NUR 550 Benchmark -Evidence-Based Practice Project Literature Review

NUR 550 Benchmark -Evidence-Based Practice Project Literature Review

NUR 550 Benchmark -Evidence-Based Practice Project Literature Review

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 550 Benchmark -Evidence-Based Practice Project Literature Review

Benchmark-Evidence-Based Practice Project: Literature Review

Childhood obesity is a public health concern that requires effective interventions to prevent long-term condition and its associated morbidities and even mortality. Obesity is a patient safety issue that implores providers and other stakeholders to develop evidence-based practice (EBP) interventions to address the problem. Childhood obesity increases one’s susceptibility to suffering from the condition in adulthood. The comorbidities associated with obesity like hypertension, heart disease, diabetes, and different types of cancer require efforts to increase physical exercise, better nutrition, and health education as well as school-based programs that target those at risk for the condition. The essence of this literature review is to compare articles that support the evidence-based project founded on the developed PICOT concerning childhood obesity. The review synthesizes the articles and states the search methods for the selected articles.

PICOT Statement

Primary health interventions are important in helping health populations deal with obesity, especially among children. The use of health education on healthy diet and physical activities can help reduce the increased prevalence of obesity in school-aged children. Health education ensures that children, their parents, and even teachers, inculcate primary health interventions focused on nutritious foods, and increased physical activities as opposed to passive leisure like watching television and playing video games.

PICOT Question for the EBP Project

In school-aged children (P), does the provision of health education on healthy diet and physical activities (I) compared to standard practices or care (C), reduce the prevalence of obesity (O) within four months (T)?

Search Methods

When looking for articles that support a specific EBP project, appropriate strategies are required. These are terms and words that are associated with the topic that one wishes to investigate in order to generate evidence-based interventions that can be applied to specific situations. In this case, I used a variety of related approaches to find articles that support the EBP project. I began by consulting libraries and databases such as Cochrane, PubMed, and CINHAL, as well as Google Scholar. Second, I used phrases like “peer reviewed articles,” “childhood obesity,” and “obesity health education interventions.” Third, I looked for articles that were published within the last five years to ensure they were relevant to the topic of interest. Through these methods, I obtained articles for use in the “Literature Evaluation Table,” which I selected.

Also Check Out: NUR 550 Topic 2 Assignment: Epidemiology, Biostatistics, Genetics, and Genomics

Article 1

The first article is by Bleich et al. (2018) which is a systematic review about interventions aimed at preventing the prevalence of obesity and overweight among children across the world. Using a sample of 56 studies on the topic, the authors synthesizes evidence on prevention strategies in school, community and home settings. The findings show that a combination of diet and physical activities’ interventions can reduce obesity among children. The article recommends physical activity, dietary changes, school-based and home-based programs to reduce and prevent obesity and overweight among children. The article supports the proposed EBP project as it shows the efficacy and effectiveness of the proposed interventions as depicted by the PICOT question and statement.

Article 2

The second article is by Dupart et al. (2019) who focus on implementation of nurse-led and teacher assisted healthy weight program among adolescents to enhance health behaviors in school environment. The authors assert that overweight and obese adolescents have increased vulnerability to future health issues. Based on a sample size of 15 students in a small school in Durham, North Carolina, the quantitative study shows that implementation of the program led to a reduction in the body mass index (BMI) of the participants. The cost-effective interventions on the program include exercise combined with education, healthy eating and getting feedback from the participants. The authors noted that such programs are sustainable and can be initiated in different settings like schools and even at home to enhance positive outcomes. The article supports the EBP project as it shows that effective interventions at both school and home can lead to a reduction in rates of obesity and overweight among adolescents.

Article 3

The following study by Fernandez-Ruiz et al. (2021) looked at the effectiveness of a multidisciplinary program that included healthy eating, cognitive-behavioral therapy, exercise, and health education to help obese and overweight children lose weight and improve metabolic parameters. The randomized controlled clinical trial included 108 participants aged 6 to 12 years who were divided into experimental and control groups. The results show that the intervention group outperformed the control group in terms of BMI reduction and biochemical changes, which included low cholesterol levels and hyperglycemia. The article is critical to the EBP project because it demonstrates that weight-loss interventions are effective among the target population.

