Impact of Patient Education about Physical Activity on Glycemic Control and Overall Health status in Women with Type 2 Diabetes Essay

Impact of Patient Education about Physical Activity on Glycemic Control and Overall Health status in Women with Type 2 Diabetes Essay

Nursing research is fundamental for evidence-based clinical practice. Nursing research capability is essential as it contributes to the constant development of the nursing profession and career. Type 2 diabetes is a global concern and must be controlled to enhance overall healthcare outcomes. Nurses have a crucial role in identifying potential solutions and interventions to healthcare problems. The subsequent sections of this paper will explore a research project aimed at establishing the impact of patient education about physical activity on glycemic control and overall health status in women with type 2 diabetes.

Background and Significance of the Problem

Type 2 diabetes is a major public health concern. In the previous three decades, the prevalence of individuals with type 2 diabetes has quadrupled globally (Amanat et al., 2020). Type 2 diabetes accounts for approximately 90% of diabetes. It results from insulin resistance or relative lack of insulin. Type 2 diabetes predominantly affects individuals above the age of 45 years. However, the incidence is steadily rising in children, adolescents, and young adults due to an increase in physical inactivity, obesity, and energy-dense diets across these age groups. Diabetes is a risk factor for many disease conditions. Additionally, poorly controlled diabetes is associated with both microvascular and macrovascular complications that increase mortality. A potential innovation that can be considered as a solution to lack of exercise and poor glycemic control is patient education and coaching. Patient education increases awareness and is a central intervention for lifestyle modification approaches such as physical activity (Chatterjee et al., 2018).

Statement of the Problem and Purpose of the Study

Patients do not receive education on the benefits of physical activity to improve their overall health, especially those with type 2 diabetes. The purpose of this study is to assess the impact of patient education about physical activity on glycemic control and overall health in women with type 2 diabetes with or without comorbidities.

Literature Review

Patient education is an integral part of patient treatment. Chawla et al. (2019) conducted a case-control study to assess the impact of patient education on knowledge, attitudes, practices, and glycemic control in patients with type 2 diabetes. The cases were provided with education regarding lifestyle modifications such as physical activity and diet modification. The findings of this study demonstrated a significant reduction in HbA1C of cases compared to controls. This study recommended the adoption of patient education in primary care settings to improve knowledge, practices, attitudes, and glycemic control among patients with type 2 diabetes.

Similarly, Wei et al. (2020) conducted a study to evaluate the effectiveness of health literacy and exercise interventions on clinical outcomes in Chinese adults with type 2 diabetes. In this cluster randomized control trial, propensity score matching was deployed to minimize imbalances in randomization. After an analysis of 634 patients, the intervention group had decreased hemoglobin A1c (A1c) levels after 12 months of intervention. According to Wei et al. (2020), the largest adjusted decrease was observed in the health literacy group (−0.95%, 95% CI: −1.30 to −0.59), followed by the exercise group (−0.81%, 95% CI: −1.17 to −0.45). This study recommended the use of patient education and exercise-focused interventions to enhance glycemic control.

Similarly, Jansson et al. (2022) performed a systemic review and meta-analysis to assess the impact of resistance training on HbA1c in adults with type 2 diabetes mellitus. The results of the twenty studies included in the meta-analysis demonstrated that resistance training significantly reduced HbA1c compared with controls (weighted mean difference=−0.39, 95% CI −0.60 to −0.18, p<0.001, I²=69.20) (Jansson et al., 2022). Finally, Pan et al. (2018) conducted a systemic review and network meta-analysis to assess the comparative impact of various exercise training modalities on glycemic control, cardiovascular risk factors, and weight loss in patients with type 2 diabetes. The systemic review included 37 studies. The findings indicated that both supervised aerobic and supervised resistance exercises significantly reduced HbA1c compared to no exercise (0.30% lower, and 0.30% lower, respectively) (Pan et al., 2018). A study by Silva et al. (2019) isolated physical inactivity as a risk factor related to mortality in individuals with type 2 diabetes mellitus. Similarly, a study by Alzaheb and Altemani (2018) identified physical inactivity as a significant determinant of poor glycemic control (adjusted odds ratio =19.02, 95% CI 6.23–58.06). Consequently, lack of exercise is a considerable concern in the control of diabetes.

Research Questions, Hypothesis, and Variables

Research Question- In women with type II diabetes, with or without comorbidities, does patient education on physical activity, compared to those who do not receive education, improve the overall health and reduce patients’ HbA1c levels?

Hypothesis- Patient education on physical activity improves overall health and reduces HbA1c levels in women with type 2 diabetes.

Variables- Independent variable is patient education about physical activity, while the dependent variables are HbA1c levels and the improvement in overall health status.  Patient education encompasses enlightening patients to increase awareness to enhance healthcare outcomes. In this study, the exercise will be defined by the recommended health and fitness physical activity for diabetes. Finally, the control of blood glucose will be defined by assessing hemoglobin A1C levels. The independent variable is patient education on physical activity while the dependent variable will be blood sugar levels.

Theoretical Framework

Overview and Guiding Prepositions

The theoretical framework introduces and underpins the central concepts of a research study. The proposed study is about nurse practitioners educating women with type 2 diabetes on the importance of exercising to reduce blood glucose. The study can be based accomplished based on the social cognitive learning theory. The social cognitive learning theory is a theory of human motivation and action developed by Albert Bandura in the 1960s. The social cognitive theory acknowledges the capability of human beings to acquire skills through constant interaction between the individual and the environment (Smith et al., 2020). Social cognitive theory focuses on enhancing self-management behavior. According to Shamizadeh et al. (2019), social cognitive learning theory is the best predictor and promoter of physical activity among prediabetics. Social cognitive theory enhances health behaviors by changing cognitive processes and intensifying individuals’ belief in their capability to perform a task (Oyibo et al., 2018).

Application of Theory to Study Focus

In this study, women with type 2 diabetes will be able to interact with the environment through patient education on physical activity. This education will act as a motivation that will facilitate behavior change leading to the adoption of physical activity and hence effective control of blood sugar levels. Important concepts in this study include patient education, exercise, and blood sugar.  Patient education encompasses enlightening patients to increase awareness to enhance healthcare outcomes. Currently, various forms of patient education can be offered via various platforms. However, patient education should be individualized. Exercise and blood sugar levels are other important concepts. The exercise involves movements that make muscle work using body calories. In this study, the exercise will be defined by the recommended health and fitness physical activity for diabetes. Finally, the control of blood glucose will be defined by assessing hemoglobin A1C levels. The independent variable is patient education on physical activity while the dependent variable will be blood sugar levels.

