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How to Write a Capstone Project Outline Guide with Examples

How to Write a Capstone Project Outline Guide with Examples

Embarking on a capstone project is a thrilling and pivotal moment in your academic journey. It culminates years of hard work, knowledge acquisition, and intellectual growth.

The capstone project outline serves as your project’s roadmap, guiding you through the research, analysis, and presentation of your findings. It brings clarity to your objectives, ensuring that you stay focused on the core purpose of your project. Moreover, it acts as a communication tool, enabling effective collaboration with your project advisor and providing a framework for valuable feedback and guidance.

Throughout this blog post, we will delve into the key components of a capstone project outline, offering insights into each section’s purpose and the content they should contain. We will also discuss common mistakes to avoid, ensuring that your outline remains focused, comprehensive, and aligned with your project’s objectives.

Why is creating a capstone project outline a good idea?

What is a capstone project in general? It is a final academic endeavor where students apply their knowledge and skills to tackle real-world issues or delve into specific areas of interest. To get the most out of it, you need to take some time and create an outline, as it holds significant importance. Here is why a capstone project outline is so important:

Organization and Structure. It acts as a guide, helping you navigate the vast amount of information, research, and ideas you have gathered. By outlining the structure and flow of your project, you can ensure that your work remains focused and organized. It lets you break down your project into manageable sections, making the entire process more approachable.

Clarity of Objectives. By clearly stating your research question or problem statement, you can maintain a clear focus and direction throughout your project. This clarity ensures that you stay on track and that every aspect of your work aligns with your intended purpose.

Communication and Feedback. Think of the capstone project outline as a communication tool. It allows you to collaborate with your project advisor or supervisor effectively. Sharing your outline early on enables them to provide valuable feedback, ensuring that your project meets the academic requirements and aligns with the expected standards. Their guidance can help refine your ideas, suggest additional sources or methodologies, and prevent pitfalls.

Time Management. You can effectively plan and prioritize your work by breaking down your project into smaller sections within allocated time frames. This approach helps you avoid the stress of last-minute rushing and ensures a more balanced and systematic project progression.

Evaluation and Assessment. It acts as a reference point for both yourself and your evaluator to gauge the progress and development of your work. It allows you to cover all the aspects of your project and meet the required standards.

Capstone project outline in a nutshell 

While writing a capstone paper outline, there are several key components to include:

• Introduction: Begin your outline with an introduction that provides an overview of the project. State the problem statement or research question you aim to address and explain why the topic is so important. 

• Objectives: Clearly define the objectives of your capstone project. What specific outcomes or goals do you intend to achieve? List them concisely and ensure they align with the project’s overall purpose.

• Literature Review: Include a section dedicated to the literature review in your outline. Outline the main theories, concepts, and prior research relevant to your topic. This section should demonstrate your understanding of the existing knowledge in the field.

• Methodology: Describe the methodology you will employ to answer your research question or solve the problem. Outline the data collection methods, analysis techniques, and any other relevant procedures you will use.

• Results and Analysis: Outline how you will present and analyze the data or information you have collected. Specify the techniques, tools, or models you will utilize to interpret the results and draw meaningful conclusions.

• Discussion: Dedicate a section to discussing your findings about your research objectives. Analyze the implications, limitations, and potential applications of your results. Engage in critical thinking and consider alternative perspectives.

• Conclusion: Summarize the main findings and conclusions of your capstone project. Highlight the significance of your work and its contribution to the field. Emphasize any recommendations or future research directions that emerge from your study.

• References: Include a list of the sources you have cited throughout your outline. Follow a consistent citation style (e.g., APA, MLA) and ensure the accuracy and completeness of the references.

Remember, this outline is a flexible framework that will guide you as you write your capstone project. It provides a structure to help you stay focused and organized throughout the process. Adapt it based on your specific project’s requirements and your advisor’s guidance.

Creating a capstone project outline 

Many students have questions about how to write a capstone project outline. Here’s a step-by-step guide to help you through the process:

Step 1: Understand what you’re asked to write 

Start by thoroughly understanding the requirements and guidelines provided by your institution or capstone project supervisor. Familiarize yourself with the expectations, formatting guidelines, and any specific elements they want you to include in the outline. 

💡 Extra tip: Pay close attention to any sections or subsections that must be included. Understanding the requirements from the outset will help you structure your outline effectively.

Step 2: Determine the Key Sections

Identify the main sections that must be included in your capstone project outline. Common sections typically involve an introduction, literature review, methodology, results and analysis, discussion, and conclusion. However, this may vary depending on your field and project requirements.

💡 Extra tip: You can start by researching examples of capstone project outlines within your field to understand the typical sections included. Adapt and customize them to fit the specific needs of your project. 

