important to note
that printed data along with information were secured at the
identified organiztaion in a locked file cabinet within a secured
office. All the identified electronic data was stores on a
password protected and an encrypted computer. To ensure there
is effective sustainability regarding the identified aspect of
practice change, the identified providers will go on addressing
the outcomes from the identified adherence estimator regarding
the medium to high score regarding the LON to medications.
They will as well be following up on the identified adherence
rate that was reported from the identified analysis during the
assessment of the responses given for every participant.
Implementation of the various interventions presented by
different scholars along with researchers will be vital in the
extension of the identified patients who have other chronic
illnesses like hyperlipidemia along with hypertension so as to

address the issue of inappropriate medical adherence among the
patients ( Steinberg & Miller, 2015).
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
DATA ANALYSIS PROCEDURES
This section presents a description of the process that was used
to analyze the data. If clinical question(s) guided the project,
data analysis procedures can be framed relative to each clinical
question. Data can also be organized by chronology of
phenomena, by themes and patterns, or by other approaches as
deemed appropriate
Describes in detail the data analysis procedures.
Explains and justifies any differences in why the data analysis
section does not match what was approved in Chapter 3 (if
appropriate).
Provides validity and reliability of the data in statistical terms
for quantitative methodology.
Identifies sources of error and potential impact on the data.

For a quantitative project, justifies how the analysis aligns with
the clinical question(s) and is appropriate for the DPI project
design.
format.
document.
Results
A total of 194 participants perceived to be eligible for the
research process within the identified period regarding
implementation of the study process were chosen as the sample
size. There were 67 patients that is the participants that
effectively completed the LON pre survey as well as 75
participants that received the pamphlet. From the 194
participants, 42 of them downloaded the identified MHAR. Of
these 42 participants that downloaded the app, 16 of them
offered the consent to call. However, when the identified
process began and calls were being made, only six participants
finished the four week usage regarding the MHAR and adhered
to the medications fully.
Despite the fact that there were 300 eligible patients, solely

114 of them accepted to participate. Out of the 114 patients
only a small number agreed to have been adhering to
medications while at home. Future projects on quality
improvement aspects regarding the self reported medication
adherence can be carried out to help in the identification of
appropriate strategies on the manner in which to effectively
maintain higher level of participation as well as data associated
reporting from the eligible patients. The age range regarding the
participants for the study was 32 years and have. The duration
of the study took place over a period of 12 weeks. There was a
mixture of both genders as well as the unemployed and the
employed individuals so as to increase the diversity of the given
answers by the participants regarding the medication adherence
(IFIP CONFERENCE ON E-BUSINESS, E-SERVICES, AND E-
SOCIETY & MÄNTYMÄKI, 2020).
All the identified participants attained a low to medium type of
LON post scores after receiving the identified DAEP as well as
the time period given to look at the behavioral patterns on the
use of the identified medication for their diabetic issues. When
undertaking a comparison of the identified participants, the
identified LON scores between the identified pre-intervention as
well as the post intervention it was considered to be impossible
to effectively detect a distinction that exists since the identified
sample attained for the patients adhering to their medications
while at home was insufficient for the prominent Wilcoxon
signed rank associated analysis (DAGOGO-JACK, 2017).
Alternatively, the identified data as well as information were
analyzed through the use of the identified sign test which was
considered to have yielded a-z type of statistics which was
below the critical z value. Despite the fact that the identified
Mann-Whitteny U test is not considered to be effective for the
identified repeated measures type of data, it was utilized in the
determination of whether there could be the presence of
distinctions pre-versus post types of interventions LON
associated types of scores. The analysis showed no kind of
distinctions.

Looking at the analyses data, it is evident that there were
fluctuations in the identified weekly percentages regarding the
number of participants that adhered to their medications while
at home. By the time the study was coming to an end, there
were only three eligible participants. The Pearson correlation
coefficient for the dichotomized compliance associated data that
was predicted by the identified post- interventions LON scores
was found to be a weak type of negative correlation. The mean
adherence for the patients that adhered to their medication was
very low at the end of the study. This result indicated the need
to have improved Interventions by the medical practitioners to
facilitate medication adherence by the various patients who are
getting treated from their homes (GOCHMAN, 2013).
Research reveals that when a comparison study is undertaken in
looking at the pre as well as the post Interventions, it is evident
that there will be a higher probability rate for the patients to
adhere more to their medication as compared to before the
interventions thus interventions can be effective for increasing
successful adherence to medication. Interventions can be used
to help the patients in realizing the significance of effectively
monitoring their medication adherence for better treatment and
a healthy Lifestyle ( Steinberg & Miller, 2015).
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
RESULTS
This section, which is the primary section of this chapter,
presents an analysis of the data in a nonevaluative, unbiased,
organized manner that relates to the clinical question(s). List
the clinical question(s) as you are discussing them in order to
ensure that the readers see that the question has been addressed.
Answer the clinical question(s) in the order that they are listed.

The analysis of the data is presented in a narrative,
nonevaluative, unbiased, organized manner by clinical
question(s).
Includes appropriate graphic organizers such as tables, charts,
graphs, and figures.
The amount and quality of the data or information is sufficient
to answer the clinical question(s) is well presented, and is
intelligently analyzed.
Quantitative: Findings are presented by using section titles.
They are presented in order of significance, if appropriate.
Quantitative: Results of each statistical test are presented in
appropriate statistical format with tables, graphs, and charts.
Quantitative: For inferential statistics, p-value and test statistics
are reported.
Quantitative: Control variables (if part of the design) are

reported and discussed. Outliers, if found, were reported.
format.
document.
Summary
Four key themes including the perceived challenges with six
key subthemes included which are the ones regarding
inadequate language along with situational influences,
insufficient perceives threat regarding diabetes, treatment
features, the identified personality traits and the medication
costs aspects, the perceived social support which has three
subthemes which are family as well as doctor and the
community supports and the last theme which is medication
beliefs and has three subthemes which include the belief in the
appropriateness regarding the treatment along with the belief in
more effectiveness regarding the complementary therapies than
those of medication utility the prioritization of the use
regarding the pills rather than the insulin injection and the cues
to action have been identified as emerging as the identified
experiences regarding the participants in terms of the anti -
diabetic medication adherence which ought to be put into
consideration in the development of medication adherence types

of for the given patients who had diabetics and were receiving
their treatment from home (DAGOGO-JACK, 2017).
The patients who had T2DM were associated with more
Challenges for the identified regular drugs associated
consumption. They had inappropriate beliefs regarding the anti-
diabetic drugs. Moreover, they were considered to be in need of
a wide range of support community as well as surroundings and
even the health professionals. Health systems need to put into
consideration medication adherence training sessions and
programs to be added to the identified treatment protocols
regarding the diabetic patients who are receiving their
medication from home due to the increment of cases of lack of
adherence from them (Smith & Institute of Medicine (U.S.).,
2013).
There are some strengths associated with the given QI project.
First and foremost, it is important to note that the identified
validated LON survey as well as the MHAR are considered to
be free to the given public. With the increment of the utility of
internet as well as smartphones, these free instruments ought to
be leveraged by the identified primary care clinicians who are
considered to be essential in caring for the patients who have
T2DM to assist them in improving their medication adherence
while at home. The top leadership support as well as
reinforcement from the identified providers as well as the
medical practitioners have a key role in ensuring that medical
adherence has been effectively achieved.
One of the most vital barriers to the execution of the practice
change as identified in the given data that was collected in the
research process was considered to be forgetfulness of the
medication because of the competing time demands among the
groups of people. Providers associated with these patients can
mitigate the given barriers through posting effective reminders
as well as periodic close monitoring. Another key barrier was
considered to be the refusal of the patients to take part in the
identified practice alterations. Interventions can be used to help
the patients in realizing the significance of effectively

