©2019 Walden University 1
EB003: Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases: Analyze relevant, peer-reviewed articles in support of PICOT questions.
Assessment Rubric
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
Module 1: Advanced Clinical Inquiry and PICOT
Create a 6- to 7-slide narrated PowerPoint presentation that addresses the following:
Identify and briefly describe your chosen clinical issue of interest.
Learning Objective 1.1 – Describe clinical issues to be addressed by research
The presentation describing the clinical issue of interest is missing.
The presentation vaguely or inaccurately identifies and describes the chosen clinical issue of interest.
The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.
Describe how you developed your PICOT question focused on your chosen clinical issue of interest.
Learning Objective 1.2 – Describe development of PICOT questions to address clinical issues for research
The presentation describing the developed PICOT question focused on the clinical issue of interest is missing.
The presentation vaguely or inaccurately describes the developed PICOT question focused on the clinical issue of interest.
The presentation clearly and accurately describes in detail the developed PICOT question focused on the clinical issue of interest.
Module 2: Conducting Databases Searches
Identify the four research databases that you used to
The presentation identifying at least four research
The presentation vaguely or inaccurately identifies at least
The presentation accurately and clearly identifies in detail
©2019 Walden University 2
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
conduct your search for the peer-reviewed articles that you selected.
Learning Objective 2.1 – Describe databases used in conducting research for clinical issues
databases used to conduct a search for the peer-reviewed articles selected is missing.
four research databases used to conduct a search for the peer-reviewed articles selected.
four research databases used to conduct a search for the peer-reviewed articles selected.
Provide APA citations for the four peer-reviewed articles that you selected.
Learning Objective 2.2 – Apply proper APA citation to cite peer- reviewed research
The presentation APA citations for at least four peer-reviewed articles selected or is missing.
The presentation vaguely or inaccurately provides APA citations for at least four peer-reviewed articles selected.
The presentation accurately and completely provides APA citations for four peer- reviewed articles selected.
Describe the levels of
evidence in each of the four
peer-reviewed articles that
you selected. Be specific
and provide examples.
Learning Objective 2.3 – Analyze levels of evidence in peer- reviewed research
The presentation description of the levels of evidence in each of the four-peer reviewed articles selected is missing.
The presentation vaguely or inaccurately describes the levels of evidence in each of the four peer-reviewed articles selected. The response minimally synthesizes and integrates resources that may support the responses provided.
The presentation accurately and thoroughly describes in detail the levels of evidence in each of the four peer- reviewed articles selected. The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided.
©2019 Walden University 3
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain the strengths of
using systematic reviews for
clinical research.
Learning Objective 2.4 – Analyze use of systematic reviews for clinical research
The presentation explaining the strengths of using systematic reviews for clinical research is missing.
The presentation vaguely or inaccurately explains the strengths of using systematic reviews for clinical research.
The presentation accurately and thoroughly explains in detail the strengths of using systematic reviews for clinical research.
Mastery Rubric No Yes
Exceeds Expectations: Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases
Learning Objective – Analyze relevant peer-reviewed articles in support of PICOT questions
A comprehensive, detailed and in-depth presentation is not provided and fails to demonstrate the development of an accurate PICOT question related to a clinical issue of interest that was applied to yield sufficient peer- reviewed research through in-depth analysis to support clinical research.
A comprehensive, detailed and in-depth presentation is provided that demonstrates the development of an accurate PICOT question related to a clinical issue of interest that was applied to yield sufficient peer-reviewed research through in-depth analysis to support clinical research.
©2019 Walden University 4
Professional Skills Building
0 Not Present
1 Needs Improvement
2 Meets Expectations
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.
Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.
Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.
Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Learning Objective PS 1.2: Organize writing to enhance clarity.
Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.
Writing is generally well-organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Learning Objective PS 1.3: Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
©2019 Walden University 5
Professional Skills Building
0 Not Present
1 Needs Improvement
2 Meets Expectations
Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
PS002: Oral Communication: Use Effective Oral Presentation Skills
PS 2.1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
Speaker mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.
Speaker inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
Speaker engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
PS 2.2: Organize information to be presented.
Information is disorganized to a degree that impedes audience understanding.
Organization of information minimally supports audience understanding.
Organization of information generally enhances audience understanding of concepts.
PS003: Technology: Use Technology tools effectively.
Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.
Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.
Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.
Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.
©2019 Walden University 6
Professional Skills Building
0 Not Present
1 Needs Improvement
2 Meets Expectations
Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.
Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.
Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.
Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.
PS005: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.1: Analyze assumptions and fallacies.
Analysis of assumptions is missing.
Response is weak in assessing the reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.
Response generally assesses the reasonableness of assumptions in a given argument. Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Learning Objective PS 5.3: Assess multiple perspectives and alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple perspectives or alternatives.
Response identifies and considers multiple perspectives and alternatives.
Learning Objective PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
©2019 Walden University 7
PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.
Learning Objective PS 6.1: Identify credible sources.
Credible sources are missing.
Some sources are credible, appropriate, and relevant to the topic.
Most sources are credible, appropriate, and relevant to the topic.
Learning Objective PS 6.2: Analyze findings from relevant sources.
Analysis is missing. Analysis superficially reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose.