Managing CHF Through Motivational Education

Running head: MANAGEMENT OF CONGESTIVE HEART
FAILURE THROUGH MO 2
MANAGEMENT OF CONGESTIVE HEART FAILURE
THROUGH MO 8
Managing Congestive Heart Failure through Motivational
Education
Rosaline Hicks
Chamberlain University
Dr. Sheryl Cator
March 26, 2020
The purpose of this paper is to discuss how motivation can
improve outcomes in congestive heart failure (CHF). CHF is a
chronic progressive condition that affects the pumping ability of
the heart muscles. This paper will cover CHF as a practice
problem, the role of evidence to in regard to CHF, and the role
of the DNP practice scholar in the translation of evidence.
Addressing issues related to CHF management through
education program is important in the improvement of self-
management. Most of the reported readmission cases, morbidity,
and mortality are associated with poor self-care and self-
management of the diseases. The focus of most healthcare
facilities when it comes to the management of the CHF is
focused on an identified medication regimen, and little to no
attention is given to the importance of patient education to
improve self-management of CHF.
A study by Bader et al (2018) revealed that an advanced

heart failure program helped in the improvement of disease
awareness and self-care behaviors when the patients were led by
well-trained heart failure nurses. Another study by Howie-
Esquivel et al (2015) used the approach of TEACH-HF
intervention to manage CHF patients. The study outcome
revealed a significantly lower hospital re-admission rate and
decrease in the length of stay.
DNP practice scholar play a key role in the translation of
evidence. The DNP practice scholar is instrumental in the
initiation of projects that focus on the standardized educational
process for CHF patients. The initiation is done through the
development of new education tools and clinician
documentation of evidence-based heart failure care (Myslenski,
2018). Practice Problem and Question
Patient education is becoming an effective process of
managing CHF at home. Patient education aids in the
improvement of knowledge and self-care behaviors, thereby,
reducing the incidence of readmissions cases (Bader, et al.,
2018).
Heart failure is a common, high-risk condition that is
characterized with high reports hospitalization and sometimes
death. This disease affects more than 6.5 million Americans and
in 2012 the CDC reported that it cost approximately 30.7 billion
dollars to care for CHF patients and wages lost due to
hospitalization. Unlike other cardiovascular illnesses, CHF
appears to be the most common one and nearly 1 million new
cases are being reported annually internationally. This,
therefore, makes it the fastest growing cardiovascular disorder
(Savarese & Lund, 2017).
This study is guided by the following Picot question: Does
the multidisciplinary educational approach work effectively
towards the prevention of hospital re-admission for patients
diagnosed with congestive heart failure as compared to no
education?
Population: Patients diagnosed with congestive heart failure
Intervention: Multidisciplinary educational intervention

Comparison: No Education
Outcome: reduction in the rate of readmission of the CHF
patients Evidence Synthesis of Literature
A study by Bader et al., (2018) was based on the nurse-led
education for CHF patients in developing nations. According to
this study, CHF readmission leads to an increase in morbidity
and mortality. Adequate education on adherence and self-care
behaviors help in the reduction of readmission rate with nurses
being at the frontline in delivering patient education (Bader, et
al., 2018). In another study by Walsh (2017), the aim was to
examine the outcomes of a nurse led patient education program
that educated on self-care to improve quality of life for patients
with CHF. According to this article, patient education on self-
care skills and knowledge is important in controlling symptoms
and in the prevention of hospitalizations. Education was tailored
to the patients’ needs and goals, which in turn, showed
improvement in self-care and quality of life (Walsh, 2017).
According to Howie-Esquivel et al, (2015), the primary
goal of caring for the CHF patient was to help with the
management of symptoms which play a huge role in re-
hospitalization. Due to the increase in reported cases of
mortality and the cost of CHF readmission, the focus has been
switched to management programs which include coaching,
tutoring, rapid follow-up, and the discussion for support
services i.e. TEACH-HF intervention (Howie-Esquivel et al,
2015).
Srisuk et al (2017) states that CHF is a major health
concern whose management is complicated. The authors of this
study aimed at assessing CHF education program created for
patients and caregivers in Thailand. The outcome of this study
revealed that a family-based CHF program is important in
improving patient adherence, individual management behaviors,
and quality of life (Srisuk, Cameron, Ski, & Thompson, 2017).
Based on the evidence presented in the case studies above,
it is clear that education specific to the patients shows better
outcomes. Motivational education assists in reducing healthcare

