Comprehensive Exam Orientation Fall 2014 Fall 2014 Barbara Hollinger, Barbara Hollinger, RN, MSN, FNP-BC Mary Lynch, RN, MS, MPH, FAAN, PPCPNP-BC

Comprehensive Exam Comprehensive Exam OrientationOrientation

Fall 2014Fall 2014Barbara Hollinger, Barbara Hollinger, RN, MSN, FNP-BC

Mary Lynch, RN, MS, MPH, FAAN, PPCPNP-BCMary Lynch, RN, MS, MPH, FAAN, PPCPNP-BC

Starting Spring 2015 Starting Spring 2015 Comprehensive exam Comprehensive exam submissions will use submissions will use

the new format.the new format.

Comprehensive exams Comprehensive exams submitted prior to submitted prior to

Spring 2015 will use Spring 2015 will use old format.old format.

Outline of Comp Outline of Comp ProcessProcess Description of the Comp assignmentDescription of the Comp assignment The Comprehensive Exam HandbookThe Comprehensive Exam Handbook Qualifying for the examinationQualifying for the examination Important datesImportant dates Technical requirementsTechnical requirements ResourcesResources Comprehensive Exam optionsComprehensive Exam options

Graduate Division Graduate Division LanguageLanguage

““The comprehensive The comprehensive examination should examination should demonstrate the studentdemonstrate the student’’s s mastery of the mastery of the major field major field and ability to think and ability to think criticallycritically.” .”

The AssignmentThe Assignment

The purpose of this paper is The purpose of this paper is to evaluate your ability to:to evaluate your ability to:– Critique research as it applies to Critique research as it applies to

your area of specializationyour area of specialization– Apply advanced clinical and Apply advanced clinical and

theoretical knowledge to practicetheoretical knowledge to practice– Utilize writing skills to disseminate Utilize writing skills to disseminate

nursing information using a nursing information using a scholarly paperscholarly paper

– Demonstrate you can be a Demonstrate you can be a consumer of researchconsumer of research

Critical PointsCritical Points

Twenty (20) page paper Twenty (20) page paper not including title not including title page, references, grid page, references, grid and appendicesand appendices

Four exam optionsFour exam options– Research ProposalResearch Proposal– Critical Literature Review Critical Literature Review – Problem-solving Problem-solving – White PaperWhite Paper

The HandbookThe Handbook

You can download a You can download a copy of the copy of the Comprehensive Comprehensive Examination Examination Handbook Handbook from the UCSF from the UCSF School of Nursing School of Nursing website website http://nursing.ucsf.edu/comp-exams

How to QualifyHow to QualifyAdvance to CandidacyAdvance to Candidacy

Before you can be issued your Before you can be issued your individualized Comp Number, YOU MUST individualized Comp Number, YOU MUST ADVANCE TO CANDIDACY.ADVANCE TO CANDIDACY.

Advance to Candidacy forms are available Advance to Candidacy forms are available from the Office of Admissions and from the Office of Admissions and Registrar. Forms can also be downloaded Registrar. Forms can also be downloaded online.online.

After you submit your form Graduate After you submit your form Graduate Division notifies Office of Student Affairs. Division notifies Office of Student Affairs. OSA will then generate your Comp Number.OSA will then generate your Comp Number.

The Last Quarter of The Last Quarter of Course and Clinical Course and Clinical

WorkWork Advance to Candidacy the Advance to Candidacy the

quarter before you plan to quarter before you plan to submit your compsubmit your comp

Your Your last chance last chance to Advance to Advance to Candidacy is the to Candidacy is the first week first week of the quarter in which you of the quarter in which you plan to turn in the compplan to turn in the comp

One One incompleteincomplete grade on grade on your academic record allowed your academic record allowed to Advance to Candidacyto Advance to Candidacy

Payment of feesPayment of fees required for required for comp exam numbercomp exam number

How to Qualify for the How to Qualify for the ExaminationExamination

You are eligible in the last quarter You are eligible in the last quarter you are enrolled in course and you are enrolled in course and clinical work.clinical work.

