Sarah Palin recently resigned as Governor of Alaska.The political pundits, politicians, and reporters, for the most part, just could not understand why she did what she did. They analyzed every phrase, and every nuance, as well as her body language. (Personally, I believe that body language thing is a lot of baloney! Why is O'Riley such a fan?) I believe she said what she meant and meant what she said. She is a woman of principle.How simple is that?
The political crowd as well as the Palin critics, and there are many, do not have the ability to comprehend a woman like Sarah. She is a normal, average (However, well above average) American woman who thinks like a normal citizen, who believes in her country, and wants to make a significant contribution to her country. Her agenda is not self-serving, narcissistic, and political. The politicos, and liberals cannot understand pure and unselfish motives. Her stand is based on principle, that is to say on a fundamental rule or code of conduct. The rules for the American code of conduct have been set by our society. Whether some people like it or not,the high principles established in our nation are primarily based on the Bible. Our fore fathers made that very clear.It is about treating others the way you wish to be treated. It is about being honest, and doing the right thing...even if it is not popular. Do we see much of that in politics? I don't think so. Sarah Palin espouses these well established principles. Hence, she is misunderstood by many.
In her resignation speech Sarah Palin said her priorities were her faith and her family. That is admirable and easy to understand. The liberals detest her for such a belief. Why? Because they have no connection with spiritual matters. Their god is their liberal cause and their worldly ideology. In their thinking, anyone who disagrees with them is somehow evil and ignorant.
She said she was stepping down because the frivolous ethics complaints against her(at last count there were fifteen, and all were dismissed) were costing the state of Alaska literally millions of dollars. That makes logical sense to me.
She decided not to just go with the flow, but to leave the comfort of the nest and soar. She believes that she can be more productive in another role.That was her choice. She has every right to make it. Why do so many people want to tell her what is her business and hers alone?
Sarah Palin gave her reasons for resignation candidly and truthfully. She chose to put first things first according to her set of priorities, and according to her principles. That is what the politicians and pundits just do not understand and never will, because they just don't think that way. They cannot comprehend it because it is far out of their element.
The bottom line is that Sarah Palin is a woman of principle. I am going to stay tuned and see what she is going to do next. It will be interesting to say the least. GO SARAH!!
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Sarah Palin is a woman of principle. Her agenda is not self-serving, narcissistic, and political. The politicos, and liberals cannot understand pure and unselfish motives. Sarah's stand is based on principle, that is to say on a fundamental rule or code of conduct. In her resignation speech Sarah Palin said her priorities were her faith and her family.
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Sarah Palin is a moral person. She does not have a political, egotistical, or self-serving goal. Politicians and liberals struggle to comprehend noble and selfless intentions. Sarah's position is founded on a principle, which is a fundamental guideline or set of moral standards. Sarah Palin stated in her resignation address that her family and her faith were her top priorities.
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Exploring Advanced Nursing Scholarship: NURS FPX 9040, RSCH FPX 7868, NURS FPX 9010 & NURS FPX 9020 Assessments
**NURS FPX 9040 Assessment 1 – DNP Project Dissemination and Reflection**
This assessment marks the **final phase of the DNP project**. Learners focus on the **dissemination** of project outcomes, translating their scholarly work into practice impact. Students prepare a professional presentation or manuscript suitable for publication or conference submission, ensuring their findings reach a broader healthcare audience. The reflection component requires learners to critically evaluate their leadership growth, ethical decision-making, and the overall contribution of their project to nursing practice. This stage highlights dissemination strategies, sustainability of outcomes, and alignment with organizational goals. By completing this assessment, students demonstrate readiness to influence clinical practice, policy development, and system-level improvements.
**RSCH FPX 7868 Assessment 4 – Applying Research to Evidence-Based Practice**
In this capstone research assessment, students focus on **applying research methodologies** to real-world nursing problems. The assessment typically involves developing or analyzing an **evidence-based practice (EBP) proposal** or evaluating research studies related to patient care improvement. Learners critically appraise quantitative and qualitative studies, synthesize findings, and propose interventions based on high-level evidence. The goal is to ensure that clinical decisions are grounded in rigorous research rather than anecdotal experience. This assessment strengthens research literacy and analytical skills — essential tools for advanced practice nurses leading evidence-based initiatives.