Step 3: Craft precise section headings

Create clear and concise headings for each section of your outline. These headings should accurately reflect the content and purpose of each section.

💡 Extra tip:  Use clear and descriptive language in your headings to provide a snapshot of each section’s cover. It will make it easier for you and others to navigate through the outline.

Step 4: Break down each section

Break down each section into subsections or bullet points to further detail the content you plan to include. This step helps you organize your thoughts and ensures comprehensive project coverage.

💡 Extra tip: Prioritize logical flow and coherence when breaking down each section. Arrange the subsections to enhance the understanding of your project’s progression and argument.

Step 5: Provide brief descriptions or key points

Under each sub-section, include brief descriptions or key points that outline the main ideas or arguments you intend to present. These descriptions serve as a roadmap for your writing process.

💡 Extra tip:  Be concise and specific when outlining key points. Aim for clarity and avoid being overly general or vague. These descriptions will guide your writing and ensure that you address all necessary aspects of your project.

Step 6: Consider the Order and Hierarchy

Consider the order and hierarchy of your sub-sections to create a logical and coherent structure. Ensure that the sections flow smoothly and build upon one another.

💡 Extra tip: Consider the most logical progression of ideas and arguments. Arrange your sub-sections to strengthen the overall coherence and readability of your project.

Step 7: Go over your paper one more time 

Review and make necessary revisions to your paper. Check for clarity, completeness, and coherence. Ensure that your outline reflects the scope and depth of your project.

💡 Extra tip:  Seek feedback from your capstone project supervisor, peers, or mentors. Their perspectives can provide valuable insights and help you refine your outline. Be open to making adjustments based on their suggestions.

Step 8: Finalize and follow the outline

Once you are satisfied with your work, finalize it and use it as a guide throughout your project. Follow the structure and content outlined in your outline while conducting research, collecting data, and writing.

💡 Extra tip: Regularly refer to your outline as your project progresses. It will help you stay focused and cover all the necessary aspects outlined in your plan.

Writing a capstone project outline may initially seem overwhelming, but following these steps and incorporating the insights provided can create a well-structured and comprehensive paper. Remember, the outline serves as the foundation for your project, guiding your research and writing process. Take your time, seek guidance when needed, and approach each step with intention and focus. If you just start working on your project, you can gather education сapstone project ideas, which will help you in kicking off an outline. 

Capstone project outline example & formatting tips 

Your job is to maintain consistency, clarity, and readability. Here are some guidelines on how to format your capstone project outline:

Use a consistent heading hierarchy. Start with the main title of your capstone project at the top of the page, followed by section headings in a hierarchical format. Use different levels of headings (e.g., Heading 1, Heading 2, Heading 3) to indicate your outline’s main sections and subsections.

Do not neglect bullet points or numbering. Use bullet points or numbering to list the key points or ideas you plan to include within each section and subsection. 

Indentation and spacing. Use indentation to distinguish between different levels of headings and subheadings visually. It helps to create a clear hierarchy and improves readability. Maintain consistent spacing between sections and subsections for clarity and visual separation.

Formatting style

Use a consistent formatting style throughout your outline. It includes font type, font size, and alignment. Times New Roman or Arial, font size 12, are commonly used for academic documents. Align your text to the left for a professional and clean look.

Here’s a general sample of a formatted capstone project outline:

1. Introduction
2. Background and context
3. Problem statement
4. Research objectives
5. Literature Review
6. Key theories and concepts
7. Previous research findings
8. Gaps in existing knowledge

III. Methodology

1. Research design
2. Data collection methods
3. Data analysis techniques
4. Results and Analysis
5. Presentation of data
6. Data analysis and interpretation
7. Discussion of findings
8. Discussion
9. Implications of findings
10. Limitations of the study
11. Recommendations for further research
12. Conclusion
13. Summary of main findings
14. Contribution to the field
15. Final remarks

VII. References

(Include a list of cited sources in the chosen citation style)

Common pitfalls to avoid 

• Avoid using vague or ambiguous language that might lead to confusion regarding the content or objectives of your project.
• Don’t overlook the importance of a comprehensive literature review. Avoid a shallow or limited exploration of existing research and theories. Strive to include relevant and up-to-date sources that support your project’s objectives.
• Ensure that your outline demonstrates a logical flow of ideas and information and has a connection between different sections. Maintain a coherent narrative throughout your outline.
• While your outline should be concise, it should also provide enough detail to understand the content you plan to include clearly. Avoid being overly vague or omitting important supporting points.
• If you receive feedback or suggestions from your advisor or peers, take the time to consider and incorporate constructive input into your outline. It will help strengthen your project and address any potential issues early on.
• Don’t be afraid to ask for help. If you feel like dealing with the project too much, you can buy capstone project and benefit from the expert assistance. 
• Regularly refer back to your project’s objectives and ensure that every section of your outline is aligned with these goals. Avoid including irrelevant or tangential information that does not contribute to the overall purpose of your project.
• Don’t delay creating your outline until the last minute. Starting early allows you ample time to refine and revise your outline, seek feedback, and make necessary adjustments before diving into the actual project.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – How to Write a Capstone Project Outline Guide with Examples