monitoring their medication adherence for better treatment and
a healthy Lifestyle ( Steinberg & Miller, 2015).
The key limitation associated with this QI project was the
sample size which was very small thus the results of the project
cannot be generative to other types of settings. Despite the fact
that there were 300 eligible patients, solely 114 of them
accepted to participate. Out of the 114 patients only a small
number agreed to have been adhering to medications while at
home. Future projects on quality improvement aspects regarding
the self reported medication adherence can be carried out to
help in the identification of appropriate strategies on the manner
in which to effectively maintain higher level of participation as
well as data associated reporting from the eligible patients.
Another limitation that was experienced in this project was that
most of the older patients refused to take part due to the fact
that they had been on a medication regimen for a long time and
they saw no need for a reminder. Also they had little or no
knowledge at all on the manner in which they were to utilize or
even navigate the identified MHAR and did not want to have
complications in their lives due to the medication complexities.
Due to the high rate of lack of medical adherence among the
participants it is a clear indication that medical practitioners
need to step up and make the right steps using the most
appropriate measures (In Larsen, 2016).
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Summary
This section provides a concise summary of what was found in
the project. It briefly restates essential data and data analysis
presented in this chapter, and it helps the reader see and
understand the relevance of the data and analysis to the clinical

question(s). Finally, it provides a lead or transition into Chapter
5, where the implications of the data and data analysis relative
to the clinical question(s) will be discussed.
Summary of data is logically and clearly presented.
The factual information is separated from analysis.
Quantitative: Summarizes the statistical data and results of
statistical tests in relation to the clinical question(s).
Provides a concluding section and transition to Chapter 5.
format.
document.
References

BEMKER, M., & SCHREINER, B. (2016). The DNP degree &
capstone project: a practical guide. Retrieved from
https://www.worldcat.org/title/dnp-degree-capstone-project-a-
practical-guide/oclc/944086764
DAGOGO-JACK, S. (2017). Diabetes mellitus in developing
countries and underserved communi ties. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&scope=site
&db=nlebk&db=nlabk&AN=1250598.
GOCHMAN, D. S. (2013). Handbook of Health Behavior
Research II: Provider Determinants. New York, NY, Springer.
Retrieved from
https://public.ebookcentral.proquest.com/choice/publicfullrecor
d.aspx?p=5587481.
IFIP CONFERENCE ON E-BUSINESS, E-SERVICES, AND E-
SOCIETY, HATTINGH, M., MATTHEE, M., SMUTS, H.,
PAPPAS, I. O., DWIVEDI, Y. K., & MÄNTYMÄKI, M.
(2020). Responsible design, implementation and use of
Information and communication technology 19th IFIP WG 6. 11
Conference on e-Business, e-Services, and e-Society, I3E 2020,
Skukuza, South Africa, April 6-8, 2020, Proceedings. Part II
Part II. Cham, Springer. Retrieved from
http://public.eblib.com/choice/PublicFullRecord.aspx?p=616689
6.
In Larsen, P. D. (2016). Lubkin's chronic illness: Impact and
intervention.
Smith, M. D., & Institute of Medicine (U.S.). (2013). Best care
at lower cost: The path to continuously learning health care in
America. Washington, D.C: National Academies Press.
Retrieved from https://www.worldcat.org/title/best-care-at-
lower-cost-the-path-to-continuously-learning-health-care-in-
america/oclc/1011844814
Steinberg, M. P., & Miller, W. R. (2015). Motivational
interviewing in diabetes care. Retrieved from
https://www.worldcat.org/title/motivational-interviewing-in-
diabetes-care/oclc/1167659294

Template Explanation on the Direct Practice Improvement (DPI)
Project
Proposal and the DPI Final Manuscript Template (all-in-one)
This template is used for both the DPI Project Proposal as well
as the Final Manuscript.
You are required to refer to yourself as the Primary Investigator
throughout the proposal and final manuscript. It is preferred
that you write your manuscript in the third person, but when
necessary, you must refer to yourself as the Primary
Investigator.
In your proposal, you will write in the future tense (present
tense, i.e., the purpose of this quantitative quasi-experimental
project is to…). In contrast, in the final manuscript , you will
write in the past tense (the purpose of this quantitative quasi -
experimental project was to… as now you have implemented
your project)
In DNP 955, you will be writing chapters 1-3 which also
includes your 10-Strategic Points as an appendix. The learner is
required to submit to AQR-1 by the due date week 8 (or you
will not pass the course) with your manuscript in the present
(future tense). In addition, in DNP 955, the appendices are as
follows:
· Appendix A is your 10 Strategic Points – REQUIRED
· Appendix B is your instrument/tools -REQUIRED (if your
project includes the use of an instrument/Tool)
· Appendix C is your permission to use your instrument/tools -
REQUIRED (if your project includes the use of an instrument)
· Appendix D is a detailed process you as the learner will use to
prepare staff/health care providers to implement the practice
improvement intervention. This should include specific
information obtained from the literature and from developers of
the evidence-based practice guideline, protocol, toolkit, or
screening tool, etc. An agenda may be included as well as an
outline of materials to be used, delivery method, handouts,

ppts., when, & where. Remember when you submit to AQR-1,
you will include your completed cover page, abstract, TOC,
chapters 1-3, and your appendices in the current APA edition.
DO NOT DELETE CHAPTERS 4 AND 5 FROM THE PAPER
OR YOU WILL LOSE THE FORMATTING. THE REVIEWERS
ARE AWARE THEY WILL BE INCLUDED BUT ARE NOT
GOING TO BE REVIEWED DURING AQR-1.
In DNP 960, you are required to make all recommended changes
listed within your AQR-1 review for chapters 1-3. This is not
optional; failure to do so may result in a failing grade for DNP-
960. Address all comments in the 10-Strategic Points. All edits
from your AQR-1 revisions are to remain in the present (future
tense) until you have received the written GCU DNP IRB
Outcome Letter (typically between weeks 3-7). After you have
begun implementation, you may start to write in the past tense
for all 5 chapters. While waiting for the outcome letter, it is
expected that all learners will write chapters 4 (including tables
and figures) and 5 as a draft in preparation for the data they will
be collecting in implementation.
In DNP 965, all writing in the manuscript is written in the past
tense (as long as you have received the GCU DNP IRB Outcome
Letter. Submission to AQR-2 occurs at the end of week 5 in
DNP 965 (required to progress to final manuscript review, no
AQR- 2= continuation course).
In this AQR-2 submission, you will submit all five chapters
with the actual data (not the made update from DNP-960) along
with your cover page, copywrite page, title page, abstract
(paragraph form), TOC (updateable), the body of the
manuscript, and all applicable appendices:
· Appendix A GCU IRB Outcome Letter
· Appendix B is your instrument/tools -REQUIRED (if your
project includes the use of an instrument/Tool)
· Appendix C is your permission to use your instrument/tools -
REQUIRED (if your project includes the use of an instrume nt)
· Appendix D is a detailed process you as the learner will use to