Methodology

Sample/Setting

The study area for this study will be a healthcare facility. The study setting would be medical and surgical wards and outpatient clinics. The target population would be diabetic patients, particularly women with or without comorbidities visiting the healthcare facility at outpatient clinics or as inpatients. Medical and surgical units are the selected settings because these units encounter most of these patients. The inclusion criteria include women with type 2 diabetes with or without comorbidities admitted to the surgical or medical wards or visiting the respective outpatient clinics for follow-up and must be more than 25 years. Similarly, all participants must be of sound mind, consent to the research, and voluntarily participate in the study. On the other hand, all healthcare workers, men, individuals less than 25 years, and those who do not consent shall be excluded from the study.

Research Design

A quasi-experimental study design will be ideal for this proposal. The participants, after selection, shall be divided into treatment and control groups. The treatment group shall be provided with education on physical activity contrary to the control group.

Sampling Strategy

Simple random sampling will be used. Simple random sampling allows randomization and selection of a representative sample as well as generalization of the findings (Berndt, 2020). A sample size of 100 participants will be ideal as it is approximately 30% of the study population. An appropriate sample size is critical to allow the generalization of the findings. According to Bujang (2021), most researchers recommend a sample size of at least 10% of the target population. Additionally, an appropriate sample size increases the statistical power and accuracy of the data collected. Simple random sampling is advantageous as it has high external and internal validity (Berndt, 2020). Similarly, minimal knowledge concerning the target population is required and lessens the data analysis process.

Extraneous Variables

Extraneous variables are variables other than the independent and dependent variables. They provide an alternative explanation for the test results. According to Kaliyadan and Kulkarni (2019), extraneous variables can be categorized as demand characteristics, situational variables, participant variables, and experimenter effects. Demand characteristics are cues that encourage participants to conform to the researcher’s behavioral expectations. These variables will be controlled by keeping the aim of the study away from participants. Meanwhile, experimenter effects refer to unintentional actions by researchers that influence the outcome of research and include errors in analysis and measurements and the experimenter’s interaction with participants. This will be controlled by masking or blinding (Kaliyadan & Kulkarni, 2019). Participant variables include religion, age, comorbidities, alcohol use, smoking, diet, and weight. These will be controlled by randomization. Finally, situational variables include environmental conditions such as temperature and lighting. They cause a random error and will be controlled by accounting for them statistically or holding them constant throughout the study.

Instruments

The proposed research shall collect data on the overall improvement of health and HbA1c levels. Data on the overall improvement of health shall be collected using the patient-reported outcome measure questionnaire (PROM), while the HbA1c levels shall be measured using an office-based Portable HbA1c Analyzer PCH-100 which measures the level of glycemic control for the previous 2 to 3 months. The portable HbA1c Analyzer PCH-100 is a very reliable instrument that consistently measures HbA1c levels and displays results that ranges from 4% to 15%. Similarly, the PROM questionnaire is a reliable measure of healthcare outcomes as it highlights the experiences of patients who are direct recipients of care, and its reliability score is 0.913 (Hughes et al., 2021). To ensure the validity and reliability of the proposed research, the PROM questionnaire shall be standardized and data collection methods and procedures shall be applied consistently (Ahmed & Ishtiaq, 2021). Finally, the research shall incorporate appropriate sampling and measurement methods.

Description of the Intervention

The proposed intervention consists of patient education on physical activity. The impact of physical activity on the control of diabetes is overwhelming. However, most patients have little knowledge of the required duration and type of physical activity. Consequently, participants in the intervention group shall be educated on physical activity for individuals with diabetes per the American Diabetes Association Professional Practice Committee et al. (2022) recommendations. These guidelines include regular exercise which consists of 150 minutes of aerobic exercise distributed over at least 3 days per week and 2 to 3 sessions of resistance exercise per week (American Diabetes Association Professional Practice Committee et al., 2022). Similarly, 75 minutes of aerobic exercise per day for young and fit adults. The participants will be taught and demonstrated the various forms of physical activity, including aerobic and resistance exercises.

Data Collection Procedures

Data will be collected before and after the intervention. The participants will be divided into treatment and control groups. Baseline characteristics shall be obtained and documented for all groups. Similarly, a venous blood sample from the left arm shall be taken from each participant and will be used to obtain baseline HbA1c levels. After the intervention, a venous blood sample from the left arm of each participant shall be withdrawn and used to assess the HbA1c levels. Additionally, participants will fill out the patient-reported outcome measure (PROM) questionnaire at the end of the study.

Data Analysis Plans

In the proposed study, data analysis will be done using IBM SPSS Statistics Ver. 23.0 (IBM Co., Armonk, NY, USA). The demographic analysis shall be done based on population variables such as age, sex, employment, race, income, and education (Kaliyadan & Kulkarni, 2019). Analysis of these variables is necessary as it enables the description of the nature of the sample derived from the population. These demographic variables shall be analyzed using descriptive statistics to obtain mean and standard deviation. For instance, the mean will be considered for continuous variables that follow the normal distribution, while the median will be considered for discrete data (Kaliyadan & Kulkarni, 2019). Subsequently, this will form the baseline characteristics of the sample. On the other hand, study variables (patient-reported outcome measure and HbA1c levels shall be analyzed by both descriptive and inferential methods. Patient-reported outcome measure is ordinal data and therefore descriptive statistical methods such as the median would be appropriate. HbA1c levels is continuous data; ,therefore, parametric methods such as mean and standard deviation would be appropriate. Additionally,  two groups are being compared, inferential methods would include paired samples t-test to compare the means between treatment and control groups and the linear regression model to predict the outcome variable by the independent variable (Guetterman, 2019).

Ethical Issues

An approval letter will be obtained from the South University Institutional Review Board before data collection is done. Clearance will be sort from the administration of the health facility. All information obtained from respondents will be used for the sole purpose of this study. The study will observe the following:

• Ensure the quality and integrity of the research
• Seek informed consent from participants
• Respect for confidentiality and anonymity of research respondents
• Avoid harm to the participants

Limitations of the Proposed Study

The limitations of the proposed study include time constraints and loss of follow-up, which will affect the findings. Additionally, confounding variables such as diet and medications which impact blood sugar control are likely to result in a false impression. Similarly, a quasi-experimental design and selection of women only as subjects interferes with the ability to generalize the findings as type 2 diabetes affects both genders across most age groups.

