The terms “power” and “privilege” are frequently heard in today’s social and political discourse, but what do these terms actually mean in the context of one’s social identity? Having power and privilege means that you have benefited from unearned advantages as a result of being a member of a particular dominant group in society. Each person has many social identities, some that may be part of dominant groups and others that may be part of non-dominant groups. Non-dominant groups are more likely to experience discrimination, disenfranchisement, and oppression.

One of the most important goals of developing cultural humility is to address power imbalances. In order to do so, you must first be aware of the power and privilege in your own life. Gaining this awareness is no easy task. When you acknowledge that you have power and privilege, you might feel defensive or experience anxiety, guilt, or disorientation about your sense of self. On the other hand, when you are reminded that you are a member of a non-dominant group, you may experience anger, sadness, or grief. Keep in mind that it is normal to experience these feelings and that acknowledging your own power and privilege (or lack thereof) is an important step in addressing social justice issues.

For this Journal, you will complete the Power Flower exercise, which will help you determine the degree to which your social identities afford you power and privilege. You will also consider how your level of power and privilege affects your perceptions, experiences, and decision-making processes. 

To Prepare

• Review the Learning Resources on power and privilege.
• Review the “Power Flower” article and complete the Power Flower exercise. Reflect on how your social identities affect your level of power and privilege. Then, think about how your level of power and privilege affects how you perceive and experience the world and influences how you make decisions. 

Submit a 2- to 3-page journal entry, along with your completed Power Flower diagram, that addresses the following:

• Identify your social identities. Explain how your social identities affect your level of power and privilege.
• Explain how your level of power and privilege affects how you perceive and experience the world. Use at least three specific examples to support your explanation.
• Explain how your level of power and privilege may have influenced your ethical decision-making in this week’s Discussion. Be specific. 
• Please follow the link bellow for the coursework.

http://lgbtq2stoolkit.learningcommunity.ca/training/power-flower/ 

Research studies often compare variables, conditions, times, and/or groups of participants to evaluate relationships between variables or differences between groups or times. For example, if researchers are interested in knowing whether an intervention produces change in the desired direction, they will want to know whether the change is due to chance (statistical significance) or possibly due to the intervention. In this case, researchers could use a pre and post measurement of the same participants on the condition being treated, or they could compare a group of individuals who receive the intervention to a group that does not receive the intervention. Researchers could also compare two groups of individuals who receive different interventions. The rigor of the research design helps control for other factors that might account for the changes (e.g., time, conditions, group differences in other factors, etc.). To prepare for this Discussion, consider the concept of statistical significance.

By Day 5

Post your explanation of how the difference between statistical significance and the true importance (clinical significance) of the relationship between variables or the degree of difference between groups affect your practice decision making. Be sure to include an explanation of what statistical significance means. Include an example from a quantitative study that found statistically significant differences. Discuss whether the results of the study would—or should—influence your practice as a social worker. Please use the resources to support your answer.

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.

Introduction

In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects.  As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.

In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
  • Clearly describe the people who will be involved in and affected by a project.
  • Clearly describe an overview of all aspects of a project plan.
  • Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
  • Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
  • Clearly describe the outcome measures related to a project plan.
  • Clearly describe the data collection procedures related to a project plan.
  • Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
  • Synthesize scholarly, authoritative evidence supporting each part of the project charter.
• Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
  • Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
  • Correctly reference and cite scholarly and/or authoritative sources.

Preparation

To successfully prepare for this assessment, you will need to:

• Ensure that your project aligns with your practicum site expectations and the DNP expectations for doctoral projects.
  • Consult this resource for guidance: Acceptable vs. Unacceptable SoNHS DNP Projects [PDF].
  • Definition of Research.
• Conduct a comprehensive review of the literature to gather data that will support your identified need, intervention, and assessment “instrument(s)”:
  • Focus your research on current resources available through peer-reviewed articles and professional and government websites. Current means less than five years old. 
  • Use these research guides for help in identifying scholarly and authoritative sources:
    • Nursing Doctoral (DNP) Research Guide.
    • Evidence-Based Practice in Nursing & Health Sciences. 

Instructions

Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

This assessment has been identified as a Signature Assessment. Signature assessments serve a dual purpose: to meet the competencies in the course where the signature assessment appears and acquire skills needed to demonstrate competencies specific to the completion of the Doctoral Project Report. Learners must successfully meet the established criteria for demonstrating competence on this assessment in order to successfully complete the course (see University Policy 3.4.07 Grading). Completion of this course is a program-specific requirement. Consequently, learners must pass this course in order to remain in good academic standing (see University Policy 3.01.04 Academic Standing).

This assessment also includes review by a Secondary Reviewer to ensure the work meets doctoral expectations for writing, content, connection to the discipline, scholarship, quality, integrity, and ethical compliance. Secondary review is both an essential program expectation and important opportunity for learners. A hallmark of doctoral learners, in particular, is openness to critique and responsiveness to feedback. Like any scholarly endeavor (e.g., journal article, book chapter, or dissertation), the doctoral project will benefit from the integration of feedback from a reviewer and a process of ongoing revision at each stage of development.  Learners may also reasonably expect to incorporate revisions and refinements of components of earlier completed signature assessments as they advance through the program to ensure the coherence and alignment of their completed project.  A doctoral-level project should, therefore, be viewed as a work-in-progress that is not completed until the final Dean review and approval is issued.

As you begin work, you may find the following activities helpful to completing a scholarly, successful project charter. Note: These activities are not mandatory; they are optional:

• Seek out free writing workshops and other resources available through the Capella Writing Center. The Writing Center’s workshops address such topics as: correct APA usage, paper organization, synthesis of material, and so on.
  • Note: Remember that this keystone course will help determine whether you are ready to proceed with your doctoral project. You will want to do everything you can to ensure that your critical thinking, research, and writing skills are at the doctoral level.

For this assessment, you will populate the three parts of the Project Charter Template [DOCX] with detailed information. Use the Project Charter Proposal Checklist [PDF] to ensure all content is included. Faculty will use the checklist to provide additional feedback.

• Part 1 includes these sections:
  • General Project Information.
  • Project Team.
    • You may find the work you did in the Team Effectiveness in Health Care Settings assessment helpful to you as you complete this portion of your Project Charter.
  • Stakeholders.
• Part 2 is the Project Overview and includes these components:
  • Project Description/
    • Write the project description in a narrative style. Avoid bullet points and incomplete sentences.
  • Evidence to Support Need (background and significance).
    • Be sure to provide the most relevant, data-driven evidence to support key points.  
  • Project Purpose/Business Case.
  • SMART Objectives (Specific, Measurable, Attainable, Relevant, Time-Bound).
  • Deliverables.
  • Project Scope.
  • Project Milestones.
• Part 3 includes these sections:

Note: You may find the work you did in your Ethics Analysis assessment helpful as you complete this section of your project charter.

• SWOT Analysis.
• Known Major Risks.
• Ethical Considerations.
• Constraints.
• External Dependencies.
• Communication Strategy:
  • Consider questions like these in your communication strategy: Will you hold an in-person or video conference-kickoff meeting? How will you communicate with all involved parties (email, telephone, periodic meetings, project tools, et cetera)?
• Proposed Outcomes.
• Data Collection Plan.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

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