cost, meaning that it is an important strategy that can be
implemented in healthcare facilities , even more, after discharge
from the hospital. Appraisal of the Evidence
The study by Howie-Esquivel et al (2015) would be
considered level II and quality of evidence A since it is
consistent, generalized, generalized outcomes, sufficient sample
size (1033), and has an adequate control. The study by Srisuk et
al (2018) is level I since it is a randomized controlled it too
would be considered quality evidence A since it is consistent
with generalizing study outcome. The study by Walsh (2017) I
rated as level II and quality B since it is a systematic review, or
a combination of studies. The study by Bader et al is an
experimental study that involved the use of 131 cardiac center-
based nurses, and is considered level I evidence and quality
evidence A since the outcome can be generalized.
The articles presented are showing that there is a gap in
ensuring that patients are knowledgeable about the concepts of
self-care pertaining to CHF. The articles support the
intervention of educating patients to improve quality of life and
decrease readmission Translation Path into Practice
One of the internal factors to be considered is the
willingness and the ability of the healthcare providers to teach
the patients diagnosed with the CHF concerning the approaches
of managing CHF. This is important in the improvement of self-
care in that it helps in the prevention of complications
associated with the disease. The external factors, in this case,
are the readiness of the CHF patients to learn what they are
being taught. External factor can include language barriers or
cultural differences which might affect the communication
process during the learning process.
The change Model employed for this case is the Chronic
Care Model and it shows evidence-based interventions to help
in the improvement of healthcare services to patients. This
model is used to help design a healthcare delivery system,
decision support, information systems, community connection,
self-care, and the proper arrangement of health systems. The

model also provides patients with individual management
support of their condition (Howie-Esquivel, Carroll, Brinker,
Kao, Rago, & De Marco, 2015).
The outcome of the intervention program can only be
considered successful if the goals of patient education are
achieved. Therefore, the evaluation plan is based on looking at
whether the patients have acquired knowledge about self-care
when it comes to the individual management of CHF. The
success of the program is also shown by the reduction in the
rate of reported readmission associated with poor management
of CHF.
Conclusion
The overall expected outcome is a reduction in patients'
readmission associated with poor management, reduction in the
morbidity or other complications from the disease, and a
decrease in mortality rates. Therefore, to ensure that there is
sustainability of multidisciplinary education, it is important that
healthcare providers remain committed. This is ensuring that
patients are taught about self-management of CHF. Patients and
healthcare providers alike must also adhere to the teaching plan.
The organization can also create policies and guidelines that
ensure that healthcare providers fully follow these guidelines.
Poor implementation or lack of CHF multidisciplinary
education leads to the increase in the admission rates. It
increases morbidity and mortality rates of the patients. Studies
have shown that patient education interventions assist in
addressing the issue of readmission and re-hospitalization of
patients as a result of poor management of CHF. DNP practice
scholar help in the initiation of the CHF educational process by
ensuring that the use of evidence-based educational materials
and improvement in managing of CHF symptoms.
References
Bader, F., Atallah, B., Sadik, Z. G., Tbishat, L., Soliman, M.,
Khalil, M., et al. (2018). Nurse-led education for heart failure
patients in developing countries. British Journal of Nursing, 27

(12), 690-696.
Howie-Esquivel, J., Carroll, M., Brinker, E., Kao, H., Rago, K.,
& De Marco, T. (2015). A strategy to reduce heart failure
readmissions and inpatient costs. Cardiology research, 6 (1),
201.
Lesyuk, W., Kriza, C., & Kolominsky-Rabas, P. (2018). Cost-
of-illness studies in heart failure: a systematic review 2004–
2016. BMC cardiovascular disorders, 18 (1), 74.
Luo, E. K. (2018, August 8). What is congestive heart failure?
Retrieved March 23, 2020, from Healrthline:
https://www.healthline.com/health/congestive-heart-failure
Myslenski, M. (2018). Implementation of Standardized Heart
Failure Educational and Documentation Processes within an
Outpatient Heart and Vascular Clinic.
Savarese, G., & Lund, L. (2017). Global public health burden of
heart failure. Cardiac failure review, 3 (1), 7-11.
Srisuk, N., Cameron, J., Ski, C., & Thompson, D. (2017).
Randomized controlled trial of family‐based education for
patients with heart failure and their carers. Journal of advanced
nursing, 73 (4), 857-870.
Walsh, J. (2017). Nurse Led Clinic’s contribution to Patient
Education and Promoting Self-care in Heart Failure Patients: A
Systematic Review. International Journal of Integrated Care, 17
(5).
Appendix
Summary of Evidence Table
Article #
Author and Date
Evidence Type
Sample, Sample size, and setting