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. How to Write a Capstone Project Outline Guide with Examples

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. How to Write a Capstone Project

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. How to Write a Capstone Project Outline Guide with Examples

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• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions
• How to Write a Capstone Project

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. How to Write a Capstone Project Outline Guide with Examples

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Capstone Term Project Report

Capstone Term Project Report

Let’s suppose you know the owner of a local real estate company in a mid-sized Northeastern city of the United States.  The name of your acquaintance’s company is, “North Valley Real Estate.”  Your acquaintance also has a large clientele and a top-notch staff of salespeople.  Luckily, the company also has some good data on the homes that have been sold by “North Valley Real Estate (NVRE)” throughout the community, over the years (This data is also attached).  As you may have guessed, the owner of NVRE wants to use the data to find insights into the home-selling market, and how this same insight can be used to increase their profit and business activity.

As such, your knowledge of statistics and research applications can provide a valuable service to your friend and the NVRE company; and they have hired you as their consultant.   Using the data identified above, embark upon an analysis effort and create an accompanying Report for the Owner of North Valley Real Estate.

Your purpose in the project is to glean information, knowledge, and insight from the provided data that can be used to increase the profitability of the Firm (NVRE).  Your research should align to the CLOs provided for the course and lean heavily on Units 4-8 of the course for the statistical application/analysis.  Specifically, the statistical tool of regression.

The paper is to be written in APA style, 7th edition.  Deviation from APA style is strongly discouraged and will be penalized on the final draft.

Directions

1. Use the “North Valley Real Estate” Excel Dataset, all supporting assignments to the project will be executed using the “North Valley Real Estate” dataset.

General Guidelines for a Successful Capstone Term Project Report include the following:

Provide a general introduction, background, and purpose of the paper, with your thesis resting on the idea of using statistical analysis to achieve better business decisions and increase profitability and business activities. Also, include a discussion of the real estate industry and the impacts that influence the health, viability, and success of the real estate marketplace; particularly in the Northeastern region of the U.S.

2. State why the dependent variable has been chosen for analysis. Then make a general statement about the model you will be employing, for example:

“The dependent variable _______ is determined by variables ________, ________, ________, and __________.”

3. Identify the primary independent variable and defend why it is important by stating:

“The most important independent variable in this analysis is ________ because _________.”

In your paragraphs, cite and discuss the research sources/references that support the thesis, i.e., the model you have chosen.

4. Write the general form of the regression model (less intercept and coefficients), with the variables named appropriately so the reader can identify each variable at a glance:

Dep_Var = Ind_Var_1 + Ind_Var_2 + Ind_Var_3

For instance, a typical model would be written:

Price_of_Home = Square_Footage + Number_Bedrooms + Lot_Size.

Price_of_Home:  brief definition of dependent variable

Square_Footage:  brief definition of first/primary independent variable

Number_Bedrooms:  brief definition of second independent variable

Lot_Size:  brief definition of third independent variable

5. Define and defend all variables, including the dependent variable, in a single paragraph for each variable. Also, state the expectations for each independent variable. These paragraphs should be in numerical order, i.e., dependent variable, X1, then X2, etc. In each paragraph, the following should be addressed:

How is the variable defined in the data source?

Which unit of measurement is used?

For the independent variables: why do the independent variables determine the dependent variable?

What sign is expected for the independent variable’s coefficient, positive or negative? Why?

6. Data Description: Describe the data and identify the data sources. From which general sources and from which specific tables are the data taken? Which year or years were the data collected.  Are there any data limitations?
7. Presentation and Interpretation of Results. Write the regression (prediction) equation:

Dep_Var = Intercept + c1 * Ind_Var_1 + c2 * Ind_Var_2 + c3 * Ind_Var_3

8. Identify and interpret the adjusted R2 (one paragraph). Define “adjusted R2,” what does the value of the adjusted R2 reveal about the model? If the adjusted R2 is low, how has the choice of independent variables created this result?
9. Identify and interpret the F-test (one paragraph). Using the p-value approach, is the null hypothesis for the F-test rejected or not rejected? Why or why not? Interpret the implications of these findings for the model.
10. Identify and interpret the t-tests for each of the coefficients (one separate paragraph for each variable, in numerical order): Are the signs of the coefficients as expected? If not, why not? For each of the coefficients, interpret the numerical value.  Using the p-value approach, is the null hypothesis for the t-test rejected or not rejected for each coefficient?  Why or why not?  Interpret the implications of these findings for the variable.  Identify the variable with the greatest significance.
11. Analyze multicollinearity of the independent variables (one paragraph); Generate the correlation matrix. Define multicollinearity. Are any of the independent variables highly correlated with each other?  If so, identify the variables and explain why they are correlated.  State the implications of multicollinearity (if found) for the model you have created for this analysis.
12. Other (not required): If any additional techniques for improving results are employed, discuss these at the end of the paper. As for grading, the inclusion of additional statistical methods will be rewarded appropriately.
13. Reference Page: Use the proper format to list the works cited and place the entire page in APA format 7th edition. Include at least 10 references from across the spectrum of possible reference sources (books, magazines, journals, periodicals, newspapers, videos, etc.)

General Paper Format:

Using headers and sub-headers to organize your paper accordingly.

Cover Page

Introduction

Background

Hypothesis

Variables

Data Set and Variable(s) Description

Analysis

Conclusions

Recommendations

Reference page

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Capstone Term Project Report

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Capstone Term Project Report

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Capstone Term Project Report

• Guarantee
  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. Capstone Term Project Report

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper

NR 500NP Chamberlain College Wk 6 Area of Interest Power Presentation

NR 500NP Area of Interest Power Presentation

Foundational Concepts & Applications (Chamberlain University)

NR 500NP Wk 6 Area of Interest Power Presentation Speaker Notes

Slide 1-Introdution

I am currently a master’s family nurse practitioner student at Chamberlain. Today, I will be exploring evidence-based practice and how it applies to nursing practice. I will provide an example of the conceptual model or diagram used to create the evidence-based practice.

Discussion of my practice track, the family nurse practitioner, will follow, addressing the rationale for obtaining this advanced degree. Also, I will be discussing specific concerns related to my area of interest and recommendations for a practice change. The problem statement in the report is the prevention of teenager depression and suicide. Furthermore, guidelines for enhancing patient outcomes, including internal and external factors, will be discussed. The National Organization of Nurse Practitioner Faculties (NONPF) sets the standards for the nurse practitioner core competencies. At least two NONPF competencies are relevant to the area of teenager depression and suicide. Lastly, the conclusion will be reflecting on the information provided today.

Slide 2-Importance of Evidence-based practice

• Evidence-based practice (EBP) collects, processing, and implements research judgments to promote better clinical trials, the work environment, or patient outcomes. It is meaningful because it aims to support the numerous beneficial care possible to enhance patient outcomes, patient safety, overall well-being, and quality of care (Schub et al.,2017). Patients require to acquire numerous adequate considerations based on the best possible evidence. EBP guarantees that clinical practice is based on reliable evidence and patients benefit as a result. Applying EBP also appears in more compatible clinical recommendations and practice crosswise the health service. Again, it strikes a purpose in securing that finite health resources are used intelligently, and that appropriate evidence is considered when decisions are made about supporting health services (Bushell, 2019). Evidence-based projects are advantageous because they form and enhance new nursing skills; they help find problem sources and assess new technologies. Evidence-based projects will stimulate the healthcare professional by requiring them to think about why methods are in place and why they are performed in such a With the evidence- based practice achieved in care, nursing becomes more effective and up-to-date with the newest improvements. Appropriating the EBP method to nursing practice encourages them to implement the extraordinary quality and most cost-efficient patient care desirable (Stevens, 2017).

Slide 3- Conceptual Model

The Advancing Research and Clinical Practice through Close Collaboration (ARCC) model was first imagined in 1999 by Melnyk as a mentorship structure to support advanced practice nurses in fulfilling the evidence-based practice (EBP) (Melynk et al., 2017). This model is used for organization use, based on cognitive-behavioral theory. It essentially addresses implementations of EBP and is most likely seen in massive organizations such as hospitals and community practices (Schaffer, 2013). The ARCC model benefits organizations as a whole. This model involves two levels: assessing the organization’s strengths and weaknesses in completing evidence-based practice and selecting evidence-based practice guides who would escort other nurses (Melynk et al., 2017). The most challenging features of this model are classifying EBP guides and encouraging their leadership and mentoring techniques. However, even if EBP mentors are not too skilled, their leadership and assistance will enable other nurses to use EBP.

