Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Assignment on Diabetes Response Paper
Examine the following therapies and their justifications. Do you agree or disagree with this statement? Why? What evidence from this week’s content or outside sources can you use to back up your claims?
The goal of this debate is to suggest two resources for a 15-year-old guy who has recently been diagnosed with Type 2 diabetes. Chronic illnesses like diabetes, unfortunately, have the potential to cause mental health problems in youth. They desire to be like their classmates and fit in with a group during this stage of their development. According to research, depression rates among youth with diabetes can range from 8% to 22% (Behavioral health and diabetes, 2021). There are two reasons, in my opinion, why this patient is depressed. For starters, individuals may lack fundamental knowledge regarding their sickness and how it will affect their lives. As a result, the patient should be referred to a diabetes educator, as the American Diabetes Association recommends. This resource can assist a patient in improving their diabetes management knowledge, abilities, and confidence (“Diabetes education program,” 2021). Most significantly, the counselor can talk with the patient about the disorder’s stigmas and help them overcome them (Behavioral health and diabetes, 2021). The patient will ideally feel more capable of managing the ailment as their understanding grows. In addition, the patient should be referred to a diabetes support group that caters to people his or her age. The patient can talk about his own ideas and feelings in this group (Diabetes and mental health, 2021). Knowing that other children are suffering from the same illness as him may help the patient feel less depressed. As a result, a diabetes support counselor and a support group should be recommended.
RuBRIC:
Rubric for evaluating discussion questions
Note: Scholarly resources include evidence-based practice, peer-reviewed publications, textbooks (do not use your textbook as your only source of information), and National Standard Guidelines. Review the assignment instructions to see if there are any additional requirements that aren’t specified on the rubric.
Note: Each criterion’s value on this rubric indicates a point range. (17-0 points, for example)
Rubric for Discussion Questions 100 Points
Criteria
Exceeds Expectations in Every Way
Advanced Performance Exceeds Expectations
Intermediate Requires Work
Novice
Inadequate
Points total
Initial Productivity Post Clear examples are provided, which are backed up with course content and references.
Cites three or more sources, at least one of which is a new scholarly resource not included in the course materials.
All needs for instruction have been noted.
40 out of 100
Evidence-based practice, ethics, theory, and/or role are all accurately and comprehensively represented, with explanations and application of information. To support crucial points, synthesizes course content utilizing course materials and academic resources.
All of the prerequisites in the discussion instructions are met.
It cites two sources.
35 out of 100
Components are accurate, and they are usually represented by definitions and summaries. Ideas may be exaggerated to the point of becoming irrelevant to the subject matter. Evidence-based practice, theory, and role development receive little attention. The course content is synthesised, but it lacks depth and/or development.
One of the discussion instructions’ components/requirements is missing.
One or more references are cited, however the sources do not clearly support the text.
The majority of the qualifications for instruction are listed.
31 pointsApplication of evidence-based practice, theory, or role development is not present. The content of the course is superficially synthesized.
Demonstrates a lack of preparation and/or a lack of grasp of the content.
There are no citations.
Several requirements of the instruction were not met.
Lately submits a post.
Points: 27
40Peer Response PostUses two or more scholarly references per peer post to provide both supportive and contrasting viewpoints to the conversation. The conversation is enhanced with the addition of a post.
All needs for instruction have been noted.
40 out of 100
Provides clarification and fresh information or insight linked to the subject of the peer’s contribution, demonstrating further synthesis of course content.
Course content and a minimum of one scholarly citation per peer post are used to support responses.
All needs for instruction have been noted.
35 out of 100
There isn’t enough clarity or new information. Scholarly reference backs up the peer post’s content without contributing fresh information or insight.
One peer’s post has a reference that is missing.
In terms of the quantity of reply postings, I only partially followed the guidelines.
The majority of the qualifications for instruction are listed.
Points: 31
Without further synthesis of course information, a post is primarily a compilation of peer’s posts.
Demonstrates a lack of preparation and/or a lack of grasp of the content.
The quantity of reply postings was not followed according to the guidelines.
There is a reference from a peer post that is missing.
Several requirements of the instruction were not met.
Lately submits a post.
Points: 27
40Distribution Frequency
On numerous days, the first post and peer post(s) were made.
All needs for instruction have been noted.
10 out of 10
On numerous days, the first post and peer post(s) were made.
8 out of 10
On consecutive days, make a minimum of two post options (original and/or peer).
7 out of 10
All of the posts were made on the same day.
Inadequate preparation is evident in the submission.
There was no post made.
6 out of 10
10Organization
Content that is well-organized and has a clear and comprehensive purpose statement and argument. The writing is clear and organized, with a logical flow of ideas.
5 out of 5
Content that is well-organized, with a clear purpose statement, supporting content, and a summary statement. Argument content is created with minimal content flow difficulties.
4 out of 5 stars
The lack of order and a smooth flow of ideas detracts from the substance. Narrative is difficult to follow, and readers repeatedly reread the piece.
The declaration of purpose is noted.
3 out of 5 stars
The movement of thoughts is illogical. Prose digressions. The purpose statement is ambiguous or absent.
Demonstrates a lack of preparation and/or a lack of grasp of the content.
There is no declaration of purpose.
Lately submits a task.
2 out of 10
5APA (American Psychological Association), Grammar, and Spelling
There are no mistakes in the APA formatting.
As evidenced by proper language, the writer accurately defines the reading audience (avoids jargon and simplifies complex concepts appropriately).
The writing is succinct, written in the active voice, and free of awkward transitions and conjunction overuse.
There are no mistakes in spelling, punctuation, or word usage.
5 out of 5
References are formatted correctly and consistently in APA style, and all references are cited. There should be no more than two APA errors.
In sentence structure, the writer exhibits proper use of formal English language. Readability is improved by varying sentence structure and word usage.
There are little to no problems in grammar, punctuation, or word usage.
4 out of 5 stars
There are three to four different APA formatting errors.
The writer employs incorrect language construction on occasion, as well as overuses/inappropriately employs sophisticated sentence structure. Word usage issues (evidence of inappropriate thesaurus use) and punctuation issues persist, frequently producing grammar issues. Overuse of certain words, transitional phrases, and conjunctions is common.
There are numerous grammatical, punctuation, and word usage mistakes.
3 out of 5 stars
Five or more formatting problems, or no attempt at APA formatting.
The writer’s knowledge of formal written language is minimal; his writing is informal (conforms to spoken language).
Because the writer has a restricted vocabulary and fails to communicate meaning, only the broadest, most generic messages are provided.
The punctuation and grammar are consistently bad. There are various spelling mistakes.
Lately submits a task.
2 out of 10
5 out of 100 possible points
RUBRIC |
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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. |
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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. |
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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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Assignment on Diabetes Response Paper |