Comprehensive Assessment Part One:Matrix Assessment
Description
Details:
The DNP comprehensive assessment provides learners the opportunity to demonstrate their achievement of core and specialty DNP competencies. It is also an appraisal of learners ability to integrate and synthesize knowledge within the context of their scholarly and practice interests and their readiness to complete the DPI project. The two-part comprehensive assessment includes evaluation of work completed throughout the program and a final synthesis and self-reflection demonstrating achievement of programmatic outcomes. In Part One of the assessment, learners are required to collect and review coursework deliverables and practice immersion hours completed in the program thus far. In Part Two, learners will be required to synthesize and reflect on their learning and prioritize work for their DPI project.
General Requirements:
Use the following information to ensure successful completion of the assignment:
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- You are not required to submit this assignment to Turnitin.
Directions:
To complete Part One of the DNP Comprehensive Assessment:
Use the “Comprehensive Assessment Part One: Competency Matrix” to collect evidence from your completed program coursework to demonstrate how you have met selected competencies of the DNP program. Coursework to review includes:
Programmatic Coursework:
- Reflective Journals
- Case Reports
- Scholarly Activities (DNP 810, DNP-820, DNP-830, and DNP-840)
- 10 Strategic Points (DNP-820)
- DPI Project Draft Prospectus (DNP-830)
- Literature Review (DNP-830)
- Course-based assignments from prior courses (DNP-805 through DNP-840) eligible for Practice Immersion Hours.
As you complete the matrix, be sure to select key, specific evidence from your coursework and briefly summarize (no more than 1-2 sentences) how selected assignments demonstrate your achievement of program competencies. As you review your work, take time to review your instructor feedback regarding areas that may have been weak or lacking, or where points were not fully addressed or supported in your submission. You will need this information for a discussion question in Topic 4.
Your completed matrix will provide you with a “road map” to focus and direct you in the completion of Comprehensive Assessment Part Two. Before you begin Part Two, take time to note any “blank spaces” in the matrix; these spaces indicate competencies left unmet by your coursework to-date. You will need this information for a discussion question in Topic 4 as well.
Rubrics
Comprehensive Assessment Part One: Competency Matrix
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1 |
2 |
3 |
4 |
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80.0 %Content |
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80.0 %Explanation of How Selected Coursework Meets DNP Program Competencies |
No submission. |
Explanation of how selected coursework meets DNP program competencies is inadequate. Content and/or length are insufficient to evaluate if competencies were met. |
Explanation of how selected coursework meets DNP program competencies is marginal. Submission includes minimal evidence of the required outcome criteria. Support is vague or incomplete. |
Explanation of how selected coursework meets DNP program competencies is comprehensive and thorough. Supporting evidence is insightful and provides specific examples with relevance. Level of detail is appropriate. |
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15.0 %Technical Skill |
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15.0 %Technical Skill |
No submission. |
Submission is sloppy and unprofessional. |
Submission needs improvement. |
Submission is flawless. Demonstrates an in-depth, high-level of understanding. |
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5.0 %Mechanics of Writing |
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5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
No submission. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. |
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. |
Writer is clearly in command of standard, written, academic English. |
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100 %Total Weightage  Having Trouble Meeting Your Deadline?Get your assignment on Comprehensive Assessment Part One:Matrix Assessment completed on time. avoid delay and – ORDER NOW |
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References:
Nursing Standards
Nursing and Midwifery Board of Australia. (2018). Code of conduct for midwives. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx
Clinical Guidelines
Guideline Adaption Committee. (2016). Clinical practice guidelines and principles of care for people with dementia. NHMRC Partnership Centre for Dealing with Cognitive and Related Function Decline in Older People. https://cdpc.sydney.edu.au/wp-content/uploads/2019/06/CDPC-Dementia-Guidelines_WEB.pdf
Living Guideline
Stroke Foundation. (2022). Australian and New Zealand living clinical guidelines for stroke management – chapter 1 of 8: Pre-hospital care. https://app.magicapp.org/#/guideline/NnV76E
Evidence-based practice
BMJ Best Practice
Goldfarb, S., & Josephson, M. (2020). Cystic fibrosis. BMJ Best Practice. https://bestpractice.bmj.com/
Schub, T., & Cabrera, G. (2018). Bites: Head lice [Evidence-based care sheet]. Cinahl Information Systems. https://www.ebscohost.com
Beyea, S. C., & Slattery, M. J. (2006). Evidence-based practice in nursing: A guide to successful implementation. http://www.hcmarketplace.com/supplemental/3737_browse.pdf
JBI: Evidence summary
Swe, K. K. (2022). Blood glucose levels: Self-monitoring [Evidence summary]. JBI EBP Database. https://jbi.global
JBI: Best practice information sheet
Bellman, S. (2022). Experiences of living with juvenile idiopathic arthritis [Best practice information sheet]. JBI EBP Database, 24(1), 1-4.
Cochrane Database of Systematic Reviews
Srijithesh, P. R., Aghoram, R., Goel, A., & Dhanya, J. (2019). Positional therapy for obstructive sleep apnoea. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD010990.pub2
Drug Information
Codeine. (2023, January). In Australian medicines handbook. Retrieved February 2, 2023, from https://amhonline.amh.net.au
Colorado State University. (2011). Why assign WID tasks? http://wac.colostate.edu/intro/com6a1.cfm
Dartmouth Writing Program. (2005). Writing in the social sciences. http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml
Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? [Abstract]. Online Journal of Issues in Nursing, 13(1). http://ojin.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/StandardizedNursingLanguage.html
Wagner, D. (n.d.). Why writing matters in nursing. https://www.svsu.edu/nursing/programs/bsn/programrequirements/whywritingmatters/
Writing in nursing: Examples. (n.d.). http://www.technorhetoric.net/7.2/sectionone/inman/examples.html
Perth Children’s Hospital. (2022, April). Appendicitis [Emergency Department Guidelines]. Child and Adolescent Health Service. https://www.pch.health.wa.gov.au/For-health-professionals/Emergency-Department-Guidelines/Appendicitis
Department of Health. (n.d.). Who is being active in Western Australia? https://ww2.health.wa.gov.au/Articles/U_Z/Who-is-being-active-in-Western-Australia
Donaldson, L. (Ed.). (2017, May 1). Healthier, fairer, safer: The global health journey 2007-2017. World Health Organisation. https://www.who.int/publications/i/item/9789241512367
NCBI Bookshelf
Rodriguez Ziccardi, M., Goyal, G., & Maani, C. V. (2020, August 10). Atrial flutter. In Statpearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK540985/
Royal Perth Hospital. (2016). Procedural management: Pre and post (24-48 hours) NPS. Canvas. https://courses.ecu.edu.au
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