Implications for Practice

The proposed study will emphasize the importance of patient education on physical activity. It will shed light on the required type and duration of exercise for the effective control of type 2 diabetes. Additionally, the proposed study will increase the knowledge concerning the relationship between physical activity and overall health status as well as glycemic control. The outcomes of this study will be beneficial to future nursing and healthcare practice as they will alter the course of patient education on physical activity and tailor it to the needs of diabetic patients. Additionally, the findings will be disseminated to the general public , enabling them to learn the necessary level and duration of exercise to enhance their health outcomes. Finally, future nursing research should aim at establishing an association between physical activity and type 2 diabetes in a more controlled environment.

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References

Ahmed, I., & Ishtiaq, S. (2021). Reliability and validity: Importance in medical research. JPMA. The Journal of the Pakistan Medical Association, 71(10), 2401–2406. https://doi.org/10.47391/JPMA.06-861

Alzaheb, R., & Altemani, A. (2018). The prevalence and determinants of poor glycemic control among adults with type 2 diabetes mellitus in Saudi Arabia. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 11, 15–21. https://doi.org/10.2147/dmso.s156214

Amanat, S., Ghahri, S., Dianatinasab, A., Fararouei, M., & Dianatinasab, M. (2020). Exercise and type 2 diabetes. Advances in Experimental Medicine and Biology, 1228, 91–105. https://doi.org/10.1007/978-981-15-1792-1_6

American Diabetes Association Professional Practice Committee, American Diabetes Association Professional Practice Committee:, Draznin, B., Aroda, V. R., Bakris, G., Benson, G., Brown, F. M., Freeman, R., Green, J., Huang, E., Isaacs, D., Kahan, S., Leon, J., Lyons, S. K., Peters, A. L., Prahalad, P., Reusch, J. E. B., & Young-Hyman, D. (2022). 5. Facilitating behavior change and well-being to improve health outcomes: Standards of Medical Care in diabetes-2022. Diabetes Care, 45(Suppl 1), S60–S82. https://doi.org/10.2337/dc22-S005

Berndt, A. E. (2020). Sampling methods. Journal of Human Lactation: Official Journal of International Lactation Consultant Association, 36(2), 224–226. https://doi.org/10.1177/0890334420906850

 

Bujang, M. A. (2021). A step-by-step process on sample size determination for medical research. The Malaysian Journal of Medical Sciences: MJMS, 28(2), 15–27. https://doi.org/10.21315/mjms2021.28.2.2

Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programmes: a narrative review and current innovations. The Lancet. Diabetes & Endocrinology, 6(2), 130–142. https://doi.org/10.1016/S2213-8587(17)30239-5

Chawla, S. P. S., Kaur, S., Bharti, A., Garg, R., Kaur, M., Soin, D., Ghosh, A., & Pal, R. (2019). Impact of health education on knowledge, attitude, practices and glycemic control in type 2 diabetes mellitus. Journal of Family Medicine and Primary Care, 8(1), 261–268. https://doi.org/10.4103/jfmpc.jfmpc_228_18

Guetterman, T. C. (2019). Basics of statistics for primary care research. Family Medicine and Community Health, 7(2), e000067. https://doi.org/10.1136/fmch-2018-000067

Hughes, S., Aiyegbusi, O. L., Lasserson, D., Collis, P., Glasby, J., & Calvert, M. (2021). Patient-reported outcome measurement: a bridge between health and social care? Journal of the Royal Society of Medicine, 114(8), 381–388. https://doi.org/10.1177/01410768211014048

Jansson, A. K., Chan, L. X., Lubans, D. R., Duncan, M. J., & Plotnikoff, R. C. (2022). Effect of resistance training on HbA1c in adults with type 2 diabetes mellitus and the moderating effect of changes in muscular strength: a systematic review and meta-analysis. BMJ Open Diabetes Research & Care, 10(2), e002595. https://doi.org/10.1136/bmjdrc-2021-002595

 

Kaliyadan, F., & Kulkarni, V. (2019). Types of variables, descriptive statistics, and sample size. Indian Dermatology Online Journal, 10(1), 82–86. https://doi.org/10.4103/idoj.IDOJ_468_18

Oyibo, K., Adaji, I., & Vassileva, J. (2018). Social cognitive determinants of exercise behavior in the context of behavior modeling: a mixed method approach. Digital Health, 4, 2055207618811555. https://doi.org/10.1177/2055207618811555

Pan, B., Ge, L., Xun, Y.-Q., Chen, Y.-J., Gao, C.-Y., Han, X., Zuo, L.-Q., Shan, H.-Q., Yang, K.-H., Ding, G.-W., & Tian, J.-H. (2018). Exercise training modalities in patients with type 2 diabetes mellitus: a systematic review and network meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity, 15(1). https://doi.org/10.1186/s12966-018-0703-3

Shamizadeh, T., Jahangiry, L., Sarbakhsh, P., & Ponnet, K. (2019). Social cognitive theory-based intervention to promote physical activity among prediabetic rural people: a cluster randomized controlled trial. Trials, 20(1), 98. https://doi.org/10.1186/s13063-019-3220-z

Silva, D. A. S., Naghavi, M., Duncan, B. B., Schmidt, M. I., de Souza, M. de F. M., & Malta, D. C. (2019). Physical inactivity as risk factor for mortality by diabetes mellitus in Brazil in 1990, 2006, and 2016. Diabetology & Metabolic Syndrome, 11(1), 23. https://doi.org/10.1186/s13098-019-0419-9

Smith, Y., Garcia-Torres, R., Coughlin, S. S., Ling, J., Marin, T., Su, S., & Young, L. (2020). Effectiveness of social cognitive theory-based interventions for glycemic control in adults with type 2 diabetes mellitus: Protocol for a Systematic Review and meta-analysis. JMIR Research Protocols, 9(9), e17148. https://doi.org/10.2196/17148

 

Wei, Y., Chen, Y., Zhao, Y., Rothman, R., Ming, J., Wang, L., Liu, X., Shi, L., & Xu, W. (2020). Health literacy and exercise interventions on clinical outcomes in Chinese patients with diabetes: a propensity score-matched comparison. BMJ Open Diabetes Research & Care, 8(1), e001179. https://doi.org/10.1136/bmjdrc-2020-001179

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Appendices

1. Informed Consent

For Official Use Only
Date received:
Date reviewed:
End date:
File #:

 

SELF CONSENT

 

I have been invited to take part in a research study titled: Impact of patient education about physical activity on glycemic control and overall health status in women with type 2 diabetes.