prepare staff/health care providers to implement the practice
improvement intervention. This should include specific
information obtained from the literature and from developers of
the evidence-based practice guideline, protocol, toolkit, or
screening tool, etc. An agenda may be included as well as an
outline of materials to be used, delivery method, handouts,
ppts., when, & where.
· No other appendices are needed unless you have multipl e tools
(which is not recommended).
*Please make certain that you have used programs such as
Grammarly (check into investing in Grammarly Premium),
ThinkingStorm (GCU), an editor, a formatter, statistician, and
any additional resources you feel like you need to be successful
before you submit to AQR-2 and most importantly, before final
manuscript review.
Feel free to contact the AQR Manager for any questions or
concerns related specifically to AQR-1 or AQR-2. Meet
regularly with your Chair, mentor, and/or content expert to
ensure that your manuscript meets all requirements, deadlines,
and revisions. Your DNP faculty, Chairs, and Program Lead
want you to be successful and are here to support you each step
of the way! Please use your University Policy Handbook on
your chain of command and any appeal you feel you might need.
Blessed are those who have learned to acclaim you, who walk in
the light of your presence, O Lord. – Psalm 89:15
DELETE THESE FIRST TWO PAGES!!!!!
The Direct Practice Improvement Project Title Appears in Title
Case and Is Centered Comment by Author: NOTE: All notes
and comments are keyed to the 7th edition of the Publication
Manual of the American Psychological Association.
American Psychological Associatio6n (APA) style is most
commonly used to cite sources within the social sciences. This
resource, revised according to the 7th edition of the Publication
Manual of the American Psychological Association, offers

examples for the general format of APA research papers, in-text
citations, footnotes, and the reference page. For specifics,
consult the Publication Manual of the American Psychological
Association. For additional information on APA Style, consult
the APA website:
http://apastyle.org/learn/index.aspx
GENERAL FORMAT RULES:
Manuscripts must be 12-point Times New Roman typeface,
double-spaced on quality standard-sized paper (8.5" x 11") with
1-inch margins on the top, bottom, and right side. For binding
purposes, the left margin is 1.5 in.. To set this in Word, go to:
Page Layout >
Page Setup>
Margins >
Custom Margins>
Top: 1” Bottom: 1”
Left: 1.5” Right: 1”
Click “Okay”
Page Layout>
Orientation>
Portrait>
NOTE: All text lines are double-spaced. This includes the title,
headings, formal block quotes, references, footnotes, and figure
captions.
The first line of each paragraph is indented 0.5 inch. Use the tab
key which should be set at 5 to 7 spaces. If a white tab appears
in the comment box, click on the tab to read additional
information included in the comment box.
Please note: The section citations to APA Manual are provided
in brackets throughout template. These brackets are not to be

modeled for APA formatting. The information is included to
help you locate material. Comment by Author: Formatting note:
The effect of the page being centered with a 1.5" left margin is
accomplished by the use of the first line indent here. However,
it would be correct to not use the first line indent, and set the
actual indent for these title pages at 1.5". Comment by
Author: If the title is longer than one line, double-space it. As a
rule, the title should be approximately 12 words. Titles should
be descriptive and concise with no abbreviations, jargon, or
obscure technical terms. The title should be typed in uppercase
and lowercase letters.
Submitted by
Insert Your Full Legal Name (No Titles, Degrees, or Academic
Credentials) Comment by Author: For example: Jane
Elizabeth Smith
Equal Spacing Comment by Author: Delete yellow highlighted
“Helps” as project develops.
~2.0” –
(7 lines)
A Direct Practice Improvement Project Presented in Partial
Fulfillment
of the Requirements for the Degree
Doctor of Nursing Practice
Equal Spacing
~2.0” –
(7 lines)
Grand Canyon University
Phoenix, Arizona

[Insert Current Date]
© by Your Full Legal Name (No Titles, Degrees, or Academic
Credentials), 2020 Comment by Author: NOTE: The copyright
page is included in the final practice improvement project.
Comment by Author: For example: © by Jane Elizabeth
Smith, 2012
This page is centered. This page is counted, not numbered and
should not appear in the Table of Contents.
All rights reserved.
GRAND CANYON UNIVERSITY
The Direct Practice Improvement Project Title Appears in Title
Case and is Centered Comment by Author: If the title is
longer than one line, double-space it. The title should be typed
in upper and lowercase letters.
by
Insert Your Full Legal Name (No Titles, Degrees, or Academic
Credentials) Comment by Author: For example: Jane
Elizabeth Smith

has been approved
September 22, 2020 Comment by Author: Date of Dean’s
signature. Until then, use the current date to fill this space.
Upon final submission, this date should match the date on the
title page.
APPROVED:
Full Legal Name, Ed.D., DBA, or Ph.D., DPI Project
Chairperson
Full Legal Name, Ed.D., DBA, or Ph.D., DPI Project Mentor
Full Legal Name, Ed.D., DBA, or Ph.D., DPI Project Content
Expert
ACCEPTED AND SIGNED:
________________________________________
Lisa Smith, PhD, RN, CNE
Dean and Professor, College of Nursing and Health Care
Professions
_________________________________________
Date
Abstract Comment by Author: On the first line of the page,
center the word “Abstract” (boldface font, italics, underlining,
or quotation marks).
Beginning with the next line, write the abstract. Abstract text is
one paragraph with no indentation and is double-spaced. This
page is counted, not numbered, and does not appear in the Table
of Contents.
Abstracts do not include references or citations.
The abstract should be one page
Comment by Author: Comment by Author: You will
notice a difference between the proposal template and final
manuscript template. The final template allows the option to

remove headers if you need more room.
The first sentence or two outlines the problem; why is this being
addressed? Do not make statements that require a citation as
there are no citations in an abstract! The second statement is the
supporting what is happening at the site. The purpose of this
quantitative quasi-experimental project was to determine if or to
what degree the implementation of _________________
(intervention) would impact ______________(what) when
compared to current practice among ___________(population)
in a ________ (setting i.e.: primary care clinic, ER, OR) in
________ (state) over four-weeks. State the nursing
model/theory and other frameworks used in ONE SENTENCE!
Data analysis and the sample size is next Now you want to state
how the results were statistically and clinically significant. How
did these results impact patient outcomes impact the practice at
the site and recommendations for what should be done in the
future based on the project findings Comment by Author:
See the DC Network, Templated Abstract in writing resources
Comment by Author: Whose intervenstion? Example:
Sutter's Oral Hygeine Tool or the Institute of Medicinxes XYZ
tool. Comment by Author: this is your measurable PATIENT
outcome. Comment by Author: Make sure you take this
statement and replace it throughout the manuscript to ensure it
matches everywhere you discuss the purpose :) From this
statement you will need to make certain that the problem
statement and clinical questions match (align) with this
statement as well. Comment by Author: - DO NOT SAY p>
0.05 or p<0.05 Must say p= VALUE (EXAMPLE: Data on the
motivation to quit was measured by TTM and nicotine
dependence was measured by the Fagerstrom Test for Nicotine
Dependence (FTND) questionnaire in diabetic adult smokers
aged 18 years and older, (n=16) were compared at baseline, two
weeks, and four weeks post-implementation of the Five A's
model.
A paired t-test showed that there was a statistically significant
improvement in patient's motivation to quit smoking (M=-2.86;

SD=1.29; p=0.003), a substantial decrease in nicotine
dependence (M= -1.86; SD=1.41; p=0.001), and 100% of the
healthcare providers (n=6) were compliant in assessing tobacco
use p=0.000). Comment by Author: (Based on the results, the
Five A's model may result in increased patient motivation to
quit smoking as well as a decrease in nicotine dependence.
Recommendations include the continuation of the program and
possible repetition of the project at another clinical site over an
extended monitoring period as well as with larger sample sizes.)
or maybe if there was no significance (Even though statistical
significance was not found STATS, the INTERVENTION
provided needed areas for reinforcement measurement and
enhanced nursing staff awareness. Therefore, the findings
suggest that continuous utilization of INTERVENTION may DO
WHAT to IMPROVE WHAT. Replication of the project is
needed in larger settings and over a longer period of time.)
Keywords: Abstract, theory, theorists, tools, instruments, assist
future investigators, vital information Comment by Author:
Make sure to add the keywords at the bottom of the abstract to
assist future investigators.
Criterion Comment by Author: All of the criterion tables must
be removed prior to all AQR, IRB, and final submissions.
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
The abstract provides a succinct summary of the project
including the problem statement, clinical questions,
methodology, design, data analysis procedures, location,
sample, theoretical foundations, results, and implications.