Article 4

The fourth article by Gori et al. (2017) focuses on the effectiveness of educational and lifestyle interventions aimed at preventing obesity among children. The authors conducted systematic and meta analyses of both randomized and non-randomized controlled trials to understand the significance of such interventions. The authors findings and recommendations advance the need for implementation of combined interventions aimed at diet and physical activities. The article supports the PICOT as it shows that the interventions are effective in preventing obesity.

Article 5

The fifth article by Ibrahim et al. (2020) explored the effectiveness of nurse-led lifestyle strategy to help patents with metabolic syndrome. Using a sample of 160 participants, the quantitative study shows that nurse-initiated interventions to reduce metabolic syndrome are effective. The article supports the EBP as it shows that provider-led interventions are essential in tackling metabolic syndrome among obese and overweight children.

Article 6

The sixth article is by Li et al. (2019) and focused on the use of a model by Chinese education institutions to reduce obesity among primary school children through physical activity and dietary behavior changes. Using a sample of 1641 children, the results indicate that these interventions are effective in reducing BMI and encouraging the consumption of health foods, and regular physical activities. The article supports the PICOT as it demonstrates that these interventions work in different populations across the world.

Article 7

The seventh article by Meydanlioglu et al. (2018) explores the impact of nurse-initiated and led diet and physical activity program to attain behavioral changes among children on diet and physical activities. Using a quasi-experimental study design with a sample of 114 students from two schools, the article shows that these interventions have a positive outcome in enhancing dietary and physical activity conduct of the children. The article shows that behavioral change interventions are essential in implementing physical activity and healthy diet programs in schools.

Article 8

The article by Narzisi and Simons (2021) explores interventions focuses on reducing or preventing childhood obesity. Using a quasi-experimental design with a sample of 114 participants comprising of intervention and control groups, the authors’ findings show that healthy diet and physical activities can help children reduce obesity and overweight prevalence. The article supports the PICOT as it recommends the implementation of these interventions to reduce and prevent occurrence of childhood obesity and overweight.

Comparison of the Articles

The eight articles agree that stakeholders, especially parents, teachers, and nurses, have critical roles to play in behavioral modifications aimed at promoting healthy diets, and physical activity among children to reduce and prevent obesity. The majority of the articles are systematic reviews that use researched evidence to show the effects of having the proposed interventions for the target population. The articles agree that a combination of the interventions is critical in attainment of positive outcomes to reduce the problem of obesity that is a public health concern. These article are categorical that at various levels, the integration of combined approaches to the issue can assist in ensuring that the available options work in favor of children, parents, teachers, and healthcare providers, especially nurses.

The common and main themes that emanate from the articles include the use of healthy diets, physical activity’s promotion and behavioral changes that help stakeholders to develop evidence-based practice mechanisms to tackle childhood obesity. The article by Narzisi and Simons (2021) places emphasis on having a collaborative approach to the issue and ensuring that children understand the effects of these interventions in different settings for effective outcomes. A majority of the articles identify their limitations that include limited resources and time to have more participants. None of the articles addresses any controversies. However, each article makes an effective conclusion that advances the need for implementation of a combination of the suggested approaches to tackle the problem of obesity in children.

Suggestions for Future Research

The analysis of these articles shows that most have addressed fundamental aspects related to the proposed intervention in the PICOT question of the propose EBP project. The articles capture the importance of instituting programs that can run both at home and in school to ensure that children have better ways to reduce and prevent the occurrence of obesity. The articles also make fundamental recommendations like assessment of the different interventions based on the unique needs of each child and even their communities. Therefore, a research gap that requires further investigation is customization of these recommendations based on cultural and socioeconomic features that impact children from diverse backgrounds. More studies will be essential in understanding the impact of these interventions in low-income households and communities that may not have the ability to have healthy meals and diets and even enough facilities and resources for physical activity.

Conclusion

Childhood obesity remains a public health issue that affects millions of children across the United States and in the world. The more children become obese or overweight, the increased susceptibility to experience obesity in adulthood with accompanied complications. Preventive strategies alongside approaches to address the current situation are essential as demonstrated by the focus of this EBP proposed project. The interventions illustrated in the reviewed articles are essential in assisting the formulation of approaches that can be applied across various settings and communities to mitigate the prevalence of child-related obesity and overweight.

 

Description:

The purpose of this assignment is to write a review of the research articles you evaluated in your Topic 5
“Evidence-Based Practice Project: Evaluation of Literature” assignment. If you have been directed by your instructor to select different articles in order to meet the requirements for a literature review or to better support your evidence-based practice project proposal, complete this step prior to writing your review.

A literature review provides a concise comparison of the literature for the reader and explains how the research demonstrates support for your PICOT. You will use the literature review in this assignment in NUR-590, during which you will write a final paper detailing your evidence-based practice project proposal.

In a paper of 1,250-1,500, select eight of the ten articles you evaluated that demonstrate clear support for your evidence-based practice and complete the following for each article:

  1. Introduction – Describe the clinical issue or problem you are addressing. Present your PICOT statement.
    2. Search methods – Describe your search strategy and the criteria that you used in choosing and searching for your articles.
    3. Synthesis of the literature – For each article, write a paragraph discussing the main components (subjects, methods, key findings) and provide rationale for how the article supports your PICOT.
    4. Comparison of articles – Compare the articles (similarities and differences, themes, methods, conclusions, limitations, controversies).
    5. Suggestions for future research: Based on your analysis of the literature, discuss identified gaps and which areas require further research.
    6. Conclusion – Provide a summary statement of what you found in the literature.
    7. Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Re: Topic 7 DQ 2

According to Eyler, Et. Al. (2016) by changing public policies we can effectively affect public health. I chose the current policies related to the public health achievement of motor vehicle safety (Eyler, Et. Al, 2016). By looking at the related public strategies to achieve this by requiring safety belts and child safety seats; requiring motorcycle helmets; and programs for decreased drinking and driving (Eyler, Et. Al, 2016).

So, our goal with the population is to make it safer to do one of the most dangerous things that you can do, driving. Let’s start with why to wear a seatbelt as an adult. Millions of adults admit to not wearing a seatbelt, in 2016 almost half of the people who died in a car accident were not wearing a seat belt, motor vehicle accidents are the leading cause of death among Americans aged 1-54, ejection from a vehicle makes it 20x more likely to end in a fatality (Kailee Mills Foundation, 2020). Now on to why we should put our children into safety seats until they properly fit a seat belt. Car accidents are the leading cause of death in children in the US, by just putting a child into a proper safety seat it reduces serious and fatal injuries by up to 80% (Child Passenger Safety, n.d.). If a person riding a motorcycle decides to wear a helmet while riding their risk of head injury is reduced by 69% and risk for death by 42% (Kennedy, 2020). Also riders are twice as likely to have a cervical spine injury when not wearing a helmet (Kennedy, 2020).

Eyler, A. A., & Brownson, R. (2016, January). The Power of Policy to Improve Health. Oxford Medicine Online. https://oxfordmedicine.com/view/10.1093/med/9780190224653.001.0001/med-9780190224653-chapter-1

Kailee Mills Foundation. (2020, September 15). Seat Belt Safety | Kailee Mills Foundation | Texas Charityhttps://www.kaileemillsfoundation.org/seat-belt-safety/?gclid=Cj0KCQjw6ZOIBhDdARIsAMf8YyENuWKlTbxcL2ZHAfGPREQitnwA6B9999Gkll27nMWRi6VBf8NDvtMaAmD7EALw_wcB

Child Passenger Safety | Motor Vehicle Safety | CDC Injury Center. (n.d.). CDC.Gov. Retrieved August 1, 2021, from https://www.cdc.gov/transportationsafety/child_passenger_safety/index.html

Kennedy, A. (2020, February 18). Motorcycle Helmets. Advocates for Highway and Auto Safety. https://saferoads.org/issues/motorcycle-helmets/#:%7E:text=Motorcycle%20helmets%20reduce%20the%20risk,disability%20in%20America%20%E2%80%94%20head%20injuries.

 

RESPOND HERE (150 WORDS, 2 REFERENCES)

Hello Sarah,

I do agree with you that motor vehicle safety is an issue of concern and the policy formulation should be tailored towards enhancing a safer environment for drivers and other road users. The congress has been actively involved in enacting bills on vehicle safety legislation together with the department of transportation (DOT). The National Highway Traffic Safety Administration (NHTSA) which has been in existence for almost half a century is mandated to carry out regulatory actions especially on passenger cars (Motor Vehicle Safety: Issues for Congress, n.d.). Some of the safety action policies include seat belt warning systems for the back seats of passenger cars and periodic reauthorization of the surface transportation programs under the Fixing America’s Surface Transportation (FAST) Act. Policies regulating the highway safety are set up by both the state and federal governments (Hughes et al., 2019). The states policies work to regulate drivers and vehicle licensing, build and maintain highways and formulate and enforce traffic rules while the federal government has a responsibility of regulating the motor vehicles designs (Motor Vehicle Safety: Issues for Congress, n.d.).