If you have completed ALL course If you have completed ALL course work with the exception of the work with the exception of the comp exam you may submit the comp exam you may submit the exam while on filing fee status for exam while on filing fee status for a reduced fee. a reduced fee.

Filing Fee StatusFiling Fee Status Talk with your advisor to determine if you are eligible for filing fee Talk with your advisor to determine if you are eligible for filing fee You may not take courses of any type or utilize faculty as a resource for writing your paper if you are on Filing Fee status except for resubmission of a failed compYou may not take courses of any type or utilize faculty as a resource for writing your paper if you are on Filing Fee status except for resubmission of a failed comp Apply and pay filing fee to OARApply and pay filing fee to OAR Most frequently used for second time comp exam submission Most frequently used for second time comp exam submission

Know the Important Know the Important DatesDates

Formatting Formatting ExpectationsExpectations

APA Sixth Edition formatAPA Sixth Edition formatMargins 1 inch on all four sides of pageMargins 1 inch on all four sides of pageCan separate syllables at the end of a Can separate syllables at the end of a

lineline20 pages of text, not counting title page, 20 pages of text, not counting title page,

reference list and appendicesreference list and appendicesTitleTitle should reflect should reflect contentcontentNo abstractNo abstractDouble-spaced, 12 point uncompressed Double-spaced, 12 point uncompressed

font (Acceptable font examples: Times font (Acceptable font examples: Times New Roman, Arial)New Roman, Arial)

What Should be Submitted?

The following items are to be submitted electronically by the student– A completed face sheet.– One copy of the Comprehensive Examination

submitted as a PDF or MS Word document.– A Student Contact Page of paper that provides the

student’s name, mailing address, home and cellphone numbers, and any other pertinent information that allows the student to be reached during the reading period.

– A TurnitinTM originality report.– An additional copy of the exam should be retained by

the student.

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Securing Your Comp Securing Your Comp NumberNumber

In order to pick up your number In order to pick up your number you must complete the face sheet you must complete the face sheet and return itand return it– List your specialtyList your specialty– Topic Topic – Suggested readersSuggested readers

ID number is given to you to be ID number is given to you to be placed on your compplaced on your comp

The student’s name should not appear on any part of the Comprehensive Examination. The paper is identified only by the assigned ID number, entered on the face sheet and every page of the examination at the top right margin to the left of the page number

NAME

Reading & Reading & ScoringScoring

Student Student maymay select up to five preferred select up to five preferred readers (not required)readers (not required)

Students may elect to exclude one Students may elect to exclude one faculty reader if desired faculty reader if desired

Student is not guaranteed a preferred Student is not guaranteed a preferred readerreader

Readers use a standard scoring systemReaders use a standard scoring system Student will be given the faculty Student will be given the faculty

comment sheets at the end but not the comment sheets at the end but not the scoring sheetsscoring sheets

PlagiarismPlagiarism

Evidence of Evidence of plagiarism results plagiarism results in a in a failurefailure of the of the comprehensive comprehensive exam.exam.

Plagiarism can Plagiarism can become grounds become grounds for for dismissaldismissal from from the School of the School of Nursing.Nursing.

Plagiarism DefinedPlagiarism Defined

““to steal or pass off as one’s own to steal or pass off as one’s own (the ideas or words of another); use (the ideas or words of another); use (a created production) without (a created production) without crediting the source; to commit crediting the source; to commit literary theft; to present as new and literary theft; to present as new and original an idea or product derived original an idea or product derived from an existing source.”from an existing source.”

Webster’s Third New International Dictionary of the English Language

A Comp Does Not PassA Comp Does Not Pass

One pass and one One pass and one fail from two fail from two readers goes to a readers goes to a third reader for third reader for decisiondecision

Exam fails if two Exam fails if two readers fail itreaders fail it

May re-submit May re-submit exam once within exam once within five quarters of five quarters of advance to advance to candidacycandidacy

Vital ResourcesVital Resources

Vital resource—Vital resource—Dept. Administrative Dept. Administrative AssistantsAssistants– CHS: Judy Alonzo and Sharon Solorio CHS: Judy Alonzo and Sharon Solorio – PN: Mary Margaret PN: Mary Margaret – FHCN: Maggie Pena FHCN: Maggie Pena – SBS: Brandee WoleslagleSBS: Brandee Woleslagle

Comprehensive Exam CoordinatorsComprehensive Exam Coordinators– CHS: Beth Phoenix and Dana Drew-NordCHS: Beth Phoenix and Dana Drew-Nord– PN: Roxanne GarbezPN: Roxanne Garbez– FHCN: Barbara Hollinger and Mary LynchFHCN: Barbara Hollinger and Mary Lynch– SBS: Susan ChapmanSBS: Susan Chapman

Additional ResourcesAdditional Resources

Advisors- topic and Advisors- topic and formatformat

Specialty facultySpecialty faculty Sample comps on Sample comps on

reserve reserve Scientific Writing Scientific Writing

Program Program Coordinator Coordinator [email protected]

Consider other Consider other arrangementsarrangements– TypistTypist– Paid tutors and Paid tutors and

editorseditors– Peers as editors Peers as editors

and proofreadersand proofreaders Create a timelineCreate a timeline

– See sample See sample providedprovided

Comprehensive ExamComprehensive ExamSpring 2015Spring 2015

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG

Identifying the phenomenon of interest

Refine topic outline

Advance toCandidacy

Topic generation

Faculty input re: topic

Literature review

Faculty input re:topic outline

Draft #1

Colleagues read paperfor clarity and organization

Draft #2

Pick upComp #

Edit

SubmitComp

• Advance to Candidacy: Before end of Winter Quarter 2015

• Pick up Comp # from Departments 04/08/2015

• Submit Comp to Departments: 4/22/15

WORK HARD, DO WORK HARD, DO WELL!WELL!

Extensions, Extensions, summer comps, summer comps, oral exam are oral exam are available only by available only by special special arrangement.arrangement.

Read the Read the corresponding corresponding section of the section of the comp handbook.comp handbook.

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Sample ExaminationsSample Examinations

On reserve in each of the On reserve in each of the departmentsdepartments

Ask your advisor and/or your Ask your advisor and/or your department's comprehensive department's comprehensive examination coordinatorexamination coordinator

Comprehensive Exam Comprehensive Exam OverviewOverview

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Choosing a TheoryChoosing a Theory

Applicable to research proposal, Applicable to research proposal, critical literature review, and critical literature review, and problem solving compproblem solving comp

A theory should further clarify, A theory should further clarify, support, and explain your topicsupport, and explain your topic

Nursing theory not requiredNursing theory not required Explain your theory in the text—donExplain your theory in the text—don’’t t

depend on diagrams in the appendixdepend on diagrams in the appendix

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Theory or Conceptual Theory or Conceptual FrameworkFramework

Theory is the format that enables Theory is the format that enables you to explain a phenomenon. you to explain a phenomenon. There is no right or wrong theoryThere is no right or wrong theory—it is all in how you want to —it is all in how you want to frame the argument you want to frame the argument you want to make. make.

Concept or Concept or PhenomenonPhenomenon

Possible Mechanisms Underlying Possible Mechanisms Underlying the Increased Risk of Type 2 the Increased Risk of Type 2 Diabetes in People on Atypical Diabetes in People on Atypical Psychotrophic MedicationsPsychotrophic Medications

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Potential Theoretical Potential Theoretical FrameworksFrameworks

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Research Literature Research Literature Summary Critique Summary Critique

TableTable Organize your literature into a table to Organize your literature into a table to

compare and contrast different compare and contrast different components of the critiquecomponents of the critique

Briefly describe each study in the paperBriefly describe each study in the paper Should be 1 page/articleShould be 1 page/article Detailed information in table should Detailed information in table should not not

be repeated in body of Comprehensive be repeated in body of Comprehensive ExamExam

Appendix I: Quantitative Research Literature Review Table

Citation Conceptual Frame work/Theory

Aims Design & Methodology

Sample & Setting

Variables Measurement & Analysis

Findings

Author/s name, title of articleYear of publication, journal

The theoretical basis of the study

What was purpose of the study?What were the hypotheses/null hypotheses or states research

Indicate the design and briefly describe the procedures used to collect data.

n = ?Sample demographicsRecruitment procedures?Inclusion/Exclusions criteriaSetting selection?

What were variables & definitions?Give function of variables

What scales used to measure variablesWhat statistical tests were used to answer the research Question?

Key findings from result table c sig values

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Appendix II: Qualitative Research Literature Review Table

Citation Theoretical Framework

Design & Methodology

Aims Sample & Sampling Analysis Findings

Author/s name, title of articleYear of publication, journal

The theoretical basis of the study

Study design.Data sources and data-collection strategies

What was purpose of the study?

How many participants were there?What were thesample demographicsWhat was the sampling approach?Inclusion/Exclusions criteriaHow was the setting selection?

How were data analyzed?What software was Used (if any)

What were the major themes and findings?

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Recommended Number of Recommended Number of Articles for Each Articles for Each Comprehensive ExamComprehensive Exam

Research ProposalResearch Proposal 4 – 5 4 – 5 articlesarticles

Critical Literature ReviewCritical Literature Review5 – 7 articles5 – 7 articles

Problem-Solving ProposalProblem-Solving Proposal

4 – 5 articles4 – 5 articles White PaperWhite Paper 4 – 5 articles4 – 5 articles

36

The Comprehensive The Comprehensive Exam Exam

is is Pass/FailPass/Fail

Total points available – Total points available – 330330

Points needed to pass - Points needed to pass - 231231

37

Quality of Writing Quality of Writing Area I applies to All Area I applies to All

CompsComps Content & FocusContent & Focus Logic & FlowLogic & Flow Structure & organizationStructure & organization Sentence structureSentence structure APA formatAPA format Correct grammar, punctuation, word Correct grammar, punctuation, word

usage, and spellingusage, and spellingEach category 5 points = Each category 5 points = 30 points30 points

Score of 15 points or less is a Score of 15 points or less is a technicaltechnical fail fail

38

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Research ProposalResearch Proposal

To evaluate a studentTo evaluate a student’’s ability to s ability to identify a significant research identify a significant research question relevant to nursing practice, question relevant to nursing practice, and to design a methodology for and to design a methodology for addressing the question.addressing the question.

Study does not have to be Study does not have to be implementedimplemented

Must have access to UCSF faculty Must have access to UCSF faculty with research experience to mentor with research experience to mentor youyou

Research ProposalResearch Proposal

Good choice if you plan to build Good choice if you plan to build on this topic for future research on this topic for future research or doctoral workor doctoral work

Could be taken back to your Could be taken back to your workplace for implementation if workplace for implementation if approval given by institutionapproval given by institution

40

Scoring Areas II - IVScoring Areas II - IV

II: Study & its Context -II: Study & its Context -70 70 pointspoints

III: Conceptual Framework & III: Conceptual Framework & Literature Review -Literature Review -125 points125 points

IV: Methodology -IV: Methodology -105 points105 points41

4242

Critical Literature ReviewCritical Literature ReviewChoosing a TopicChoosing a Topic

Pose a question Pose a question Do initial searchingDo initial searching There is enough research, but no There is enough research, but no

clear synthesis of findings or clear clear synthesis of findings or clear direction direction

You want to argue a point that has You want to argue a point that has some evidence, but is not some evidence, but is not established practiceestablished practice

4343

Critical Literature ReviewCritical Literature ReviewTopic or IssueTopic or Issue

Clarity of topic or purposeClarity of topic or purpose– State in 1 sentence!State in 1 sentence!

The purpose of this paper is to The purpose of this paper is to examine the literature related to examine the literature related to the efficacy of using BNP to the efficacy of using BNP to diagnose patients with heart diagnose patients with heart failurefailure

4444

Literature ReviewLiterature Review

Theoretical DiscussionTheoretical Discussion Must address the foundation of Must address the foundation of

your question or problemyour question or problem– Example: Sepsis and Early Goal Directed Example: Sepsis and Early Goal Directed

Therapy (EGDT)Therapy (EGDT) Use Physiologic theory to explain why EGDT is Use Physiologic theory to explain why EGDT is

appropriate for septic patientsappropriate for septic patients Use Change Theory if you want to implement Use Change Theory if you want to implement

EGDT in a new setting that manages septic EGDT in a new setting that manages septic patientspatients

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Critical Literature Critical Literature ReviewReview

Quality of ReferencesQuality of References– References significant to the References significant to the

problem area – classic & current problem area – classic & current while noting gaps in research while noting gaps in research literature if anyliterature if any

– Avoid multiple articles from the Avoid multiple articles from the same overall study (different same overall study (different purposes but same sample, purposes but same sample, methodology, statistics, etc.)methodology, statistics, etc.)


– Meta-analyses and literature Meta-analyses and literature review articles are discussed review articles are discussed as appropriate for background as appropriate for background and significance purposes.and significance purposes.

– Articles Articles critiquedcritiqued in the in the Literature Review section Literature Review section should be should be primary sources.primary sources.

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Organization of reviewOrganization of review Rationale for selected articles, describe how Rationale for selected articles, describe how

you organized your paperyou organized your paper– The journal articles were chosen because The journal articles were chosen because

they include…….and the oldest is they include…….and the oldest is reviewed first….reviewed first….

5 – 7 articles recommended should be 5 – 7 articles recommended should be critiquedcritiqued

Use well written AND perhaps not so well Use well written AND perhaps not so well written research articles – the heart of the written research articles – the heart of the critique process is identifying why they may critique process is identifying why they may have similar study questions and yet end up have similar study questions and yet end up with different resultswith different results

4848

Literature Review Literature Review CritiqueCritique Synthesis and interpretationSynthesis and interpretation

– YOUR ASSESSMENT OF THE STUDIESYOUR ASSESSMENT OF THE STUDIES– Too small of a sample size to have Too small of a sample size to have

power to find a difference between power to find a difference between those with and without HFthose with and without HF

– Authors were biased b/c they knew Authors were biased b/c they knew the BNP level and may have changed the BNP level and may have changed treatmenttreatment

– Only generalizable to men Only generalizable to men

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Critical Literature ReviewCritical Literature Review

Identifies gaps in Identifies gaps in literature, implications for literature, implications for practice, need for further practice, need for further researchresearchSTICK your neck out there! Make STICK your neck out there! Make your opinion known, however you your opinion known, however you must base it on the critique of the must base it on the critique of the literature you presented rather literature you presented rather than your opinion.than your opinion.

5050

Lit Review Lit Review Scoring Scoring Areas II - IVAreas II - IV

II: Topic or Issue – II: Topic or Issue – 50 points50 points

III: Literature Review - III: Literature Review - 150 150

pointspoints

IV: Discussion & Application – IV: Discussion & Application –

100 points100 points

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Problem-Solving CompProblem-Solving Comp

PurposePurpose: To evaluate the student: To evaluate the student’’s s ability to effectively communicate ability to effectively communicate the resolution of a problem in an the resolution of a problem in an area of specialization.area of specialization.

Describes an identified need Describes an identified need stemming from a discrepancy stemming from a discrepancy between what is or what between what is or what could/should be.could/should be.