The abstract is written in APA format, 1 paragraph, no
indentations, double spaced with no citations, and includes key
search words. The abstract is fully justified.
Abstract is written in a way that is well structured, has a logical
format.
chairperson and your committee and is ready to submit for AQR
document.
Comment by Author: Make sure to add the keywords at the
bottom of the abstract to assist future investigators.
Librarians and investigators use the keywords to catalogue and
locate vital research material.
Dedication Comment by Author: Title in bold font
An optional dedication may be included here. While a practice
improvement project is an objective, scientific document, this is
the place to use the first person and to be subjective. The
dedication page is numbered with a Roman numeral, but the
page number does not appear in the Table of Contents. It is only
included in the final practice improvement project and is not
part of the proposal. If this page is not to be included, delete the
heading, the body text, and the page break below. If you cannot
see the page break, click on the ¶Show/Hide button (go to the
Home tab and then to the Paragraph toolbar).

Acknowledgments Comment by Author: Title is bolded.
An optional acknowledgements page can be included here. This
is another place to use the first person. If it applies,
acknowledge and identify grants and other means of financial
support. Also acknowledge supportive colleagues who rendered
assistance. The acknowledgments page is numbered with a
Roman numeral, but the page number does not appear in the
Table of Contents. This page provides a formal opportunity to
thank family, friends, and faculty members who have been
helpful and supportive. The acknowledgements page is only
included in the final practice improvement project, and is not
part of the proposal. If this page is not to be included, delete the
heading, the body text, and the page break below. If you cannot
see the page break, click on the Show/Hide button (go to the
Home tab and then to the Paragraph toolbar).
Table of Contents
Chapter 1: Introduction to the Project 1
Background of the Project 5
Problem Statement 6
Purpose of the Project 7
Clinical Question(s) 9
Advancing Scientific Knowledge 11
Significance of the Project 13
Rationale for Methodology 14
Nature of the Project Design 15
Definition of Terms 17
Assumptions, Limitations, Delimitations 20
Summary and Organization of the Remainder of the Project 23
Chapter 2: Literature Review 25
Theoretical Foundations 27
Review of the Literature 30
Theme 1. 32
You may want to organize this section by themes and
subthemes. To do so, use the pattern below. 32

Theme 2 33
Summary 37
Chapter 3: Methodology 41
Statement of the Problem 42
Clinical Question 43
Project Methodology 45
Project Design 48
Population and Sample Selection 50
Instrumentation or Sources of Data 52
Validity 54
Reliability 55
Data Collection Procedures 56
Data Analysis Procedures 58
Potential Bias and Mitigation 60
Ethical Considerations 64
Limitations 66
Summary 67
Chapter 4: Data Analysis and Results 69
Descriptive Data 70
Data Analysis Procedures 73
Results 74
Summary 80
Chapter 5: Summary, Conclusions, and Recommendations 82
Summary of the Project 83
Summary of Findings and Conclusion 84
Implications 86
Theoretical Implications 86
Practical Implications 86
Future Implications 86
Recommendations 87
Recommendations for Future Projects 88
Recommendations for Practice 89
References 91
Appendix A 93
The Parts of a Practice Improvement Project 93
Preliminary Pages 93

Main Text 93
Supplementary Pages 94
Appendix B 95
What is my DPI project design? 95
Appendix C 97
Power Analysis Using G Power 97
Appendix D 98
Example SPSS Dataset & Variable View 98
Appendix E 99
How to Make APA Format Tables and Figures Using Microsoft
Word 99
Appendix F 109
Writing up your statistical results 109
List of Tables Comment by Author: This is an example of a
List of Tables “boiler plate.” To create an automatic l ist of
tables, go into the “References” tab on Word. For each table and
figure, use the “Insert Caption” function. Choose “table” from
the dropdown menu. Then, when your tables and figures have
been inserted into the final manuscript, use the “Insert Table of
Figures” tool in the Caption section. Choose “table” from the
dropdown menu.
The List of Tables follow the Table of Contents.
The List of Tables is included in the Table of Contents and
shows a Roman numeral page number at the top right. The page
number is right justified with a 1 in. margin on each page. Dot
leaders must be used. The title is bolded.
On the List of Tables, single-space table titles, double-spaced

between entries. See Chapter 7 of the APA Style Manual for
details and specifics on Tables and Data Display.
All tables are numbered with Arabic numerals in the order in
which they are first mentioned.
Table 1. Characteristics of Variables42
Table 2. Type of Methodology and Rationale for Selecting It45
Table 3. A Sample Data Table Showing Correct Formatting71
Table 4. t-Test for Equality of Emotional Intelligence Mean
Scores by Gender75
Table 5. The Servant Leader76
(Note: single-space table titles; use “Add a Space After
Paragraph” (12pt) in Line Spacing Options between table titles)
List of Figures Comment by Author: This is an example of a
List of Figures “boiler plate.” To create an automatic list of
tables, go into the “References” tab on Word. For each table and
figure, use the “Insert Caption” function. Choose “figure” from
the dropdown menu. Then, when your tables and figures have
been inserted into the final manuscript, use the “Insert Table of
Figures” tool in the Caption section. Choose “figure” from the
dropdown menu.
The List of Figures follows the List of Tables.
The List of Figures is included in the Table of Contents and
shows a Roman numeral page number at the top right. The page
number is justified with a 1 in. margin on each page. The title is
bolded.
Figures include graphs, charts, maps, drawings, cartoons, and
photographs. In the List of Figures, single-space figure titles
and double-space between entries. See 6APA Manual Chapter 7
for details and specifics on Figures and Data Display.
All figures are numbered with Arabic numerals in the order in
which they are first mentioned. The figure title included in the

Table of Contents should match the title found in the text.
Figure 1. Approaches to Collecting the Data to Answer the
Clinical Questions.43
Figure 2. Parametric Statistics for Analysis of Ratio or Interval
Level Dependent Variable58
Figure 3. Non-Parametric Statistics for Analysis of Nominal or
Ordinal Level Dependent Variable59
Figure 4. Scattor Plot Example – Strong Negative Correlation78
(Note: single-space figure titles; use “Add a Space After
Paragraph” (12pt) in Line Spacing Options between table titles)
double-space between entries)
Chapter 1: Introduction to the Project Comment by Author:
This heading is tagged with APA Style Level 1 heading.
Comment by Author: Headers 7th Edition
The Introduction section of Chapter 1 briefly overviews the
project focus or practice problem, states why the project is
worth conducting, and describes how the project will be
completed. The introduction develops the significance of the
project by describing how the project translates existing
knowledge into practice, is new or different from other works
and how it will benefit patients at your clinical site. This
section should also briefly describe the basic nature of the
project and provide an overview of the contents of Chapter 1.
This section should be three or four paragraphs, or
approximately one page, in length.
Keep in mind that you will write Chapters 1 through 3 as your
direct practice improvement (DPI) project proposal and
Chapters 1 through 5 for your final project manuscript. (see
Appendix A) However, there are changes that typically need to
be made in these chapters to enrich the content or to improve
the readability as you write the final DPI project manuscript.
Often, after data analysis is complete, the first three chapters