This study is being conducted by                    , who can be contacted at:

 

I understand that my participation is voluntary and that I can refuse to participate or stop taking part at any time without giving any reason and without facing any penalty.  Additionally, I have the right to request the return, removal, or destruction of any information relating to me or my participation.

PURPOSE OF STUDY

I understand that the purpose of the study is to: Assess the impact of patient education about physical activity on glycemic control and overall health in women with type 2 diabetes with or without comorbidities.

PROCEDURES

I understand that if I volunteer to take part in this study, I will be asked to: Stick to the group that I will be placed into. I also understand that I may have to participate in educational sessions regarding exercise. I will also at some point fill out a questionnaire and have my blood sample taken from my arm and have my blood sugar levels tested. The educational sessions will be twice per week and the duration of the study will be six months. However, the blood samples will be taken at the beginning and at the end of the study.

BENEFITS

I understand that the benefits I may gain from participation include: An enhanced understanding of type 2 diabetes. Type 2 diabetes is a long-term illness and by participating in this research, I will be able to acquire knowledge about how to manage this illness and how to prevent its bad outcomes. Additionally, I understand that the study will teach type 2 diabetic patients the recommended type and duration of physical activity. Consequently, by participating in this research, I will be able to learn about self-management practices such as exercise which are likely to enhance my overall healthcare outcome and the level of control of my diabetes. I also understand that this study is beneficial to healthcare stakeholders, the general public, and the scientific body of knowledge. I understand that the outcomes of this study are beneficial to future nursing and healthcare practice as they will alter the course of patient education on physical activity and tailor it to the needs of diabetic patients. Similarly, through my participation in this research, the findings will be disseminated to the general public which will enable them to learn the necessary level and duration of exercise that will enhance their health outcomes. Finally, I understand that the findings of this research whether good or bad will contribute to the general scientific body of knowledge by providing an association between patient education about physical activity and healthcare outcomes as well as blood sugar control in type 2 diabetes.

RISKS

I understand that the risks, discomforts, or stresses I may face during participation include:

Changes in the level of HbA1c levels which correlates with the level of my blood sugar control. I also understand that I will experience mild pain when my blood samples are being taken. Additionally, I comprehend that I may be asked to participate in educational sessions and physical activity as well as completing a questionnaire which might cause a little discomfort.

CONFIDENTIALITY

I understand that the only people who will know that I am a research subject are members of the research team.  No individually-identifiable information about me, or provided by me during the study will be shared with others except when necessary to protect the rights and welfare of myself and others (for example, if I am injured and need emergency care, if the provided information concerns suicide, homicide, or child abuse, or if revealing the information is required by law).

 

 

FURTHER QUESTIONS

 

I understand that any further questions that I have, now or during the course of the study can be directed to the researcher (                                                           ).

 

Additionally, I understand that questions or problems regarding my rights as a research participant can be addressed to Dr. Jessica Hillyer, Institutional Review Board Director of Compliance and Training, South University, 7700 W. Parmer Ln., Austin, TX 78729;

jhillyer@southuniversity.edu; 512-516-8779.

My signature below indicates that the researchers have satisfactorily answered all of my current questions about this study and that I understand the purpose, procedures, benefits, and risks described above.  I have also been offered a copy of this form to keep for my own records.

Participant Printed Name

 

Signature of Participant                                                                      Date (mm/dd/yyyy)

 

 

Signature of Principal Investigator                                         Date (mm/dd/yyyy)

2. IRB

 

 

INSTITUTIONAL REVIEW BOARD

FOR THE PROTECTION OF HUMAN SUBJECTS IN RESEARCH

 

This form is to be used for requesting IRB review for exempt, expedited and full board studies

 

Please note that handwritten and/or incomplete forms will be returned to you.

 

 

CHECKLIST FOR IRB APPLICATION SUBMISSION

(to be completed by PI before submission to IRB)

 

Application Form with Signatures/ Confidentiality Agreements

NIH Training Certificate(s)

Protocol or Attached Research Proposal and/ or Contract/ Grant

Solicitation Announcements/Recruitment Flyers

Data Collection Instruments/Research Questions/Questionnaires/Surveys

Informed Consent Documents

Parental/Legal Guardian Permission Form (if applicable)

Child Assent Form (if applicable)

Approval from Study Sites (if applicable)

Medical Screening Instrument (if applicable)

Debriefing Plan (if applicable)

Student as Principal Investigator Worksheet (if applicable)

Project Title

 

Impact of Patient Education about Physical Activity on Glycemic Control and Overall health Status in Women with Type 2 Diabetes

 

 

 

PART I – INVESTIGATOR and RESEARCH PERSONNEL

 

1) PRINCIPAL INVESTIGATOR

(Undergraduate students cannot serve as Principal Investigator, but may be listed as a Co-Investigator.)

 

 

Name:		Dr.   Mr.   Ms.    Professor
Highest Degree Completed:
Investigator Status:	Faculty      Graduate Student         Staff
E-mail Address:
College/Department:
Campus Mailing Address:
Daytime Phone:

 

2) CO-INVESTIGATOR – 1 (if applicable)

 

 

Name:		Dr.   Mr.   Ms.   Professor
Highest Degree Completed:
Investigator Status:	Faculty     Graduate Student         Other	Undergraduate      Staff
E-mail Address:
College/Department:
Campus Mailing Address:
Daytime Phone:

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3) CO-INVESTIGATOR – 2 (if applicable)

 

Name:		Dr.   Mr.   Ms.   Professor
Highest Degree Completed:
Investigator Status:	Faculty     Graduate Student         Other	Undergraduate      Staff
E-mail Address:
College/Department:
Campus Mailing Address:
Daytime Phone:

 

4) FACULTY SPONSOR (if applicable)

 

Name:		Dr.   Mr.   Ms.   Professor
Highest Degree Completed:
E-mail Address:
College/Department:
Campus Mailing Address:
Daytime Phone:

5)  STUDENT INVESTIGATORS/RESEARCH ASSISTANTS (if applicable)

Name:		E-mail:		Phone:
Name:		E-mail:		Phone:
Name:		E-mail:		Phone:
Name:		E-mail:		Phone:
Name:		E-mail:		Phone:

 

 

PART II – FUNDING INFORMATION

 

 

1) Check all of the appropriate boxes for funding sources for this research.  Include pending funding source(s).

 

 

Extramural	College		Department
Other:
P.I. of Grant or Contract:
Sponsor:
Contract/Grant No. (if available):
Contract/Grant Title:

 

 

***Please provide one complete copy of the proposal submitted to the sponsor with this application.  Please note that submission of your grant application is a regulatory requirement and will be maintained for the record with your application.  The IRB will not utilize the grant during the review process other than to confirm that the grant proposal is consistent with the IRB proposal.  You must submit all necessary documentation for the application in addition to the copy of the grant.

 

PART III – EDUCATION AND TRAINING

 

All  research personnel (faculty, staff, graduate students working on a thesis or dissertation, anyone using data for purposes of independent research, students involved in data collection, faculty sponsors, persons receiving grant monies for human subject research or those personnel with management responsibilities) must complete this section.

 

 

1) Have all key research personnel completed the required NIH training?                No       Yes

 

***If No, DO NOT submit this application.  Your application will not be considered until you have completed the IRB training and can provide a copy of your NIH course completion certificate.

(Please include a copy/copies of all certificate(s) with each application.)

***Please note that this NIH training is a mandatory requirement to be completed every three years.

***If you have not completed the NIH training, but have completed a comparable course (e.g. CITI training), please include documentation of those courses.

 

 

2) If other necessary training/education is required for completion of this study, please attach copies of certificates or other documentation (e.g., HIPAA training, phlebotomy training).

PART IV – INVESTIGATOR ASSURANCE

 

• Institutional Review Board Policy Compliance Agreement

 

• I certify that the information provided in this application is complete and correct.
• I understand that as Principal Investigator, I have the responsibility for the conduct of the study, the ethical performance of the project and the protection of the rights and welfare of human participants.
• I agree to comply and to assure that all affiliated personnel comply with all South University IRB policies and procedures, as well as with all applicable federal, state and local laws regarding the protection of human participants in research.
• I agree that I have the appropriate expertise to conduct this study.
• I assure that this study is performed by qualified personnel adhering to the South University IRB approved protocol. Student PI’s must attach student PI worksheet (see appendix A).
• I assure that no modification to the approved protocol and consent materials will be made without first submitting for review and approval by the South University IRB an amendment to the approved protocol.
• I agree to obtain legally effective informed consent from the research participants as applicable to this research and as prescribed in the approved protocol.
• I will promptly report unanticipated problems to the South University IRB by using the Notification Form provided on the IRB website.
• I will adhere to all requirements for continuing review and will complete a Continuance Request form if my research extends beyond one year.
• I will advise the South University IRB of any change of address or contact information as long as this protocol remains active.
• I assure that I have obtained all necessary approvals from entities other than South University IRB that are necessary to conduct this research (e.g., cooperation letters or approvals from other institutions).

 

My signature below certifies that I am knowledgeable about the regulations and policies governing research with human subjects and have sufficient training and experience to conduct this particular study in accordance with the research protocol.

Principal Investigator	Date (mm/dd/yyyy)
Co-Investigator	Date (mm/dd/yyyy)
Faculty Sponsor	Date (mm/dd/yyyy)

 

• Confidentiality Agreement

 

• I have agreed to assist with the research project described in this application.
• I agree not to discuss or disclose any of the content or personal information contained within the data, tapes, transcriptions, or other research records with anyone other than the Principal Investigator, Co-Investigator, or in the context of the research team.
• I agree to maintain confidentiality at all times and to abide by the South University IRB Policy and Procedures Manual.
• If I am aware of any breach in confidentiality, I am required to report violations of confidentiality to the IRB Committee Director, who will report this information to the College Dean and the Vice Chancellor of Academic Affairs.

 

 

Principal Investigator	Date (mm/dd/yyyy)
Co-Investigator	Date (mm/dd/yyyy)
Faculty Sponsor	Date (mm/dd/yyyy)

 

 

Student Investigator	Date (mm/dd/yyyy)
Student Investigator	Date (mm/dd/yyyy)
Student Investigator	Date (mm/dd/yyyy)

PART V – ADMINISTRATIVE DATA

 

• Proposed duration of data collection/analysis

 

Start date:           End date:      

 

***South University IRB policy dictates that project approvals may be granted for a maximum of one year, although the exact approval term will be determined based on the level of participant risk inherent in the proposal.  Should the PIs need an extension beyond the proposed duration, they can apply by completing the Continuance Request Form.

 

• If this research will result in a thesis or dissertation, please check the appropriate box.

 

Undergraduate Level Project        Masters Level Project              Doctoral Level Project

(Thesis, Capstone)                                  (Thesis, Capstone)                        (Dissertation, Capstone)

• Conflict of Interest

 

Is there any potential or perceived conflict of interest between the researcher, sponsor and/or South University associated with this study?     No      Yes

 

***If yes, please explain, including any and all possible conflicts:

 

 

 

• Study population

 

1. Maximum Number of Participants Proposed: 100

 

1. Age Range: 1 8 years to 55 years (include low/high age range)

 

1. Gender: Males    Females

 

1. Site of Subject Recruitment: Medical and surgical units (outpatient and inpatient).

 

***Please note that if recruitment will be conducted at any physical site other than South University, you will need to include a letter from management of the proposed site indicating their approval of your use of the facility.

 

1. Will medical clearance or medical screening be necessary for participants to participate because of tissue or blood sampling, administration of substances such as food or drugs, or physical exercise conditioning?

 

No      Yes

 

***If yes, explain how clearance will be obtained.  If a screening instrument will be used, please attach a copy to the application.

 

 

Medical clearance shall be obtained from the facilities administration to facilitate blood sampling. No screening instrument shall be used,.

 

• Potentially Vulnerable Populations. Please check any groups included in the study.

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Children (under 18 years of age) Pregnant Women Elderly (65 & older) Psychologically Impaired

Cognitively Impaired Prisoners Native American Tribes and/or Tribal Organizations Students currently enrolled in a class instructed by the  investigator

 

*** If you checked any of the above groups, your proposal will require full board review.

 

• Study Site: Medical and surgical units (both inpatient and outpatient)

 

***Please note that if research will be conducted at any physical site other than South University, you will need to include a letter from management of the proposed site indicating their approval of your use of the facility.

 

PART VI – SUMMARY OF STUDY ACTIVITIES

 

***Submission of a copy of a grant application or project proposal does not replace completion of this form.  If additional space is required, you may attach a separate document, but please respond to each item in this section and label your responses accordingly. Incomplete proposals will be returned to you. 

 

• Provide background information for the study including the objective of the proposed research, purpose, research question, hypothesis and other information deemed relevant.