5252

Choosing a Choosing a Problem-SolvingProblem-Solving Topic Topic

Can be a problem Can be a problem on an individual or on an individual or a systems level.a systems level.

Must be Must be appropriate to the appropriate to the clinical situation clinical situation – Think of a situation Think of a situation

that is challenging that is challenging to youto you

Must be feasible!Must be feasible! Must be Must be

measurable!measurable!

5353

Problem-SolvingProblem-Solving CautionsCautions Instituting a delirium treatment Instituting a delirium treatment

program in acute care settingprogram in acute care setting– Is delirium identified? Multiple etiologies . . . Is delirium identified? Multiple etiologies . . .

what will the intervention be? How will you what will the intervention be? How will you measure this?measure this?

ImImproving parenting skills by identifying proving parenting skills by identifying temperament in toddlers in preschoolstemperament in toddlers in preschools– What is meant by What is meant by ““parenting skills?parenting skills?”” How will How will

you get access to preschools? Is there you get access to preschools? Is there literature that indicates that identifying literature that indicates that identifying temperament will change parenting behavior?temperament will change parenting behavior?

5454

The Problem The Problem and its and its Environmental Context Environmental Context

Clarity of the ProblemClarity of the Problem– Who Who is solving the problem is solving the problem

APNAPN

– Where Where the problem occurs the problem occurs ICU or community clinicICU or community clinic

– What What is to be accomplished is to be accomplished Improve NursesImprove Nurses’’ Knowledge Knowledge

– Target Target population population ICU Nurses or all PCPs at “X” clinicICU Nurses or all PCPs at “X” clinic

5555

The Problem The Problem and its and its Environmental Context Environmental Context

Significance of the ProblemSignificance of the Problem– Importance of the problem to Importance of the problem to

patients or professionpatients or profession Accurate Hemodynamic Monitoring is Accurate Hemodynamic Monitoring is

essential for ICU patientsessential for ICU patients Increase in Type II DM in obese Increase in Type II DM in obese

children must be addressedchildren must be addressed

5656

The Problem The Problem and its and its Environmental ContextEnvironmental Context

Clarity of the SettingClarity of the Setting– Home, hospital, Home, hospital,

nursing homenursing home– Community Health ClinicCommunity Health Clinic– School Based Health School Based Health

CenterCenter– Intensive Care UnitIntensive Care Unit

5757

The Problem The Problem and its and its Environmental ContextEnvironmental Context

Clarity of Roles & Inter-Clarity of Roles & Inter-relationshipsrelationships– Describes functions of individuals sig Describes functions of individuals sig

to problem, their roles and influence to problem, their roles and influence on the settingon the setting

– ICU nurses, Clinical Nurse Specialist, ICU nurses, Clinical Nurse Specialist, Head Nurse, APN, Head Nurse, APN, Community Outreach Community Outreach Workers Workers

The Problem-Solving The Problem-Solving Proposal Proposal Lit ReviewLit Review

Quality of theoretical discussionQuality of theoretical discussion Quality of referencesQuality of references Addresses elements of critiqueAddresses elements of critique Quality of critique and Quality of critique and

interpretationinterpretation

5858

The Problem-Solving The Problem-Solving Proposal Proposal Lit Review Lit Review Quality of References:Quality of References:

– Reviews literature significant to the Reviews literature significant to the area, including classic and current area, including classic and current works, and identifies gaps in the works, and identifies gaps in the literature. Meta-analyses and literature literature. Meta-analyses and literature review articles are discussed as review articles are discussed as appropriate for background and appropriate for background and significance purposes. significance purposes. Articles critiqued Articles critiqued in the Literature Review section should in the Literature Review section should be primary sources.be primary sources.