will need revisions to reflect a more in-depth understanding of
the topic, change the tense to past tense, and ensure
consistency.
To ensure the quality of both your proposal and your final
practice improvement project and reduce the time for Academic
Quality Review (AQR) reviews, your writing needs to reflect
standards of scholarly writing from your very first draft. Each
section within the proposal or final DPI project should be well
organized and presented in a way that makes it easy for the
reader to follow your logic. Each paragraph should be short,
clear, and focused. A paragraph should (a) be three to eight
sentences in length, (b) focus on one point, topic, or argument,
(c) include a topic sentence the defines the focus for the
paragraph, and (d) include a transition sentence to the next
paragraph. Include one space after each period. There should be
no grammatical, punctuation, sentence structure, or American
Psychological Association APA formatting errors. Be sure to
use the check document feature in the Microsoft Word Review
Menu. This feature will check for spelling errors and
grammatical issues.
Verb tense is an important consideration for Chapters 1 through
3 versus the final manuscript. For the proposal, the investigator
uses present tense (e.g., “The purpose of this project is to…”),
whereas in the practice improvement final project, the chapters
are revised into past tense (e.g., “The purpose of this project
was to…”). Taking the time to put quality into each draft will
save you time in all the steps of the development and review
phases of the practice improvement project process. It will pay
to do it right the first time. Comment by Author: Consider
where you are in the process when determining past or present
tense. If your project has been implemented, and you have
finished your data collection, then the entire manuscript should
be written in past tense.
As a doctoral investigator, it is your responsibility to ensure the
clarity, quality, and correctness of your writing and APA
formatting. The DC Network provides various resources to help

you improve your writing. Neither your chairperson nor your
committee members will provide editing of your documents, nor
will the AQR reviewers provide editing of your documents. If
you do not have outstanding writing skills, you will need to
identify a writing coach, editor, or other resources such as
GrammarlyTM or ThinkingstormTM (GCU service) to help you
with your writing and to edit your documents. The most
important outcome is a scholarly product.
The quality of a DPI project is not only defined by the quality
of writing. It is also defined by the criteria that have been
established for each section of the project. The criteria describe
what must be addressed in each section within each chapter. As
you develop a section, first read the section description. Then
review the criteria contained in the table below the description.
Use both the description and criteria as you write the section. It
is important that the criteria are addressed in a way that it is
clear to your chairperson, committee, and an external reviewer
to illustrate that the criteria have been met. You should be able
to point out where each criterion was met in each section. Prior
to submitting a draft of your proposal or practice improvement
project, or a single chapter to your chairperson, please assess
yourself on the degree to which criteria have been met. There is
a table at the end of each section for you to complete this self-
assessment. Your chairperson may also assess each criterion
when returning the document with feedback. The following
scores reflect the readiness of the document: Comment by
Author: Please complete the table below with your ratings to
show achievement of the criterion.
· 3 = The criterion has been completely met. It is
comprehensive and accurate. The section meeting the criterion
is comprehensive and clear. The criterion information is very
well written. The section addressing a criterion is located in a
single spot; it is not distributed across various paragraphs. The
criterion is immediately obvious to an external reviewer. In
terms of writing, the section is perfect and ready to go into a
journal article.

· 2 = The criterion is very close to being completely met. The
section meeting the criterion is comprehensive but may need to
be further clarified. The criterion information is fairly well
written but may need minor editing. The section addressing a
criterion is located in a single spot; it is not distributed across
various paragraphs. It may not be obvious to an external reader
and so may require some clarification. In terms of writing it is
near perfect but may need minor edits for clarity or APA
formatting.
· 1 = The criterion is present, but the section needs significant
work to completely meet expectations. The section meeting the
criterion is not comprehensive and may need to be further
clarified. The criterion information is fairly well written but
may need minor editing. The section addressing a criterion is
not clearly located in a single spot; it appears to be distributed
across various paragraphs. It may not be obvious to an external
reader and requires some clarification. It needs some changes to
the structure, flow, paragraph structure, sentence structure,
punctuation, and APA format.
· 0 = The criterion is not addressed because it is missing or is
not appropriate.
Once the document has been approved by your chairperson and
your committee and is ready to submit for the AQR review,
please remove all of these assessment tables from this
document.
^ To remove the table, click on the icon noted when the table is
clicked on. Right click on this icon and delete table.
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)

Introduction
This section briefly overviews the project focus or practice
problem, why this project is worth conducting, and how this
project will be completed. (Three or four paragraphs or
approximately one page)
A practice improvement project topic is introduced.
Discussion provides an overview of what is contained in the
chapter.
This section is written in a way that is well structured, has a
logical flow, and uses correct paragraph structure, sentence
structure, punctuation, and APA format.
document.
Score 0 (not present); 1 (unacceptable; needs substantial edits);
2 (present but needs some editing); 3 (publication
ready).Background of the Project Comment by Author: This
heading is tagged with APA Style Level 2 heading.
The background section of Chapter 1 explains both the history
of and the present state of the problem and the DPI project
focus. This section summarizes the Background section which
will be expanded upon in Chapter 2 and is two or three
paragraphs in length.

Criterion
Learner Score (0, 1, 2, or 3)
Chairperson Score (0, 1, 2, or 3)
Background of the Project
The background section explains both the history and the
present state of the problem and project focus. This section
summarizes the Background section from Chapter 2. (Two or
three paragraphs)
This section provides an overview of the history of and present
state of the problem and project focus.
document.
ready).Problem Statement
This section of the final manuscript is two or three paragraphs
long. It clearly states the problem or project focus, the
population affected, and how the project will contribute to
solving the problem. This section of Chapter 1 should be
comprehensive yet simple, providing context for the practice
project.

A well-written problem statement begins with the big picture of
the issue (macro) and works to the small, narrower, and more
specific problem (micro). It clearly communicates the
significance, magnitude, and importance of the problem and
transitions into the Purpose of the Project with a declarative
statement such as “It is/was not known if or to what degree the
implementation of ___________ (intervention) would impact
______________(outcome) when compared to current practice
among ___________ (population). in (urban/rural)________
(state). Comment by Author: Problem statement format
update from Revised Strategic Points.
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Problem Statement
This section includes the problem statement, the population
affected, and how the project will contribute to solving the
problem. (Two or three paragraphs)
This section states the specific problem for investigation by
presenting a clear declarative statement that begins with “It is
not known if and to what degree/extent...,” or “It is not known
how/why and….”
This section identifies the need for the project.
This section identifies the broad population affected by the

problem.
This section suggests how the project may contribute to solving
the problem.
document.
ready).Purpose of the Project
The Purpose of the Project section of Chapter 1 should be two
or three paragraphs long, provide a reflection of the problem
statement, and identify how the project will be accomplished. It
explains how the project will contribute to the field. The section
begins with a declarative statement, "The purpose of this project
is....” Included in this statement are also the project design,
population, variables to be investigated, and the geographic
location. For example, “the purpose of this quantitative quasi -
experimental project is to examine the impact of a preoperative
anxiety assessment tool on non-pharmacologic anxiolytic
interventions for a subset of pediatric patients in a midwestern
academic medical center” (Overly, 2020). Further, the section
clearly defines the dependent and independent variables,
relationship of variables, or comparison of groups (comparison

versus intervention) for quantitative analyses. Keep in mind that
the purpose of the project is restated in other chapters of the
practice improvement project and should be worded exactly as
presented in this section of Chapter 1.
Creswell and Creswell (2018) provided a sample template for
the purpose statements aligned with the quasi-experimental
design. Please see the template for quantitative method as
follows: The purpose of this quantitative quasi-experimental
project is to determine if or to what degree the implementation
of _________________ (intervention) would impact
______________(what) when compared to current practice
among ___________(population) in a ________ (setting i.e.:
primary care clinic, ER, OR) in ________ (state). The ________
(independent variable) will be defined/measured as/by _______
(provide a general definition). The (dependent variable) will be
defined/measured as/by ______ (provide a general definition).
This purpose statement aligns to the PICOT components from
previous courses. Comment by Author: Please note that DPIs
are quantitative. You may see reference to qualitative and
mixed methodologies throughout the curriculum and in the
templates as these are other methods. However, a DPI measures
or tests an intervention on a patient outcome. Therefore, a
quantitative method is the most feasilble method for doing so.
Comment by Author: Please format your purpose statement
to this templated declarative sentence and use throughout the
manuscript.
Criterion
Learner Score
(0, 1, 2, or 3)
Purposeof the Project
The purpose statement section provides a reflection of the
problem statement and identifies how the project will be
accomplished. It explains how the project will contribute to the
field. (Two or three paragraphs)

This section presents a declarative statement: "The purpose of
this project is...." that identifies the project design, population,
variables (quantitative) to be investigated, and geographic
location.
This section identifies project method as quantitative and
identifies the specific design.
This section describes the specific population group and
geographic location for the project.
This section defines the dependent and independent variables,
relationship of variables, or comparison of groups
(quantitative).
This section explains how the project will contribute to the
field.

document.
ready).Clinical Question(s) Comment by Author: Make sure
you customize this. It is either Clinical Question or Clinical
Questions depending on whether or not you have more than one.
This section should be two or three paragraphs in length, narrow
the focus of the project, and specify the clinical questions to
address the problem statement. Based on the clinical questions,
the section describes the variables or groups. The clinical
questions should be derived from, and are directly aligned with,
the problem and purpose statements, methods, and data
analyses. The Clinical Questions section of Chapter 1 will be
presented again in Chapter 3 to provide clear continuity for the
reader and to help frame your data analysis in Chapter 4.
In a paragraph prior to listing the clinical questions, include a
discussion of the clinical questions, relating them to the
problem statement. Templated statement: To what degree does
the implementation of _______________ (intervention)
impact(s) __________________ (what) when compared to
_____________ among _____________ (population) patients in
a ______ (setting) in _______ (state) over four-weeks?
Comment by Author: Format your clinical question in this
manner.
Then, include a leading phrase to introduce the questions such
as: The following clinical questions guide this quantitative
project:
Q1:
Q2:
Criterion
Learner Score
(0, 1, 2, or 3)

Clinical Question(s)
This section narrows the focus of the project and specifies the
clinical questions to address the problem statement. Based on
the clinical questions, it describes the variables or groups for a
quantitative project. (Two or three paragraphs)
This section states the clinical questions the project will
answer, identifies the variables, and predictive statements using
the format appropriate for the specific design.
This section includes a discussion of the clinical questions,
relating them to the problem statement.
document.
ready).Advancing Scientific Knowledge
The Advancing Scientific Knowledge section should be two or
three paragraphs in length, and specifically describe how the

project will advance population health outcomes on the topic.
This advancement can be a small step forward in a line of the
current clinical site practice, but it must add to the current body
of knowledge in the literature. This section also identifies the
gap or need based on the current literature and discusses how
the project will address that gap or need. This section
summarizes the Theoretical Foundations section from Chapter 2
by identifying the theory or model upon which the project is
built. It also describes how the project will advance that theory
or model.
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Advancing Scientific Knowledge
This section specifically describes how the project will advance
population health outcomes on the topic. It can be a small step
forward in a line of current project, but it must add to the
current body of knowledge in the literature. It identifies the gap
or need based on the current literature and discusses how the
project will address that gap or need. This section summarizes
the Theoretical Foundations section from Chapter 2. (Two or
three paragraphs)
This section clearly identifies the gap or need in the literature
that was used to define the problem statement and develop the
clinical questions.
This section describes how the project will address the gap or
identified need in the literature.

.
This section identifies the theory or model upon which the
project is built.
This section describes how the project will advance the theory
or model upon which the project is built.
document.
ready).Significance of the Project
This section identifies and describes the significance of the
project. It also discusses the implications of the potential results
based on the clinical questions and problem statement. Further,
it describes how the project fits within and will contribute to
the current literature or the clinical site practice. Finally, it
describes the potential practical applications from the project.
This section should be three or four paragraphs long and is of
particular importance because it justifies the need for, and the
relevance of, the project.
Criterion

Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Significance of the Project
This section identifies and describes the significance of the
project and the implications of the potential results based on the
clinical questions and problem statement. It describes how the
project fits within and will contribute to the current literature or
the clinical site practice. It describes potential practical
applications from the project. (Three or four paragraphs)
This section provides overview of how the project fits within
other current literature in the field, relating it specifically to
other studies.
This section describes how addressing the problem will i mpact
and add value to the population, community, or society.
document.
ready).Rationale for Methodology
This section introduces the methodology for the DPI project and
explains the rationale for selecting this quantitative

methodology. The Rationale for Methodology section of
Chapter 1 clearly justifies the methodology the investigator
plans to use for conducting the project. It argues how the
methodological framework is the best approach to answer the
clinical questions and address the problem statement. Finally, it
contains citations from textbooks and articles on the DPI project
methodology or articles on related studies (Creswell &
Creswell, 2018). DPI project are typically quantitative due to
the nature of measuring a practice improvement.
This section describes the clinical questions the project wil l
answer and identifies the variables using the format appropriate
for the specific design. Finally, this section includes a
discussion of the clinical questions, relating them to the
problem statement. This section should be two or three
paragraphs long and illustrate how the methodological
framework is aligned with the problem statement and purpose of
the project, providing additional context for the project.
Criterion
Learner Score
(0, 1, 2, or 3)
Rationale for Methodology
This section clearly justifies the methodology the investigator
plans to use for conducting the project. It argues how the
methodological framework is the best approach to answer the
clinical questions and address the problem statement. It uses
citations from textbooks and articles on DPI project
methodology or articles on related studies. (Two or three
paragraphs)
This section identifies the specific project method for the
project.

This section justifies the method to be used for the project by
discussing why it is the best approach for answering the clinical
question and addressing the problem statement.
This section uses citations from textbooks or literature on the
DPI project methodology to justify the use of the sel ected
methodology.
document.
2 (present but needs some editing); 3 (publication ready).Nature
of the Project Design
This section describes the specific project design (quasi -
experimental) to answer the clinical questions and why this
approach was selected. (see Appendix B) Here, the learner
discusses why the selected design is the best design to address
the problem statement and clinical questions as compared to
other designs. You should be focusing on the design rather than
the methodology in this section. Briefly describes how the
design supports the intervention and solution to the practice
problem. This section also contains a description of the project

sample being investigated, as well as the process that will be
used to collect the data on the sample. In other words, this
section provides a preview of Chapter 3 and succinctly conveys
the project approach to answer clinical questions.
Criterion
Learner Score
(0, 1, 2, or 3)
Nature of the Project
This section describes the specific project design to answer the
clinical questions and why this approach was selected. It
describes the project sample as well as the process that will be
used to collect the data on the sample.
This section describes the selected design for the project.
This section discusses why the selected design is the best des ign
to address the problem statement and clinical questions as
compared to other designs.
This section briefly describes the specific sample and the data
collection procedure to collect information on the sample.
Briefly describes how the design supports the intervention and
solution to the practice problem.

document.
ready).Definition of Terms
The Definition of Terms section of Chapter 1 defines the project
constructs and provides a common understanding of the
technical terms, exclusive jargon, variables, phenomena,
concepts, and sundry terminology used within the scope of the
project. Terms are defined in lay terms and in the context in
which they are used within the project. Each definition may be a
few sentences to a paragraph in length. This section includes
any words that may be unknown to a lay person (words with
unusual or ambiguous meanings or technical terms) from the
evidence or literature. It provides a rationale for each
assumption and defines the variables.
Definitions must be supported with citations from scholarly
sources. Do not use Wikipedia to define terms. This popular
“open source” online encyclopedia can be helpful and
interesting for the layperson, but it is not appropriate for formal
academic scholarly writing. Additionally, do not use
dictionaries to define terms. A paragraph introducing this
section prior to listing the definition of terms can be inserted.
However, a lead in phrase is needed to introduce the terms such
as: "The following terms were used operationally in this
project." This is also a good place to operationally define
unique phrases specific to this project. See below for the correct
format:
Term. Comment by Author: This is how each of your terms
should be listed in this section.