 

Background Information Type 2 diabetes is a major public health concern. The incidence of type 2 diabetes is steadily rising due to increase in physical inactivity, obesity and energy dense diets. Type 2 diabetes is a risk factor for many disease conditions. Poorly controlled diabetes result in both microvascular and macrovascular complications that increases morbidity and mortality. Many patients acknowledge the importance of physical activity but do not know the recommended type and duration. The purpose of this research is to assess the impact of patient education about physical activity on glycemic control and overall health in women with type 2 diabetes with or without comorbidities. Research Question In women with type II diabetes, with or without comorbidities, does education in physical activity improves the overall health, compared to those who do not receive education, and reduce patients’ HbA1c level?

 

 

• Describe the research design of the study (i.e., state whether the study is correlational, experimental, etc. and define the variables).

 

The study will deploy an experimental design. The participants will be divided into two groups. An experimental group which will receive the intervention of interest and a control group. The independent variable will be the intervention which is patient education on physical activity. The dependent variables are HbA1c level (for glycemic control) and the overall health status.

 

• Describe the tasks that participants will be asked to perform including a step‑by‑step description of the procedures you plan to use with your subjects. Provide the approximate duration of subject participation for each procedure/ instrument and the frequency and setting of each administration. Identify any personnel who will assist with data collection.

 

***You must submit a copy of each study instrument, including all questionnaires, surveys, protocols for interviews, etc.

***If someone will be assisting with data collection, but is not indicated as a co-investigator or research assistant in this application (i.e. they will be accessing archival data for you) you must submit a letter of approval indicating that they are willing and capable to assist.

 

The participants will randomly be divided into two groups, the experimental and the control group. The experimental group will receive patient education about physical activity. The educational sessions will be twice per week with an average duration of 30 minutes to 2 hours. Before commencing the study, all participants will have their blood sample taken to determine their baseline HbA1c level. At the end of the study, the participants will have their blood sample taken again for measurement of the HbA1c levels. Similarly, the research subjects will fill a Patient Related Outcome Measure (PROM) Questionnaire at the end of the study. The study duration will be six months.

 

• Describe the recruitment procedures. Explain who will approach potential participants and take part in the research study and what will be done to protect the individual’s privacy in this process.

 

***You must submit a copy of any material used to recruit subjects (e.g., informed consent forms, advertisement, flyers, telephone scripts, verbal recruitment scripts, cover letters, etc.) 

 

The research assistants will be present at the medical and surgical units in both outpatient and inpatient departments. These assistants will identify women with type 2 diabetes and will discuss with them about the study. Additionally, all potential candidates will be given an informed consent form and given an opportunity to decide whether or not to participate.

 

• Describe how participants will be debriefed.

 

***If deception is used, the principal investigator should offer the participant the opportunity to withdraw his/her data after being debriefed, and this information should be included in the debriefing script. 

The research assistants will be present at the medical and surgical units in both outpatient and inpatient departments. These assistants will identify women with type 2 diabetes and will discuss with them the study.

 

 

PART VII – PRIVACY PROCEDURES

 

1)     Will data be recorded by audiotape?       No      Yes

Will data be recorded by videotape?       No      Yes

Will photographs be taken?                        No      Yes

 

1. How will subjects be identified in these recordings?

 

 

1. Explain your plan for disposal of tapes/photographs/negatives, including when this disposal will occur (i.e. after transcription/development or at the conclusion of the study).

 

***If you wish to retain the tapes/photographs/negatives beyond transcription/development, you must provide justification.

***Subjects must be informed of the collection and disposal of the tapes/photographs/negatives via the informed consent process.

 

 

 

2)  Will you record any direct identifiers (e.g.,, names, social security numbers, addresses, telephone numbers, etc)?                               No     Yes

 

1. Explain why it is necessary to record these identifiers.

 

Telephone numbers will be the only identifiers that will be recorded. These numbers are crucial to facilitate communication during the research process and to maintain follow-up.

 

1. Describe the coding system you will use to protect against disclosure of these identifiers.

 

Disclosure of these identifiers will be prevented by assigning each identifier a unique sequence that will consist of six alphanumeric characters. This data set will then be encrypted to be accessed only by the researchers.

 

1. Describe how subject identifiers will be maintained or destroyed after the study is completed.

 

***If you will retain a link between the study code numbers and direct identifiers after the data collection is complete, explain why this is necessary and state how long you will keep this link.

 

The subject identifiers and study code numbers will be permanently from the database. All questionnaires with study code numbers will be shredded after the completion of the study.

 

1. Will you provide a link or identifier to anyone outside the research team?

No            Yes

 

***If yes, explain why and to whom.

 

 

 

• Where, how long, and in what format (such as paper, digital or electronic media, video, audio or photographic) will data be kept? In addition, describe what security provisions will be taken to protect these data (password protection, encryption, etc).

 

Following data collection, data will be entered into electronic media. The data will be encrypted and password protected to prevent unauthorized access. The data will be kept until the completion of the study after which it will be permanently deleted.

 

• Will you place a copy of the consent form or other research study information in the participant’s record such as medical, personal or educational record? No      Yes

 

***If yes, explain why this is necessary. 

***This information should be clearly explained in the consent document and/or process.

 

 

• Will any record of the subject’s participation in this study be made available to his or her supervisor, teacher, or employer?   No      Yes

 

***If yes, please explain why this is necessary

.

 

• Will you obtain a Federal Certificate of Confidentiality for this research? No     Yes

 

***If yes, submit documentation of application (and a copy of the Certificate of Confidentiality award if granted) with this application form.  If the data collected contain information about illegal behavior, visit the NIH Certificates of Confidentiality Kiosk http://grants1.nih.gov/grants/policy/coc for information about obtaining a Federal Certificate of Confidentiality. 

 

 

PART VIII – INFORMED CONSENT INFORMATION

 

• Informed Consent: Please attach, as an appendix, an informed consent document to this application.  South University IRB requires that all activity involving human subjects be carried out only AFTER obtaining proper consent from the participants of the research.  Thus an information sheet or cover letter that contains all required elements of informed consent must be attached to this application.  You may access a template for this form on the South University IRB website.  (Please attach an assent form for children/youth participation and permission forms for parents/legal guardians; or consent forms for adult participation).

 

• Request for Waiver of Informed Consent: Are you requesting a waiver of informed consent?

No      Yes

 

***If yes, provide a written justification for a waiver of informed consent according to Section 46.116 of 45 CFR 46 (http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.html#46.116).

 

 

 

• Request for Waiver of Documentation of Consent (applies to studies that do not wish to have signatures of the participants, i.e. internet research): Are you requesting a waiver of documentation of consent?

No      Yes

 

***If yes, provide a written justification for a waiver of documentation of consent according to Section 46.117 of 45 CFR 46 (http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.html#46.117). 

 

 

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PART IX – RISKS AND BENEFITS

 

• Does the research involve any of the possible risks or harms to subjects listed below?

No        Yes

 

***If Yes, independent scientific review may be required to determine if scientific merit            justifies this risk.

 

Check all that apply: 

 

Use of deception

 

***If deception is used, describe in detail here, including the debriefing process and script.

***If deception is used, the principal investigator should offer the participant the opportunity to withdraw his/her data after being debriefed, and this information should be included in the debriefing script. 

 

 

Use of confidential records (e.g. educational or medical records) Manipulation of psychological or social variables such as sensory deprivation, social isolation, psychological stressors Presentation of materials which subjects might consider sensitive, offensive, threatening or degrading Possible invasion of privacy of subject or family Social, legal, or economic risk Employment/occupational risk Students of the researcher Subordinates and colleagues of the researcher Residents of any facility (i.e., prison) Pregnant women Children and minors Elderly subjects (65+ years of age) Wards of the state Mentally and emotionally disability Individuals who are not fluent in English Other risks (specify):

 

 

• Describe the nature and degree of the risk or harm checked above.

 

***The described risks/harms must be disclosed in the consent form.

 

Risk of change in the HbA1c level which will reflect a change in the glycemic control. Additionally, subjects will experience middle pain during withdrawal of blood samples at the beginning and at the end of the study.

 

 

• Explain what steps will be taken to minimize risks or harms and to protect subjects’ welfare. If the research include protected populations (See Part V, Item 5 above), please identify each group and answer this question for each group.

 

Phlebotomists and other qualified personnel will be solely do venipuncture to avoid unnecessary needle pickings and piercing.

 

• Describe the anticipated benefits of this research for individual participants in each subject group. If none, state “none”.

 

The findings of this research will be beneficial to both groups. At the end of the study, both groups will have gathered enormous knowledge regarding type 2 diabetes and physical activity. Based on the findings, both groups will be able to understand the recommend type and duration of physical activity for type 2 diabetes.

 

• Describe the anticipated benefits of this research for society, and explain how the benefits outweigh the risks.

 

Type 2 diabetes is a public health concern due to its associated devastating complications if not well controlled. This study will inform the society about the recommended type and duration of physical activity for effective control of type 2 diabetes. Additionally, the study will contribute additional knowledge to the society about type 2 diabetes and its prevention which will enhance their health outcomes.

 

PART X – COMPENSATION INFORMATION

 

• Will any compensation or inducements, i.e. course credit, be offered to the subjects for their participation?                                 No      Yes

If yes, describe those inducements and include a statement in the informed consent document explaining how compensation will be handled in the event the participant withdraws from the study.

 

***If yes, describe those inducements.

***The informed consent document must include a statement explaining how compensation will be handled in the event that the participant withdraws from the study.

 

Appendix A:     Student as Principal Investigator Worksheet

 

Level:                     Masters          Doctorate

 

This project has been reviewed to determine that the scope, anticipated risks and benefits, and methodology are appropriate for this research by:

 

Approval of thesis/dissertation proposal by faculty committee

My personal review and approval of research proposal

 Other:      

 

The student researcher is qualified to conduct independent research based on the following credentials (check all that apply):

 

 has completed a graduate research methods course

has experience as an independent or closely supervised research assistant

 has completed NIH training

Other:      

 

FACULTY SPONSOR’S ASSURANCE

 

By my signature as sponsor on this research application, I certify that the student is knowledgeable about the regulations and policies governing research with human subjects and has sufficient training and experience to conduct this particular study in accordance with the research protocol.  Additionally,

 

• I hereby confirm that I have thoroughly reviewed this IRB application, including the protocol narrative, and deem it ready for submission.
• I agree to meet with the investigator on a regular basis to monitor study progress.
• I agree to be available, personally, to assist the investigator in solving problems, should they arise during the course of the study.
• I assure that the investigator will promptly report unanticipated problems and will adhere to all requirements for continuing review.
• If I am unavailable, e.g. sabbatical leave, vacation, or resignation, I will arrange for an alternate faculty sponsor to assume responsibility during my absence, and I will advise the South University IRB, in writing, of such changes.
• The research is appropriate in design.

 

Print Faculty Sponsor Name     Faculty Sponsor Signature	Date (mm/dd/yyyy)
Print PI Name     PI Signature	Date (mm/dd/yyyy)

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WEEK 10

nstructions
Overview/Description:
The final project for NSG6101 consists of the development of a novel research proposal specific to your role specialization (Mine is Family Nurse Practitioner). The project must include an intervention appropriate to nursing practice and consistent with your MSN role option. An alternative to the above includes the selection of a specialty organization to focus research proposals based on the priorities of that organization. Examples of these organizations could include (but are not limited to): Sigma Theta Tau International, American Nurses’ Foundation, Oncology Nursing Society, Association of Nurses in AIDS Care, American Psychiatric Nursing Association, American Association of Critical Care Nurses, National Association of Pediatric Nurse Associates and Practitioners, National League For Nursing, etc.((Feel free to choose one)
Throughout this course you have been developing various sections of the research proposal. This week you will assemble the final proposal (addressing faculty feedback). This paper is to be developed in APA format/style using the required template (See this tamplate as a pdf file attached) and not to exceed 8-10 pages (excluding title page/references/appendices). (8 pages is great)
Criteria:
Introduction
• Background and Significance of Problem
• Statement of the Problem and Purpose of the Study
Literature Review
• Summary of the Evidence for the Proposed Study
Research Question, Hypothesis, and Variables with Operational Definitions

Theoretical Framework
• Overview and Guiding Propositions(s) Described in Theory
• Application of Theory to Your Study’s/Project’s Focus
Methodology
• Sample/Setting: Number and criteria for inclusion and description of place in which data will be collected.
• Sampling Strategy
• Research Design: Type (e.g., Quasi-Experimental), description, and rationale for selection.
• Extraneous Variables (and plan for how controlled).
• Instruments: Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s).
• Description of the Intervention
• Data Collection Procedures
• Data Analysis Plans
• Describe plan for data analysis for demographic variables (descriptive statistical tests).
• Describe plan for data analysis of study variables (descriptive and inferential statistical tests).
Ethical Issues
• Describe ethical considerations and your plan to protect human rights.
Limitation of Proposed Study
Implications for Practice
References
Appendices
• Informed Consent Letter
• Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).