References

Motor Vehicle Safety: Issues for Congress. (n.d.). Retrieved August 2, 2021, from https://fas.org/sgp/crs/misc/R46398.pdf

Hughes, B. P., Falkmer, T., Anund, A., & Black, M. H. (2019). The relevance of U.S. Strategic Highway Safety Plans in a future context. PLOS ONE, 14(10), e0223646. https://doi.org/10.1371/journal.pone.0223646

 

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 550 Benchmark -Evidence-Based Practice Project Literature Review

 

Description:

Read “Health Policy and Health Services Delivery,” by Tullai-McGuinness and Reimer, from Encyclopedia of Nursing Research(2017).

The Untapped Potential of the Nurse Practitioner Workforce in Reducing Health Disparities

NUR 550 Benchmark -Evidence-Based Practice Project Literature Review
NUR 550 Benchmark -Evidence-Based Practice Project Literature Review

Description:

Read “The Untapped Potential of the Nurse Practitioner Workforce in Reducing Health Disparities,” by Poghsyan and Carthon, from Policy, Politics, and Nursing Practice (2017).

How to Write a Literature Review in 30 Minutes or Less

Description:

View “How to Write a Literature Review in 30 Minutes or Less,” by Taylor, located on YouTube (2017).

Tasks

Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O500 Benchmark – Part B: Literature Review 250.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Content 70.0%
Introduction 5.0% An introduction is not included. An introduction is present, but it lacks detail or is incomplete. An introduction is present. An introduction is clearly provided and well developed. A comprehensive introduction is thoroughly developed with supporting details.

Methods 15.0% A discussion of methods, including criteria used to select the articles, is not included. A discussion of methods, including criteria used to select the articles, is present, but it lacks detail or is incomplete. A discussion of methods, including criteria used to select the articles, is present. A discussion of methods, including criteria used to select the articles, is clearly provided and well developed. A comprehensive discussion of methods, including criteria used to select the articles, is thoroughly developed with supporting details.

Literature Synthesis, Part A 15.0% A discussion of the main components of each article, including subjects, methods, key findings, and rationale for how the article supports the PICOT statement, is not included. A discussion of the main components of each article, including subjects, methods, key findings, and rationale for how the article supports the PICOT statement, is present, but it lacks detail or is incomplete. A discussion of the main components of each article, including subjects, methods, key findings, and rationale for how the article supports the PICOT statement, is present. A discussion of the main components of each article, including subjects, methods, key findings, and rationale for how the article supports the PICOT statement, is clearly provided and well developed. A comprehensive discussion of the main components of each article, including subjects, methods, key findings, and rationale for how the article supports the PICOT statement, is thoroughly developed with supporting details.

Literature Synthesis, Part B 15.0% A discussion of the limitations, controversies, similarities, and differences of the studies is not included. A discussion of the limitations, controversies, similarities, and differences of the studies is present, but it lacks detail or is incomplete. A discussion of the limitations, controversies, similarities, and differences of the studies is present. A discussion of the limitations, controversies, similarities, and differences of the studies is clearly provided and well developed. A comprehensive discussion of the limitations, controversies, similarities, and differences of the studies is thoroughly developed with supporting details.

Areas of Further Study (C3.2) 15.0% An analysis of evidence in the articles to identify what is known, unknown, and needed for further study is not included. An analysis of evidence in the articles to identify what is known, unknown, and needed for further study is present, but it lacks detail or is incomplete. An analysis of evidence in the articles to identify what is known, unknown, and needed for further study is present. An analysis of evidence in the articles to identify what is known, unknown, and needed for further study is clearly provided and well developed. A comprehensive analysis of evidence in the articles to identify what is known, unknown, and needed for further study is thoroughly developed with supporting details.

Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

Organization and Effectiveness 20.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.

Format 10.0%
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric