Defining Social Problems Research paper
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
Description / paper instructions
Defining Social ProblemsIn this course, Design and Evaluation of Programs and Projects, you examine aspects of program planning and evaluation while also engaging in a Practicum Experience. As you do this, you may notice the differing terminologies and approaches that are applied in various circumstances. For instance, you are likely quite familiar with the phrase health problem from your previous coursework and professional practice. This Discussion looks at understanding social problems as part of a framework for program design. What is the distinction between these terms? Why is it important to notice this divergence?
Problem analysis is a cornerstone for effective program planning and should be conducted at the outset. With this first Discussion, begin to pay close attention to the language and perspectives that will inform your program planning work as you move forward in the course.
To prepare:
Consider the following scenario:
Data from the Appalachian region show lower numbers of women receiving mammograms compared to the national average, indicating a need to increase use of this procedure in this area. However, the data also show that women from this region are reluctant to participate because of their attitudes toward mammograms (Royse & Dignan, 2009).
Review Chapter 1 of Designing and Managing Programs to be sure you have a clear understanding of the sequencing of program design and evaluation, as well as the importance of each element of this process.
Then, review Chapter 3. Analyze the scenario above in light of the concepts presented:
Why is it important to avoid stating the problem as a solution?
How does this scenario illustrate a social problem?
What responses to the problem analysis framework questions (pp. 4549) could you develop given the information provided?
By Day 3
Post a cohesive scholarly response that addresses the following:
Describe three key insights or strategies you would share with your team if you were engaged in planning for a program related to the scenario described above.
How do you expect that your intended approach to developing an understanding of social problems could affect program planning? Be sure to support your response.
***********************************************Learning Resources**************************************************************
Required Readings
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/dnp/Essentials.pdf
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
Chapter 1, Contemporary Issues in Social Services Program Planning and Administration
The first chapter of this text describes current issues related to designing and managing programs. By asking the reader to briefly analyze an existing program, the authors lay out the topics that will be addressed in the book-and throughout this course.
Chapter 3, Understanding Social Problems
Chapter 3 emphasizes critical considerations for developing an understanding of a social problem that may differ from how this has been approached by service providers in the past-including the importance of beginning with problem analysis early in the planning process and focusing on understanding the problem rather than generating solutions.
Choma, K. & McKeever, A.E. (2016). Cervical cancer screening in adolescents: A evidence-based Internet education program for practice improvement among advanced practice nurses. Worldviews on Evidence-Based Nursing, 12(1), 5160.
Dalum, P., Brandt, C.L., Skov-Ettrup, L., Tolstrup, J., & Kok, G. (2016). The systematic development of an Internet-based smoking cessation intervention for adults. Tobacco Cessation, 17(4), 490500.
DeCaporale-Ryan, L. N., Cornell, A., McCann, R. M., McCormick, K., & Speice, J. (2014) Hospital to home: A geriatric educational program on effective discharge planning, Gerontology & Geriatrics Education, 35:4, 369379.
Vanderbilt University Center for Teaching. (2017). Blooms Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Document: Clinical Time Log and Journal (Word document)
Required Media
Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.
Introduction to Program Planning (featuring Dr. Rebecca Lee, Franko Wantsala, and Alexis Kidd)
You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.
This week’s videos, featuring Dr. Rebecca Lee, Franko Wantsala, and Alexis Kidd, share a program example at Seven Hills Neighborhood Houses in Cincinnati.
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RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Defining Social Problems Research paper