Results of multiples research designate that EBP mentors, typically advanced practice nurses who struggle with a duration of care providers to execute evidence-based care, have remained a key policy in the ARCC model that has inspired positive clinical, healthcare, and patients outcomes (Melynk et al., 2017). This model presumes that development in nurses’ EBP beliefs results in advanced EBP implementation, improving nurses-related outcomes, such as nurses’ job satisfaction and group cohesion. The ARCC model could be used to explain a standard screening tool for depression in teenagers. This model would assist providers in generating the determination to start examining and screening for depression in teenagers. This would allow teenagers to get the appropriate diagnosis and mental health services needed.

Slide 4 Area of Interest:

Major depression is a well-known condition observed in the primary care environment, which generally directs to suicide. People with depressive illnesses bring out the majority of suicides. Untreated depression is a significant relevant portion to death by suicide, causing a teenager as much as 12 times more likely to attempt suicide (CDC,2019). Resembling 800,000 people die due to suicide every year (CDC, 2019). Depression and suicide is the next highest cause of death in 15 to 29 years old (Santhanam, 2019). Depression, anxiety, and suicidal ideations do not discriminate; they affect all races, genders, and backgrounds. However, suicidal behavior is more noticeable among black youth (Santhanam, 2019). In 2019 an approximated 1.9 million teenage were diagnosed with depression (CDC, 2019). The variation and emergence of these feelings lead to anxiety and depression, creating suffering on they handle and reflect on daily activities.

For example, when a student stops visiting classes or departs socially, it may be time to be involved. According to Santhanam (2019), patients who died by suicide were likewise to attend their primary care practitioner or provider than a psychiatrist. With that being said, the primary provider is in a unique position to recognize at-risk individuals and perhaps intervene. As an advanced nurse practitioner, we can be possible gatekeeps in suicide prevention efforts. Talking and asking about suicide ideations and depression may help the provider identify high-risk patients requiring urgent intervention. Amplifying trust with the patient is quintessential for them to be truthful and honest about their past and present circumstances, including risk factors and life stressors. Clinical judgment is required as well, and the clinician continually pays attention to detail (Santhanam, 2019). Comprehensive documentation and communication of more information are significant to ensure sufficient monitoring and patient safety.

Slide 5 Issue/Concern and recommendation for changes

Depression is a subject that most are not comfortable talking about. We must make sure we are doing what we can to screen them appropriately to identify any high-risk patients. People who have encountered domestic violence or abuse are at a significantly greater risk of undergoing a range of mental health conditions, including depression, tension, feelings of suicide. Researches reveal that relentless emotional abuse can be as crucial as physical abuse (Lusk et al., 2011).

Over time, both can give to low self-esteem and depression. For example, a patient of mine who present with a fall status post subarachnoid hemorrhage with the look on his face, nobody can tell he was in a toxic relationship, but after talking to him for a couple of days, he opened up and mentioned that he was depressed and did not want to go back home with his wife. The acute emotional effects of abuse and neglect-isolation, fear, and an inability to trust can result in lifelong outcomes. Emotionally and mentally, there is something larger going on; we as the

healthcare worker have to cut through and figure it out with the patient for their own best interest and safety. Many patients are often ashamed to admit they are suffering. Care should always be tailored to the patient, and we also must keep their values and religion in mind. Due to their faith, some patients are ashamed to ask for help or embarrassed to acknowledge suicidal thoughts or depression. Social media is a robust platform that contributes to an increase in bullying among teenagers. Teenagers are always connected to a source of their anxiety and depression, with less than 25% receiving evidenced-based treatment (Lusk et al., 2011). Creating Opportunity for Personal Empowerment (COPE) is a community based mental practice that provides treatment to depressed teenagers (Lusk et al., 2011). Teenagers who engaged in the 30-minute COPE routine explicated a reduction in anxiety and depression and increased self-concept and ability to handle negative emotions (Lusk et al., 2011). Along with a mental health program, school-aged children must receive mental screenings. Teenager mental health disorders are prevalent, yet they are inadequately addressed (O’Connor, 2016). Through early detection, a provider would select the appropriate services, referrals, and treatment to get children and teenagers on a path to recovery (O’Connor, 2016). Lastly, increasing access to mental providers is a necessary step in decreasing teenage depression. By increasing mental health providers available in schools, it gives it could help reduce depression and suicide rates (Santhanam, 2019). Being available in schools, it a vital lifeline, especially in low-income communities (Santhanam, 2019).