Write the definition of the word. This is considered a Level 3
heading. Make sure the definition is properly cited (Author,
2010).
Clinical Significance.
Clinical significance (also known as clinical relevance)
indicates whether the results of a project are meaningful or not
for several stakeholders. Statistical significance does not assure
that the results are clinically relevant. Indeed, the use of
significance testing rarely determines the practical importance
or clinical relevance of findings (Armijo-Olivo, 2018)
Comparison and Intervention Group.
Refers to the sample groups of data in your project as the
comparison group and the intervention group. These groups can
be used to compare the baseline practice to the direct practice
improvement. There are two approaches to the data of these
groups. Between-group differences show how two or more
groups of the data are sampled or participants are different,
whereas within-group differences show differences among data
or participants who are in the same single group of the sample
(Creswell & Creswell, 2018). Further, within-group differences
can come to light when looking at the results of a between-
groups approach including individual differences associated
with the sample or group. (see Figure 1). Please note that there
are no control groups in the DPI. If the learner writes control
groups as a comparison group, the DPI will not move forward.
Statistical Significance.
Statistical significance shows a result is unlikely due to chance.
It is a result which indicates a level of confidence a result did
not occur solely from sample selection. The investigator
determines the level of significance for the project (e.g. p<.05
or p<.01). The p-value is the probability of obtaining the
difference measured from a sample if there really is not a
difference for all users. If the p-value obtained is less than this
level determined in the proposal by the investigator, it would be
considered statistically significant. The investigator would infer
the intervention caused the difference. Statistical significance is

not clinical significance or whether the results of a project are
meaningful or not for several stakeholders (Creswell &
Creswell, 2018).
Terms often use abbreviations. According to APA (2010),
abbreviations are best used only when they allow for clear
communication with the audience. Standard abbreviations, such
as units of measurement and names of states, do not need to be
written out.
Only certain units of time should be abbreviated. Abbreviate hr.
(hour), min (minute), ms (millisecond), ns (nanosecond), or s
(second). However, do not abbreviate day, week, month, and
year [4.27]. To form the plural of abbreviations, add “s” alone
without apostrophe or italicization (e.g., vols., IQs, Eds.). The
exception to this rule is not to add “s” to pluralize units of
measurement (12 m not 12 ms) [4.29].
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Definitions of Terms
This section defines the project constructs and provides a
common understanding of the technical terms, exclusive jargon,
variables, phenomena, concepts, and sundry terminology used
within the scope of the project. Terms are defined in lay terms
and in the context in which they are used within the project.
(Each definition may be a few sentences to a paragraph in
length.)
This section Defines any words that may be unknown to a lay
person (words with unusual or ambiguous means or technical
terms) from the evidence or literature.

This section defines the variables for a quantitative project.
Definitions are supported with citations from scholarly sources.
document.
ready).Assumptions, Limitations, Delimitations
This section identifies the assumptions and specifies the
limitations, as well as the delimitations, of the project. It should
be four to six paragraphs in length.
An assumption is a self-evident truth. Assumptions are things
that are accepted as true, or at least plausible, by other
researchers, peers, and generally to most people will read your
project. In other words, any scholar reading your paper will
assume that certain aspects of your project are true given your
population, statistical test, project design, or other
delimitations. For example, if you tell your friend that your
favorite restaurant is an Italian place, your friend will assume
that you don’t go there for the sushi. It’s assumed that you go
there to eat Italian food. Because most assumptions are not

discussed in-text, assumptions that are discussed in-text are
discussed in the context of the limitations of your project,
which is typically in the discussion section. This is important,
because both assumptions and limitations affect the inferences
you can draw from your project.
This section should list what is assumed to be true about the
information gathered in the project. State the assumptions being
accepted for the project as methodological, theoretical, or topic
specific. For each assumption listed, you must also provide an
explanation. Provide a rationale for each assumption,
incorporating multiple perspectives, when appropriate. For
example, the following assumptions were present in this project:
1. It is assumed that survey participants in this project were not
deceptive with their answers, and that the participants answered
questions honestly and to the best of their ability. Provide an
explanation to support this assumption.
2. It is assumed that this project is an accurate representation of
the current situation in rural southern Arizona. Provide an
explanation to support this assumption. Limitations are things
that the investigator has no control over, such as bias.
It is important to remember that your limitations and
assumptions should not contradict one another. Assumptions are
also present with the statistical tests performed in the DPI.
These assumptions refer to the characteristics of the data, such
as distributions, trends, and variable type, just to name a few.
Violating these assumptions can lead to drastically invalid
results, though this often depends on sample size and other
considerations.
Limitations are a systematic bias that you did not or could not
control which could inappropriately affect the results.
Delimitation is a systematic bias intentionally introduced into
the study design or instrument by you. Possible limitations and
delimitations in study design or impact and statistical or data
limitations: For example, sample choice and size of the sample,
the availability and reliability of data , access to protected or
proprietary data, methods/instruments/techniques used to collect

the data, the use of self‐ reported data, time constraints or
cultural and other communication issues.
Delimitations are things over which the investigator has control,
such as location of the project, population and sample, and data
collection tools like the electronic health record (EHR).
Identify the limitations and delimitations of the project design.
Discuss the potential generalizability of the project findings
based on these limitations. For each limitation and delimitation
listed, make sure to provide an associated explanation. For
example: The following limitations/delimitations were present
in this project:
1. Lack of funding limited the scope of this project. Provide an
explanation to support this limitation.
2. The survey of high school students was delimited to only
rural schools in one county within southern Arizona, limiting
the demographic sample. Provide an explanation to support this
delimitation.
Identify the limitations of your project and explain the
importance of each. Reflect on the nature of the limitations and
justify the choices made during the project. Advance the
evidence by suggesting how such limitations could be overcome
in future.
Criterion
Learner Score
(0, 1, 2, or 3)
Assumptions, Limitations and Delimitations
This section identifies the assumptions and specifies the
limitations, as well as the delimitations, of the project. (3-4
paragraphs)
This section states the assumptions being accepted for the
project (methodological, theoretical, and topic-specific).

This section provides rationale for each assumption,
incorporating multiple perspectives, when appropriate.
This section identifies limitations and delimitations of the
project design.
document.
ready).Summary and Organization of the Remainder of the
Project
This section summarizes the key points of Chapter 1 and
provides supporting citations for those key points. It then
provides a transition discussion to Chapter 2 followed by a
description of the remaining chapters. For example, Chapter 2
will present a review of current evidence on the centrality of the
practice improvement project literature review and the existing
evidence available to guide project preparation. Chapter 3 will
describe the methodology, design, and procedures for this
investigation. Chapter 4 details how the data was analyzed and

provides both a written and graphic summary of the results.
Chapter 5 is an interpretation and discussion of the results, as
they relate to the existing body of evidence related to the
practice improvement project topic.
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Organization of the Remainder of the Project
This section summarizes the key points of Chapter 1 and
provides supporting citations for those key points. It then
provides a transition discussion to Chapter 2, followed by a
description of the remaining chapters.
This section summarizes key points presented in Chapter 1.
This section provides citations to support key points.
Chapter 1 summary ends with transition discussion to Chapter 2.

document.
2 (present but needs some editing); 3 (publication ready).
Chapter 2: Literature Review Comment by Author: This
section should be a minimum of 20-25 pages.
This chapter presents the theoretical framework for the project
and develops the topic, specific practice problem, question(s),
and design elements. In order to perform significant practice
improvement projects, the learners must first understand the
literature related to the project focus. A well-articulated,
thorough literature review provides the foundation for
substantial, contributory projects or evidence. The purpose of
Chapter 2 is to develop a well-documented argument for the
selection of the project topic, formulate the clinical questions,
and justify the choice of methodology as introduced in Chapter
1. A literature review is a synthesis of what has been published
on a topic by accredited scholars and investigators. It is not an
expanded annotated bibliography or a summary of peer
reviewed articles related to your topic.
The literature review will place the project focus into context
by analyzing and discussing the existing body of knowledge and
effectively presenting the reader with an exhaustive review of
known information. The comprehensive presentation should
include as much information as possible pertaining to what has
been discovered in the evidence about that focus, and where the
gaps and tensions in the evidence exist. As a piece of writing,
the literature review must convey to the reader what knowledge
and ideas have been established on a topic and build an
argument in support of the practice problem.
This section describes the overall topic to be investigated,
outlines the approach taken for the literature review, and
defines the evolution of the problem based on the evidence to
cover the gap or need to improve population health outcomes.

Make sure the Introduction and Background section of your
literature review addresses the following required components:
· Introduction: States the overall purpose of the project.
· Introduction: Provides an orienting paragraph so the reader
knows what the literature review will address.
· Introduction: Describes how the chapter will be organized
(including the specific sections and subsections).
· Introduction: Describes how the literature was surveyed, so
the reader can evaluate the thoroughness of the review.
· Background: Provides a historical overview of the problem
based on the gap or need defined in the literature and how it
originated. This section must contain empirical (original
research) citations. Present strong evidence for the intervention.
· Background: Discusses how the problem has evolved
historically into its current form.
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
Introduction (to the Chapter) and Background (to the Problem)
This section describes the overall topic to be investigated,
outlines the approach taken for the literature review, and
defines the evolution of the problem based on the gap or need
defined in the literature from its origination to its current form.
Introduction states the overall purpose of the project.
Introduction provides an orienting paragraph so the reader
knows what the literature review will address.

Introduction describes how the chapter will be organized
(including the specific sections and subsections).
Introduction describes how the literature was surveyed so the
reader can evaluate the thoroughness of the review.
Background provides the historical overview of the problem
based on the gap or need defined in the literature and how it
originated.
Background discusses how the problem has evolved historically
into its current form.
document.

ready).Theoretical Foundations
This section identifies the nursing theories and evidence-based
practice change models that provide the foundation for the
Direct Practice Improvement (DPI) Project. It also contains an
explanation of how the problem under investigation relates to
the nursing theories and evidence-based practice change models.
The seminal source for each nursing theory and evidence-based
change model should be identified and described. Please note:
models and theories are not capitalized in APA style.
The theories or models(s) guide the clinical questions and
justify what is being measured (variables), as well as how those
variables are related. This section also must include a
discussion of how the clinical question(s) align with the a
nursing theory or nursing model and illustrates how the project
fits within other evidence, based on the theories or models. You
are encouraged to use a change model to outline how the DPI
project would be implemented in a healthcare organization.
Please outline and define the change model steps or processes
and how those steps are implemented for the DPI project. The
learner should cite references reflective of the foundational,
historical, and current literature in the field. Overall, the
presentation should reflect that the learner understands the
theory or model and its relevance to the project. The discussion
should also reflect knowledge and familiarity with the historical
development of the theories or models.
Criterion
Learner Score
(0, 1, 2, or 3)
Chairperson Score
(0, 1, 2, or 3)
theoretical Foundations
This section identifies the nursing theory and (if used) change
model that provide the foundation for the project. This section
should present the theories or models(s) and explain how the
problem under investigation relates to the theory or model. The

theories or models(s) guide the clinical questions and justify
what is being measured (variables) as well as how those
variables are related.
This section identifies the nursing theory and (if used) change
model that provide the foundation for the project.
This section identifies and describes the seminal source for each
theory or model.
This section discusses how the clinical question(s) align with
the respective theories or models.
This section illustrates how the project fits within other
evidence-based literature on the theory or model.
This section reflects understanding of the theory or model and
its relevance to the project.
This section cites references reflecting the foundational,
historical, and current literature in the field.

document.
ready).Review of the Literature
This section provides a broad, balanced overview of the existing
literature related to the topic. It identifies themes, trends, and
conflicts in methodology, design, and findings. It provides a
synthesis of the existing literature, examines the contributions
of the literature related to the topic, and presents an evaluation
of the overall methodological strengths and weaknesses of the
evidence. Through this synthesis, the gaps in evidence should
become evident to the reader.
This section describes the literature in related topic areas and
its relevance to the project topic. It provides an overall analysis
of the existing literature examining the contributions of this
literature to the field, identifying the conflicts, and relating the
themes and results to the project. Citations are provided for all
ideas, concepts, and perspectives. The investigator’s personal
opinions or perspectives are not included.
The required components for this section include the following:
· Chapter 2 needs to be at least 20-25 pages in length. It needs
to include a minimum of 50 scholarly sources with 85% of
sources published within the past 5 years. Additional sources do
not necessarily need to be from the past 5 years.
· Quantitative project: Describes each project variable in the
project and discusses the prior evidence that has been done on
the variable. Comment by Author: Please note that you may

also use seminal works and other relevant literature that
supports your topic concept.
· Discusses the various methodologies and designs that have
been used to provide evidence on topics related to the project.
Uses this information to justify the design.
· Relates the literature back to the DPI-project topic and the
practice problem.
· Argues the appropriateness of the practice improvement
project’s instruments, measures, or approaches used to collect
data.
· Discusses topics related to the practice improveme nt project
topic. This section may include (a) studies relating the variables
(quantitative); (b) studies on related evidence-based research,
such as factors associated with the topic; (c) studies on the
instruments used to collect data; and (d) studies on the broad
population for the project.
· Set of topics discussed in the Review of Literature
demonstrates a comprehensive understanding of the broad area
in which the project topic exists.
· Argues the appropriateness of the practice improvement
project’s instruments, measures, or approaches used to collect
data.
· Each section within the Review of Literature includes an
introductory paragraph that explains why the particular topic
was explored relative to the practice improvement project topic.
· Each section also requires a summary paragraph(s) that (a)
compares and contrasts alternative perspectives on the topic, (b)
provides a summary of the themes relative to the topic
discussed that emerged from the literature, (c) discusses data
from the various studies, and (d) identifies how themes are
relevant to your practice improvement project topic.
· The types of references that may be used in the literature
review include empirical (original research) articles (MUST
HAVE) evidence-based research, meta-analysis, systematic
reviews, randomized control trials, or seminal works, peer -
reviewed or scholarly journal articles, and books that are

History 35700European Socialism Spring 2021Essay 1 – The Anar

History 35700European Socialism Spring 2021Essay 1 – The Anar

Recommended

Recommended

More Related Content

Similar to History 35700European Socialism Spring 2021Essay 1 – The Anar

Similar to History 35700European Socialism Spring 2021Essay 1 – The Anar (20)

More from SusanaFurman449

More from SusanaFurman449 (20)

Recently uploaded

Recently uploaded (20)

History 35700European Socialism Spring 2021Essay 1 – The Anar