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Expected OutcomesExpected Outcomes Clarity and Appropriateness of Clarity and Appropriateness of

Intervention ImplementationIntervention Implementation Clarity and Appropriateness of Clarity and Appropriateness of

Evaluation ProcedureEvaluation Procedure DefensibilityDefensibility RealismRealism

The Problem-Solving Proposal The Problem-Solving Proposal Intervention, Implementation, Intervention, Implementation,

and Evaluationand Evaluation

6161

Clarity of Expected OutcomesClarity of Expected Outcomes– Improvement of Nurses Knowledge Improvement of Nurses Knowledge

evidenced by improvement on evidenced by improvement on post-test scorespost-test scores



6262



Clarity and Appropriateness Clarity and Appropriateness of Implementationof Implementation– Outline procedures for Outline procedures for

implementing the intervention implementing the intervention and ensuring they are appropriateand ensuring they are appropriate Educational intervention was three-Educational intervention was three-

foldfold– Self-study, then 4 hour mandatory class, Self-study, then 4 hour mandatory class,

bedside guides developedbedside guides developed

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Clarity and Appropriateness of Clarity and Appropriateness of Evaluation Evaluation – Delineates specific measurable and Delineates specific measurable and

appropriate evaluation criteriaappropriate evaluation criteria Pretest and post-test measure of ICU Pretest and post-test measure of ICU

nursesnurses’’ knowledge is measured knowledge is measured Number of incident reports are analyzed Number of incident reports are analyzed

regarding monitoring regarding monitoring

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DefensibilityDefensibility– Demonstrates intervention has Demonstrates intervention has

potential for substantial potential for substantial improvement in the problemimprovement in the problem

RealismRealism– Feasibility of interventionFeasibility of intervention– Will an educational intervention be Will an educational intervention be

possible?possible?



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Do not wait until the end to Do not wait until the end to decide on method of evaluationdecide on method of evaluation

When writing, do not always start When writing, do not always start with the beginning of the paper with the beginning of the paper and progress to the end or your and progress to the end or your evaluation will suffer.evaluation will suffer.

The Problem-Solving Proposal The Problem-Solving Proposal

CaveatsCaveats

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The Problem-Solving The Problem-Solving Proposal Proposal Scoring Areas II - Scoring Areas II -

IVIV II: Problem and Environmental II: Problem and Environmental

Context – Context – 75 points75 points III: Literature Review: Research, III: Literature Review: Research,

Narrative, & Theory – Narrative, & Theory – 100 points100 points IV: Intervention, Implementation, IV: Intervention, Implementation,

and Evaluation – and Evaluation – 125 points125 points

White PaperWhite Paper

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Area Content CriteriaPossible Score

(330)

I: Quality of WritingContent & focus, logic & flow, structure & organization, sentence structure, APA, grammar

30

*must score minimum 15

II: Introduction & Background

Clarity of policy issue, significance of issue/policy, importance to health care/nursing, quality of evidence

80

III: Literature Review, Theoretical Framework, Summary of Research

Quality of theoretical discussion,. Quality of references, addresses elements of critique, quality of critique & interpretation

115

IV: Policy Solutions & Recommendations

Implementation of solutions, feasibility & cost analysis, evaluation framework, summary & conclusion

105

White Paper

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Most common reasons Most common reasons why comps failwhy comps fail

Started too late to put in necessary time and Started too late to put in necessary time and efforteffort

Did not meet with your advisor to obtain Did not meet with your advisor to obtain feedback and make sure you are on trackfeedback and make sure you are on track

Did not follow the advice of your advisorDid not follow the advice of your advisor Changed your comp topic at the last minuteChanged your comp topic at the last minute Primary editor was someone whose English Primary editor was someone whose English

composition skills were not adequate to give composition skills were not adequate to give you appropriate feedback on your writingyou appropriate feedback on your writing

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I PASSED!I PASSED!

Documents

Comprehensive Exam Orientation Fall 2014 Fall 2014 Barbara Hollinger, Barbara Hollinger, RN, MSN, FNP-BC Mary Lynch, RN, MS, MPH, FAAN, PPCPNP-BC