Slide 6 Factors influencing change

Depression and suicide can be a sensitive subject to discuss. Many patients are reluctant to seek help for their depression. The teenager can be a challenging time in life; however, it is imperative to teach teens the necessary tools to cope with life challenges (Lusk et al., 2011). Researchers suspect there are actually many different causes of depression and that it is not always preventable. Many teens struggle with the ability to discuss their day-to-day struggles. Some are fearful of repercussions, making situations worse, or discomfort discussing their feelings in unfamiliar settings. Stigma can pervade the lives of people with mental health problems in many different ways. According to Corrigan (2004), it diminishes self-esteem and robs people of social opportunities. This can include being denied opportunities such as employment or accommodation because of their illness. People might be reluctance to ask for help or to get treatment. According to Lusk & Melynk (2011), one of the most significant factors associated with the lack of mental health services was its stigma. In addition, while bullying can leave patient with physical bruises that will eventually heal, bullying can also result in long-term behavioral health issues. Depression that results from bullying can cause a wide range of symptioms and in extreme circumstances, bulling-induced depression can lead to suicide.

Another major factor that could influence teen depression is socioeconomic status and the lack of access to resources. Low-income neighborhoods often cannot afford to see a mental health provider as they are typically not even covered by insurance. The mental health providers that provide services to low-income neighborhoods are often spread too thin, and their ability to see everyone is strained (Santhanam, 2019). Other factors that contribute to teenage depression include increased stress and lack of sleep from the demands of their education and extracurricular activities. Negative peer pressure can also affect meantal health. It can decrease self-confidence and lead to poor academic performance, distancing from family and freiends or an increase in depression and anxiety. Some teenagers may not participate in sports and lack exercise with poor eating habits necessary for a healthy lifestyle. Healthcare providers may feel

reluctant to initiate this subject with the older adult to fear offending and damaging the provider- patient relationship. Suicide screening should also be mandatory; organization policies and procedures should support this outside of ED triage in all healthcare departments. The providers’ personal beliefs can affect decision making on “assuming” the patient feels safe or has no depression without asking the safety questions.

Slide 7 NONPF

The National Organization of Nurse Practitioner Faculties (NONPF) is a premier organization engaged exclusively in promoting high-quality nurse practitioners’ literacy. This organization has evolved from modest beginnings to a progressive organization for superiority in nurse practitioner’s education. It was created to guarantee that nurses obtain the knowledge, skills, and ability to practice autonomously as licensed practitioners (Chan et al.,2020). The use of ledership competency and policy competency is important in the area of teenage depression and suidice, by analyzing the most current evidence and resources to improve patient outcomes (NONPF,2017). Leadership competencies have been and will always be the most important competency. With leadership skills we can collaborated with the primary care providers, school counselors, psychiatric institutions if needed to make a change or difference in the patient ‘s life. Critical and relative thinking skills are important for leadership. The FNP needs to be able to get to the bottom of these issues for the patient and advocate for them if needed. This may include asking the parents, foster parents, or legal guardian to step out of the room if it is related to them. Another competency that’s important is policy competency. Policy competence is a set of skills and knowledge about the policymaking process that enable aperson to effectively act in a policymaking situation.

Policy competency deals with advocating in ethical ways to make sure each individual has the same equal, quality, and cost-effective care(National Organization of Nurse Practitioner Faculties, 2017). Understanding not only ethical but legal and social factors that influences these changes in policies(National Organization of Nurse Practitioner Faculties, 2017).

Helping to develop new health policies and understanding its implications to everyone effected locally and nationally(National Organization of Nurse Practitioner Faculties, 2017). Ensuring to provide the safest and healthiest practices available for the teenager depression and suidice, as Nurse Practitioners(National Organization of Nurse Practitioner Faculties, 2017).

Slide 8 Conclusion

As advanced practice nurses going into the family nurse practitioner track, we need to understand and apply evidence-based practice (EBP), so we can transform the care that we will be delivering into safe, efficient, and effective care. Using evidence-based practice allows us to standardize healthcare practices while reducing unreasonable variation in care. Evidence-based practice (EBP) improves patient outcomes and quality of care, creating a safer environment for patients and nurses. There are many models available to aid us in developing an evidence-based project to implement necessary change, but with the use of the ARCC model, EBP can be implemented and sustained by identifying barriers that need to be removed. ARCC is a tool that utilizes a mentor for nurses to develop confidence in the implementation and development of new nursing processes. By using a mentor in the ARCC model, practitioners can acquire the necessary competencies to improve the delivery and practice processes. EBP, NP core competencies, and utilization of the ARCC model are essential to developing early depression screenings among teenagers. By increasing the availability and knowledge of mental health services, there will be a decrease in teenage depression rates. As advanced practitioners, we face many challenges as we respond to our patients’ growing health needs and psychosocial complexity.

Increasingly, we will play a vital role in the screening, diagnosis, and treatment of depression. Depression in primary care thus must be managed like any other chronic disease. Depression and suicide in our elderly population is a public health concern and needs attention. More refined screening processes need to be utilized daily so that early recognition of risk factors, and warning signs can be addressed. We can reduce the incidence of suicide in this vulnerable population.

Reflection:

As I consider my NP practice position, I feel that it is essential to enforce the EBP. The best practice given is focused on the EBP and the analysis done to find the best possible solution to the problem. I want to use the best evidence practice offering the best possible treatment for my patients. I am hoping to introduce EBP as much as I can and in any situation I can. I want the best for my patients, the best for my practice. I also expect to engage in evidence-based initiatives to continue to grow on the evidence-based approach that we have. I want to work to make our future professional practice perfect.

Community is one of the obstacles I see when it comes to adopting evidence-based practices. I respect all cultures, as I know they have justification and conviction to do what they do. No matter how much evidence-based research we have on the subject, if it goes against those cultures, it doesn’t matter because there’s no way individuals can go against their culture based on the evidence we’ve collected. As nurse practitioners, the most we can do in these cases is inform our patients about the dangers and benefits of those situations.

List of Possible Topics

Note: The purpose of the MSN project proposal is to translate evidence currently found in the literature into practice within the chosen specialty track. Due to the research complexity, time involvement,  and implications regarding human subjects, drug studies are not acceptable areas of interest for a MSN project. NR 500NP Area of Interest Power Presentation

FNP                                                                                                                 

• Best evidence available about a topic (i.e. frequency of mammography)
• Screening recommendations (i.e. PSA for prostate cancer)
• Information about a healthcare-related phenomenon (i.e. when to talk to a person about ending treatment for a terminal illness, non-compliance of diet for individuals with congestive heart failure)
• Vaccinations for adults and/or children
• Early assessment for health-related concerns (i.e. depression in teenagers; suicide prevention for the elderly)
• Life style changes (i.e. smoking cessation, increasing activity in teenagers)
• Relationship between events or health concerns (i.e. relationship between dementia and caffeine
• Selection on an intervention (i.e. use of small group theory to lessen anxiety)
• Symptom management (i.e. pain, vomiting)

NR 500NP Chamberlain College Wk 6 Area of Interest Power Presentation

For this presentation, select an area of nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic and to find research support for the practice change you are recommending.  You may use a topic from the list at the link below or may investigate a topic of your choice as long as it pertains to NP practice. If you are unsure of your topic, please reach out to your instructor. Be sure to provide speaker’s notes for all slides except the title and reference slides. 

List of Possible Topics (Links to an external site.)

Creating a Professional Presentation (Links to an external site.)

Create an 8-12 slide PowerPoint Presentation that includes the following:

• Introduction: slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
• Evidence-based projects: slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson).
• Conceptual Model: slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson).
• Area of Interest: identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson).
• Issue/concern and recommendation for change: slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson).
• Factors Influencing Change: slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas.
• NONPF Competencies: slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson).
• Conclusion: slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.

Part Two

Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.

• As you contemplate your future NP practice, how do you view your role in the implementation of EBP?
• What thoughts do you have about how you will engage in scholarship in your NP role?
• What are some barriers you see to implementing evidence-based practice?

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NR 500NP Area of Interest Power Presentation Chamberlain College Wk 6 Area of Interest Power Presentation

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. NR 500NP Area of Interest Power Presentation

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NR500NP Wk 6 Area of Interest

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NR500NP Chamberlain College Wk 6 Area of Interest Power Presentation

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NR 500NP Area of Interest Power Presentation –  Chamberlain College Wk 6 Area of Interest Power Presentation

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NR500NP Wk 6 Area of Interest

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NR 500NP Area of Interest Power Presentation -n  Chamberlain College Wk 6 Area of Interest Power Presentation

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• On-time delivery
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• NR 500NP Area of Interest Power Presentation

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• NR 500NP Area of Interest Power Presentation

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. NR 500NP Area of Interest Power Presentation

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MS in Nursing: Leadership in Healthcare Systems Emphasis

MS in Nursing: Leadership in Healthcare Systems Emphasis

Offered By: College of Nursing and Health Care Professions

Family Genogram Project Assignment Instructions

Family Genogram Project Assignment

Overview

The genogram resembles a family tree; however, it includes additional relationships among individuals. The structure of a genogram is by and large determined by the imagination and creativity of its author. Some of the most common features on a genogram are information related to the number of families, children in a given family, and the birth order of the family members—including the number of births and deaths. This instrument facilitates the practitioner and his client’s identification of an understanding of patterns in family history. The genogram also does a better job than a pedigree chart in mapping out relationships and traits. For this assignment you will create a genogram of at least 2 generations of a fictional family system to identify patterns, relationship characteristics, family strengths, etc.