Findings
Limitations
Evidence and Quality
1
Howie-Esquivel, J., Carroll, M., Brinker, E., Kao, H., Rago, K.,
& De Marco, T. (2015).
TEACH-HF prompt follow-up
Patients with CHF, intervention group-548, care group-485,
Teach-HF intervention is associated with fewer hospital
readmissions. It helps in saving days in bed.
There is a lack of concurrent control groups and this prevented
a direct comparison to patients who failed to take part in the
TEACH-HF intervention in similar periods.
Level II, Quality evidence A
2
Walsh, J. (2017).
Systematic Review
N/A
Education adapted to the patient’s needs and goals is important
for the self-care and improving the quality of life for patients
with CHF.
The study failed to cover other factors affecting the quality of
life screening
Level III, Quality evidence C
3
Srisuk, N., Cameron, J., Ski, C., & Thompson, D. (2017).
Randomized controlled trial
Patient-carer dyads attending the cardiac clinic, Southern
Thailand, 100 patients
The patients who received the education program had higher
knowledge scores. Patients had better self-care maintenance and
confidence and health-related quality of life scores. There were
better self-care management scores.
Use of quasi-experimental designs, smaller samples, variation in
the theoretical framework for the development of the
educational approaches and different settings

Level I, Quality evidence A
4
Bader, F., Atallah, B., Sadik, Z. G., Tbishat, L., Soliman, M.,
Khalil, M., et al. (2018).
Survey
131 cardiac centre-based nurses and 30 chronic heart failure
patients participated in the study in Kuwait.
There was a significant improvement in the patients’ knowledge
between the initial and follow up study. Dedicated advanced
heart-failure program is helping in the improvement of disease
awareness and self-care behaviors.
The study was only focused on Kuwait. Therefore, there is a
need to study other parts such as Middle-East and other
developing countries.
Level of Evidence I and quality A
Reading Primary Source Documents
Check Canvas for Due Date!
Assignment:
Read Booker T. Washington’s “Speech Before Atlanta Cotton
States &
International Exposition” & W.E.B. DuBois’ “ The Talented
Tenth” Essay and
respond to the following:
How did Booker T. Washington think that blacks could improve
their

circumstances in the South? What did he ask them to give up, at
least
temporarily? Did Booker T. Washington’s ideas have merit
then and what
lessons if any might they contain for 21
st
century African Americans?
According to DuBois, who were the “talented tenth”? • What
responsibility
did they have to the African-American race? • Are DuBois’
ideas still
relevant in the 21st century? Why or why not? If they are still
relevant, who
would represent the “talented tenth” of today? What
responsibility, if any,
do they have to the African-American community? Why would
prominent
whites approve of his approach?
All essays must be typed and double spaced. Poor spelling and
grammar will count against you! No e-mailed or late
submissions
allowed!
From The Talented Tenth W.E.B. DuBois 1903

The Negro race, like all races, is going to be saved by its
exceptional men. The problem of education, then, among
Negroes must first of all deal with the Talented Tenth; it is the
problem of developing the Best of this race that they may guide
the Mass away from the contamination and death of the Worst,
in their own and other races. Now the training of men is a
difficult and intricate task. Its technique is a matter for
educational experts, but its object is for the vision of seers. If
we make money the object of man-training, we shall develop
money-makers but not necessarily men; if we make technical
skill the object of education, we may possess artisans but not,
in nature, men. Men we shall have only as we make manhood
the object of the work of the schools — intelligence, broad
sympathy, knowledge of the world that was and is, and of the
relation of men to it — this is the curriculum of that Higher
Education which must underlie true life. On this foundation we
may build bread winning, skill of hand and quickness of brain,
with never a fear lest the child and man mistake the means of

living for the object of life…The Talented Tenth rises and pulls
all that are worth the saving up to their vantage ground… How
then shall the leaders of a struggling people be trained and the
hands of the risen few strengthened? There can be but one
answer: The best and most capable of their youth must be
schooled in the colleges and universities of the land. We will
not quarrel as to just what the university of the Negro should
teach or how it should teach it — I willingly admit that each
soul and each race-soul needs its own peculiar curriculum. But
this is true: A university is a human invention for the
transmission of knowledge and culture from generation to
generation, through the training of quick minds and pure
hearts, and for this work no other human invention will suffice,
not even trade and industrial schools… …Do you think that if
the leaders of thought among Negroes are not trained and
educated thinkers, that they will have no leaders? On the
contrary a hundred half-trained demagogues will still hold the

places they so largely occupy now, and hundreds of vociferous
busy-bodies will multiply. You have no choice; either you must
help furnish this race from within its own ranks with thoughtful
men of trained leadership, or you must suffer the evil
consequences of a headless misguided rabble… I am an earnest
advocate of manual training and trade teaching for black boys,
and for white boys, too. I believe that next to the founding of
Negro colleges the most valuable addition to Negro education
since the war, has been industrial training for black boys.
Nevertheless, I insist that the object of all true education is not
to make men carpenters, it is to make carpenters men; there
are two means of making the carpenter a man, each equally
important: the first is to give the group and community in
which he works, liberally trained teachers and leaders to teach
him and his family what life means; the second is to give him
sufficient intelligence and technical skill to make him an
efficient workman; the first object demands the Negro college

and college-bred men — not a quantity of such colleges, but a
few of excellent quality; not too many college-bred men, but
enough to leaven the lump, to inspire the masses, to raise the
Talented Tenth to leadership; the second object demands a
good system of common schools, well-taught, conveniently
located and properly equipped… from The Talented Tenth
W.E.B. DuBois 1903 The truth of this has been strikingly shown
in the marked improvement of white teachers in the South.
Twenty years ago the rank and file of white public school
teachers were not as good as the Negro teachers. But they, by
scholarships and good salaries, have been encouraged to
thorough normal and collegiate preparation, while the Negro
teachers have been discouraged by starvation wages and the
idea that any training will do for a black teacher. If carpenters
are needed it is well and good to train men as carpenters. But
to train men as carpenters, and then set them to teaching is
wasteful and criminal; and to train men as teachers and then

refuse them living wages, unless they become carpenters, is
rank nonsense…. Men of America, the problem is plain before
you. Here is a race transplanted through the criminal
foolishness of your fathers. Whether you like it or not the
millions are here, and here they will remain. If you do not lift
them up, they will pull you down. Education and work are the
levers to uplift a people. Work alone will not do it unless
inspired by the right ideals and guided by intelligence.
Education must not simply teach work — it must teach Life.
The
Talented Tenth of the Negro race must be made leaders of
thought and missionaries of culture among their people. No
others can do this work and Negro colleges must train men for
it. The Negro race, like all other races, is going to be saved by
its
exceptional men.

“Cast Down Your Bucket Where You Are”: Booker T.
Washington’s Atlanta Compromise Speech
by Booker T. Washington
In 1895, Booker T. Washington gave what later came to be
known as the Atlanta Compromise
speech before the Cotton States and International Exposition in
Atlanta. His address was one of
the most important and influential speeches in American
history, guiding African-American
resistance to white discrimination and establishing Washington
as one of the leading black
spokesmen in America. Washington’s speech stressed
accommodation rather than resistance to
the racist order under which Southern African Americans lived.
In 1903, Washington recorded
this portion of his famous speech, the only surviving recording
of his voice.
Booker T. Washington: Mr. President and gentlemen of the
Board of Directors and citizens.
One third of the population of the South is of the Negro race.
No enterprise seeking the material,
civil, or moral welfare of this section can disregard this element
of our population and reach the

highest success. I must convey to you, Mr. President and
Directors, and Secretaries and masses
of my race, when I say that in no way have the value and
manhood of the American Negro been
more fittingly and generously recognized, than by the managers
of this magnificent exposition at
every stage of its progress. It is a recognition that will do more
to cement the friendship of the
two races than any occurrence since the dawn of our freedom.
Not only this, but the
opportunities here afforded will awaken among us a new era of
industrial progress.
Ignorant and inexperienced, it is not strange that in the first
years of our new life we began at the
top instead of the bottom, that a seat in Congress or the state
legislature was more sought than
real estate or industrial skill, that the political convention of
some teaching had more attraction
than starting a dairy farm or a stockyard.
A ship lost at sea for many days suddenly sighted a friendly
vessel. From the mast of the
unfortunate vessel was seen a signal: “Water, water. We die of
thirst.” The answer from the

friendly vessel at once came back: “Cast down your bucket
where you are.” A second time, the
signal, “Water, send us water!” went up from the distressed
vessel. And was answered: “Cast
down your bucket where you are.” A third and fourth signal for
water was answered: “Cast down
your bucket where you are.” The captain of the distressed
vessel, at last heeding the injunction,
cast down his bucket and it came up full of fresh, sparkling
water from the mouth of the Amazon
River.
To those of my race who depend on bettering their condition in
a foreign land, or who
underestimate the importance of preservating friendly relations
with the southern white man who
is their next door neighbor, I would say: “Cast down your
bucket where you are.” Cast it down,
making friends in every manly way of the people of all races, by
whom you are surrounded.
To those of the white race who look to the incoming of those of
foreign birth and strange tongue
and habits for the prosperity of the South, were I permitted, I
would repeat what I have said to

my own race: “Cast down your bucket where you are.” Cast it
down among the eight millions of
Negroes whose habits you know, whose fidelity and love you
have tested in days when to have
proved treacherous meant the ruin of your fireside. Cast down
your bucket among these people
who have without strikes and labor wars tilled your fields,
cleared your forests, builded your
railroads and cities, brought forth treasures from the bowels of
the earth, just to make possible
this magnificent representation of the progress of the South.
Source: Oral history courtesy of the Michigan State University
Voice Library.
See Also:Booker T. Washington Delivers the 1895 Atlanta
Compromise Speech
W.E.B. DuBois Critiques Booker T. Washington
Making the Atlanta Compromise: Booker T. Washington Is
Invited to Speak
"Equal and Exact Justice to Both Races": Booker T. Washington
on the Reaction to his Atlanta
Compromise Speech

http://vvl.lib.msu.edu/index.cfm
http://historymatters.gmu.edu/d/39
Consider using the same practice problem identified in Week 4:
Translation Science Project, including the practice problem,
PICOT construction, and background/significance of the
problem. Be sure to incorporate faculty feedback from the Week
4 assignment to maximize performance.
2) Review the examples of the Failure Mode and Effect
Analysis (FMEA) and Ishikawa (fishbone) Diagram in Week 4,
Explore page 2, Evidence-Based Practice: Improving Outcomes.
Use the Week 6 Practice Problem Analysis PowerPoint
Template to complete the PowerPoint Presentation. (Links to an
external site.)
Use the Failure Modes and Effects Analysis (FMEA) (Links to
an external site.) and Ishikawa (fishbone) Diagram template A
(Word 2016 or higher) (Links to an external site.) or Ishikawa
(fishbone) Diagram template B (Older version of Word) (Links
to an external site.) or create your own fishbone diagram
addressing the required five areas: (a) people, (b) environment,
(c) materials, (d) methods, and (e) equipment to complete these
components of the assignment. If you need to update to the
current version of Word, click here.
Please submit to the assignment link the completed Week 6
Practice Problem Analysis PowerPoint Presentation with
speaker notes for each slide integrating failure mode & effect
analysis and fishbone diagrams into the powerpoint answering
associated questions. Upload the finished powerpoint with
speaker notes to assignment link.
3) Include the following components.
a) Introduction (1 slide)
i) Title of Practice Problem Analysis and Presentation

ii) Student Name
iii) Assignment Title
iv) Professor Name
b) Practice Problem Identification (1-3 slides)
i) State the Practice Problem in PICOT format (1 slide)
ii) Identify all PICOT components
iii) Describe the Background/Significance of the Practice
Problem (1-2 slides) (cited)
iv) Identify inclusion criteria for the population
v) Identify exclusion criteria for the population
c) Failure Modes and Effects Analysis (1-2 slides) Identify
three steps in the practice problem process with potential
breakdown or process gaps
i) Identify at least one potential error that could occur at each
of the three process steps (failure mode)
ii) Identify at least one possible cause of failure at each of the
three process steps (failure cause)
iii) Identify at least one adverse consequence for each failure
identified (failure effect) (see example in course Week 4)
iv) Using a scale of 1-10, rate the likelihood of occurrence of
failure at each process step
v) Using a scale of 1-10, rate the likelihood of detection of
failure at each process step
vi) Using a scale of 1-10, rate the likelihood of severity or
harm if failure were to occur
vii) Calculate the risk profile number (multiply the score
related to the likelihood of occurrence of failure x the score
related to the likelihood of detection of failure x the likelihood
of severity or harm if failure were to occur.
viii) Place completed FMEA form on powerpoint presentation
and summarize analysis
d) Ishikawa (Fishbone) Cause and Effect Diagram (1 Slide)
i) Identify people involved in the practice problem
ii) Identify the environment in which the practice problem
occurs
iii) Identify the materials used

iv) Identify the methods used
v) Identify equipment used
vi) Summarize cause and effect analysis
e) Conclusion (1 slide)
i) Summarize the purpose and findings of the analysis
ii) Provide and justify the main conclusions
iii) Draw inferences from the quality improvement analysis
f) References (1 slide)
i) Include in-text citations within the PowerPoint
ii) Provide complete matching references in APA format
iii) Includes a minimum of 4 scholarly sources
g) PowerPoint Presentation
i) Uses PowerPoint Template provided
ii) Uses Failure Modes & Effects Analysis Template Provided
iii) Uses Ishikawa Fishbone Cause & Effects Diagram Provided
(Version A or B acceptable or create your own diagram
addressing required areas)
iv) Presentation includes no more than 14 slides
v) Grammar and Mechanics are free of errors
h) Speaker Notes on PowerPoint Presentation: Create a
professional power point presentation of the above components
with speaker notes for each slide in which the Practice Problem
Analysis is explained
i) Provide clear and easily readable slide presentation
ii) Capture all slide components and answers questions
iii) Present content with legible, comprehensive notes
Rubric
Practice Problem Analysis and Presentation
Practice Problem Analysis and Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
Requirements:
1. Provides Title of Presentation
2. Introduces Self

3. Identifies Assignment Title
4. Identifies Professor Name
20.0 pts
Highest Level of Performance
Includes no fewer than 4 requirements.
18.0 pts
Very Good or High Level of Performance
16.0 pts
Acceptable Level of Performance
0.0 pts
Failing Level of Performance
Includes 1 or fewer requirements.
20.0 pts
This criterion is linked to a Learning OutcomePractice Problem
Identification
Requirements:
1. States the Practice Problem in PICOT format
2. Identifies all PICOT components
3. Describes the Background/Significance of the Practice
Problem (cited)
4. Identifies inclusion criteria for the population.
5. Identifies exclusion criteria for the population
40.0 pts
36.0 pts
32.0 pts
0.0 pts

40.0 pts
This criterion is linked to a Learning OutcomeFailure Modes &
Effects Analysis
Requirements:
1. Identifies at least one potential error (failure mode) for each
of the three process steps.
2. Identifies at least one potential error (failure cause) for each
of the three process steps.
3. Identifies at least one potential adverse consequence (failure
effect) for each of the three process steps
4. Rate the likelihood of occurrence of failure at each process
step
5. Rate the likelihood of detection of failure at each process
step
6. Rate the likelihood of severity or harm if failure were to
occur
7. Calculates the risk profile number
8. Summarizes FMEA analysis
40.0 pts
36.0 pts
32.0 pts
0.0 pts
40.0 pts
This criterion is linked to a Learning OutcomeIshikawa
Fishbone Cause & Effects Diagram

Requirements:
1. Identifies people involved in the practice problem
2. Identifies the environment in which the practice problem
occurs
3. Identifies the materials used
4. Identifies methods used
5. Identifies equipment used
6. Summarizes cause and effect analysis
40.0 pts
36.0 pts
32.0 pts
0.0 pts
40.0 pts
This criterion is linked to a Learning OutcomeConclusion
Requirements:
1. Summarizes the purpose and findings of the analysis
2. Provides and justifies the main conclusions
3. Draw inferences from the quality improvement analysis
20.0 pts
18.0 pts
16.0 pts
Includes 1 requirement.

0.0 pts
No requirements for this section presented.
20.0 pts
This criterion is linked to a Learning OutcomeReferences
Requirements:
1. Includes in-text citations within the PowerPoint
2. Provide complete matching references in APA format
3. Includes a minimum of 4 scholarly sources
20.0 pts
18.0 pts
16.0 pts
Includes 1 requirement
0.0 pts
N/A
N/A
20.0 pts
This criterion is linked to a Learning OutcomePowerPoint
Presentation
PowerPoint Presentation
Requirements:
1. Uses PowerPoint Template provided
2. Uses Failure Mode & Effects Analysis Template Provided
3. Uses Ishikawa Fishbone Cause & Effects Diagram
4. Presentation includes no more than 14 slides.
5. Grammar and Mechanics are free of errors
30.0 pts

27.0 pts
24.0 pts
0.0 pts
30.0 pts
This criterion is linked to a Learning OutcomeSpeaker Notes on
PowerPoint Presentation
1. Provides clear and easily readable slide presentation
2) Addresses all slide components and questions
3) Presents legible speaker notes supplementing slide content
40.0 pts
36.0 pts
32.0 pts
Includes 1 requirement.
0.0 pts
No requirements for this section presented.
40.0 pts

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