Criteria No Submission
0 points Emerging (F through D Range) (1-24)
24 points Satisfactory (C Range) (25-27)
27 points Proficient (B Range) (28-31)
31 points Exemplary (A Range) (32-35)
35 points Criterion Score
Develops Introduction, Background, and Significance of Problem Student did not submit assignment Student provided an under-developed description of the Introduction, Background, and Significance of Problem with little or no analysis of concepts and related issues. Student provided a minimally developed description of the Introduction, Background, and Significance of Problem with limited analysis of concepts and related issues. Student provided a developed description of the Introduction, Background, and Significance of Problem with reasonable analysis of concepts and related issues. Student provided a fully developed description of the Introduction, Background, and Significance of Problem with insightful analysis of concepts and related issues. Score of Develops Introduction, Background, and Significance of Problem,
/ 35
Required Content “Literature Review.” Student did not submit assignment. Student provided a under-developed description of the literature review not appropriate to address research problem section with little or no analysis of concepts and related issues. Student provided a minimally developed description of the literature review appropriate to address research problem section with limited analysis of concepts and related issues. Student provided a developed description of the literature review appropriate to address research problem section with reasonable analysis of concepts and related issues. Student provided a fully developed description of the literature review appropriate to address research problem section with insightful analysis of concepts and related issues. Score of Required Content “Literature Review.”,
/ 35
Criteria No Submission
0 points Emerging (F through D Range) (1-52)
52 points Satisfactory (C Range) (53-59)
59 points Proficient (B Range) (60-67)
67 points Exemplary (A Range) (68-75)
75 points Criterion Score
Includes description of the methodology, sample/setting, sampling strategy, and type of research design, extraneous variables, and instruments. Student did not submit assignment Student provided an under-developed description of the selected methodology, sample/setting, sampling strategy, and type of research design, extraneous variables, instruments, validity, and reliability estimates with little or no analysis of supportive evidence for the problem identified. Student provided a minimally developed description of the methodology, sample/setting, sampling strategy, type of research design, extraneous variables, instruments , validity, and reliability estimates with limited analysis of supportive evidence for the problem identified. Student provided a developed description of the methodology, sample/setting, sampling strategy, type of research design, extraneous variables, instruments , validity, and reliability estimates with insightful analysis of concepts and related issues. Student provided a fully developed description of the methodology, sample/setting, sampling strategy, type of research design, extraneous variables, instruments (s), validity, and reliability estimates appropriate and supported with evidence with insightful analysis and identified. Score of Includes description of the methodology, sample/setting, sampling strategy, and type of research design, extraneous variables, and instruments.,
/ 75
Criteria No Submission
0 points Emerging (F through D Range) (1-27)
27 points Satisfactory (C Range) (28-31)
31 points Proficient (B Range) (32-35)
35 points Exemplary (A Range) (36-40)
40 points Criterion Score
Description of the intervention is fully addressed. Student did not submit assignment. Student provided an under-developed description of the intervention and purpose of the intervention is inappropriate/appropriate with little or no analysis of supportive evidence for the intervention identified. Student provided a minimally developed description of the intervention with limited analysis of supportive evidence for the intervention identified. Student provided a developed description of the intervention, appropriate, supported with evidence for the intervention identified with some analysis of concepts and related issues. Student provided a fully developed description of the intervention, appropriate, supported with evidence with insightful analysis, and provided supportive evidence for the intervention identified. Score of Description of the intervention is fully addressed.,
/ 40
Criteria No Submission
0 points Emerging (F through D Range) (1-20)
20 points Satisfactory (C Range) (21-23)
23 points Proficient (B Range) (24-26)
26 points Exemplary (A Range) (27-30)
30 points Criterion Score
Data Collection procedures are clear and succinct. Student did not submit assignment. Student provided an under-developed description of the data collection procedure and purpose of the procedure has little or no analysis of supportive evidence for the data collection procedure identified. Student provided a minimally developed description of the data collection procedure with limited analysis of supportive evidence for the data collection method identified. Student provided a developed description of the data collection procedure and is appropriate with insightful analysis and provided supportive evidence for the data collection method. Student provided a fully developed description of the data collection procedure, supported with evidence with insightful analysis, and provided supportive evidence for the data collection method identified. Score of Data Collection procedures are clear and succinct.,
/ 30
Criteria No Submission
0 points Emerging (F through D Range) (1-17)
17 points Satisfactory (C Range) (18-19)
19 points Proficient (B Range) (20-22)
22 points Exemplary (A Range) (23-25)
25 points Criterion Score
Data Analysis Plan Student did not submit assignment. Student provided an under-developed description of the data collection procedure and purpose of the procedure has little or no analysis of supportive evidence for the data collection procedure identified. Student provided a minimally developed description of the data collection procedure with limited analysis of supportive evidence for the data collection method identified. Student provided a developed description of the data collection procedure and is appropriate with insightful analysis and provided supportive evidence for the data collection method. Student provided a fully developed description of the data collection procedure, supported with evidence with insightful analysis, and provided supportive evidence for the data collection method identified. Score of Data Analysis Plan,
/ 25
Criteria No Submission
0 points Emerging (F through D Range) (1-41)
41 points Satisfactory (C Range) (42-47)
47 points Proficient (B Range) (48-53)
53 points Exemplary (A Range) (54-60)
60 points Criterion Score
Academic Writing Expectations (incudes APA) “Displays sentence and paragraph skills: Constructs simple, complex and compound sentences. Writes without spelling, grammatical or syntax errors. Writes without sentence fragments or run on sentences. Student did not submit assignment Demonstrates limited sentence, paragraph, and essay level skills. Has limited use of evidence with few or no sources to support the content. Does not meet the graduate level of writing and does not meet the minimum requirement. Demonstrates limited APA formatting with multiple formatting errors. Demonstrates minimally developed sentence, paragraph, and essay level skills. Minimally meets the graduate level with several writing issues and meets the minimum reference requirement. Demonstrates minimally developed APA formatting with several formatting errors. Demonstrates developed sentence, paragraph, and essay level skills. Meets the graduate level with minimal writing issues and exceeds the minimum reference requirement. Demonstrates developed APA formatting with minimal formatting errors. Demonstrates fully developed sentence, paragraph and essay level skills. Meets the graduate level with no writing issues and exceeds the minimum reference requirement. Demonstrates fully developed APA formatting with no errors. Score of Academic Writing Expectations (incudes APA) “Displays sentence and paragraph skills: Constructs simple, complex and compound sentences. Writes without spelling, grammatical or syntax errors. Writes without sentence fragments or run on sentences.,
/ 60
Total 300/ 300