Instructions

After completing the Learn items for the Module: Week, read a well-known novel, biography, or watch a film (e.g., The Prince of Tides or The Great Santini by Pat Conroy, The Mambo Kings Play Songs of Love by Oscar Hijuelos, or Dreaming of Cuba by Christina Garcia, Jazz or The Bluest Eye, Beloved, or Song of Solomon by Toni Morrison, Atonement by Ian McEwan, Pride and Prejudice by Jane Austen), and prepare a genogram of the protagonist’s family. 

Upload the completed genogram that emphasizes the relationship patterns (e.g., triangles and cutoffs) across generations. Discuss how the family of origin and the protagonist’s degree of successful differentiation (or resolution of reactivity to the family) shaped the protagonist’s life and other people in contact with him or her.

Part I (GenoPro Genogram Software)

Please see the Family Genogram Project Assignment page under the Family Genogram Project Resources for a link to download the GenoPro software program. You do not need to purchase the software. If you have an Apple brand computer please read the supplemental material for those with a MacBook.

Index Person: In constructing the genogram, identify the “index person” and complete the genogram on the family you chose.

Focus: The focus of this genogram will be on family strengths and resilience, family patterns, rules or ways of being, and the overall health of the family. Of course, you should also address any issues and concerns that may be discovered; however, do not make the genogram problem-focused, even though this is typically how it is used in counseling.

Construction: Two preceding generations—that is, the genogram must include the index person, his/her parents, and his/her grandparents (three generations, in all). It would also be imperative that, in the event of the index person being involved in a marital or significant relationship, mention must be made of the significant other involved, including their immediate family such as their parents, siblings, and children. In the case where the index person is either a parent or a grand-parent, his/her children must be included in the genogram.

• Use the symbols as illustrated within the GenoPro software to indicate the nature of many of the relationships among family members. Be sure to indicate the index person by drawing a double circle or double square around the person. Do not forget to include the current date on your genogram.
• Use the relationship lines to indicate significant relationships within the family system. Do not use the “normal” line provided by GenoPro. This only crowds the graphic and makes it difficult to read.
• Include a legend at the bottom right corner of the genogram document. The legend must only include items represented on the genogram.
• In order to make it easy to understand, ensure that there are notes on the genogram graphic regarding people, family events, etc., in their appropriate places (for example, on the side of a relevant person or generation). It would also be a good idea to include labels (a word or two will do) about each family member’s strengths—especially those that are either known by the index person or have a relevant connection to them.
• GenoPro gives you the freedom you need to manipulate your genogram to allow enhanced viewing on a computer system. You can shorten or lengthen lines, move entire family units around to maximize space, and more. Your objective is to work with the graph to create a genogram that is easy to view and can be understood at a glance.

Analysis: Once you have completed the genogram, you will need to interpret the family map. Analyze the genogram and who the index person is in the context of the family based on race/ethnicity, culture, class, gender, spiritual tradition, family life cycle, etc.

Part II (Microsoft Word document)

Written Narrative: After analyzing the genogram graphic following the guidelines above, state your interpretation of the index person in clear terms. Do this by writing a paper that describes the contributions that religion, gender, race, culture, etc., and the index person’s unique family history have made to their personal identity. Do not forget to demonstrate your understanding of key concepts learned in this course. Apart from the quality of your written work, you will also be graded on your ability to widely, deeply, and accurately analyze and utilize theoretical concepts in describing the family’s interactional process.

This paper should be between 4-6 pages of content. You will not need an abstract; however, you will need a cover page. A reference page must be provided if you use citations and you should use citations.

The following outline must be used for your paper, using current APA format:

1. Briefly introduce the family. Discuss the sociopolitical, cultural, economic, spiritual, etc. issues in your family. Do not spend a lot of time describing demographic details that can be observed on the genogram. (no more than one page)
2. Using the data gathered and the analyses you have made based upon the genogram and other resources, address the following questions (3-5 pages):
3. What do you understand about the index person within the context of this multigenerational family?
4. How do the cultural, historical, and personal characteristic aspects of the information impact your understanding of the index person?
5. If at all, what are the family lifecycle-related issues in the past or present that have influenced the family and/or interface with question D?
6. What intergenerational dynamics, patterns and/or themes that you have identified influence the current family? Please open the “Introduction to the Genogram” link in the Family Genogram Project Assignment description, scroll to “Interpreting Genograms,” and then draw a conclusion about your analysis.
7. What areas does the person need to work on in order to become a better spouse, parent, counselor
8. What family roles do you see demonstrated? (please see the family roles article for more details)
9. Make sure to include a conclusion that synthesizes the picture of the family and articulates three areas of growth for this family.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Family Genogram Project Grading Rubric | HSMF601_B01_202340

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Family Genogram Project Assignment

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Family Genogram Project Assignment

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

• Guarantee
  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions
• Family Genogram Project Assignment

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper

Scholarship and evidence base practice

Scholarship and evidence base practice