**NURS FPX 9010 Assessment 5 – Leadership and Systems Improvement**
This assessment emphasizes **leadership competencies** in healthcare systems. Students explore topics such as **organizational change, quality improvement, and strategic leadership**. They assess how nurse leaders influence policy, manage resources, and implement sustainable health interventions. In this stage, learners apply theories of systems management to improve patient outcomes and organizational efficiency. The assessment may include developing a **leadership plan** or **quality improvement proposal**, highlighting collaboration, ethics, and innovation. It fosters the DNP scholar’s ability to function as a transformational leader capable of guiding interprofessional teams toward shared healthcare goals.
**NURS FPX 9020 Assessment 4 – Implementation and Evaluation of the DNP Project**
In this assessment, students focus on **evaluating the outcomes** of their implemented DNP project. It involves detailed **data analysis, interpretation, and outcome measurement** to determine the effectiveness of the intervention. Learners document project progress, challenges encountered, and evidence of clinical improvement. Students are expected to apply advanced analytical methods and present results in alignment with organizational and academic standards. This phase reinforces accountability, critical reflection, and scholarly communication. It bridges the gap between research implementation and measurable clinical transformation.
**Conclusion**
Together, **NURS FPX 9040 Assessment 1**, **RSCH FPX 7868 Assessment 4**, **NURS FPX 9010 Assessment 5**, and **NURS FPX 9020 Assessment 4** form a cohesive narrative of scholarly and leadership excellence in the DNP program.
Mastering the Foundations of the DNP Project: NURS FPX 9020 Assessments Overview
The NURS FPX 9020 course is a cornerstone in the Doctor of Nursing Practice (DNP) journey, guiding learners through the essential phases of planning, developing, and implementing their scholarly project. The series—NURS FPX 9020 Assessment 1, NURS FPX 9020 Assessment 2, and NURS FPX 9020 Assessment 3—builds a structured path toward evidence-based practice improvement. Each assessment contributes to shaping a competent DNP scholar capable of leading transformative change in healthcare systems.
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**NURS FPX 9020 Assessment 1 – Defining the DNP Project and Practice Problem**
The first assessment is the foundation of the entire DNP project. It focuses on identifying and defining a practice problem that needs evidence-based intervention. Students must select a problem relevant to their clinical setting—such as medication errors, infection control, or patient satisfaction—and support it with credible data and research.
Learners develop a problem statement, purpose statement, and PICOT question (Population, Intervention, Comparison, Outcome, and Time) to provide a clear framework for their project. This stage also includes reviewing current literature to validate the significance of the problem. By completing Assessment 1, students gain clarity about the direction of their DNP project and establish a scholarly foundation rooted in real-world nursing challenges.
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**NURS FPX 9020 Assessment 2 – Project Design and Methodology**
In the second assessment, learners transition from problem identification to project design and planning. This phase emphasizes developing a robust methodological framework, including the intervention plan, data collection strategy, ethical considerations, and evaluation criteria.
Students outline how they will implement their intervention within the clinical setting, specifying measurable outcomes and tools for data analysis. For example, they might use pre- and post-surveys, patient feedback, or performance metrics to track improvement. Additionally, learners address ethical and institutional review requirements (IRB) to ensure the protection of participants and compliance with organizational standards. Assessment 2 demonstrates the learner’s ability to design a project that is methodologically sound, ethically grounded, and aligned with evidence-based principles.
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**NURS FPX 9020 Assessment 3 – Implementation Plan and Stakeholder Engagement**
The third assessment focuses on the implementation plan—turning theory into action. Students identify the key stakeholders who will support and sustain the project, such as nurse managers, physicians, or quality improvement officers.
Mastering the Foundations of the DNP Project: NURS FPX 9020 Assessments Overview
The NURS FPX 9020 course is a cornerstone in the Doctor of Nursing Practice (DNP) journey, guiding learners through the essential phases of planning, developing, and implementing their scholarly project. The series—NURS FPX 9020 Assessment 1, NURS FPX 9020 Assessment 2, and NURS FPX 9020 Assessment 3—builds a structured path toward evidence-based practice improvement. Each assessment contributes to shaping a competent DNP scholar capable of leading transformative change in healthcare systems.
---
**NURS FPX 9020 Assessment 1 – Defining the DNP Project and Practice Problem**
The first assessment is the foundation of the entire DNP project. It focuses on identifying and defining a practice problem that needs evidence-based intervention. Students must select a problem relevant to their clinical setting—such as medication errors, infection control, or patient satisfaction—and support it with credible data and research.
Learners develop a problem statement, purpose statement, and PICOT question (Population, Intervention, Comparison, Outcome, and Time) to provide a clear framework for their project. This stage also includes reviewing current literature to validate the significance of the problem. By completing Assessment 1, students gain clarity about the direction of their DNP project and establish a scholarly foundation rooted in real-world nursing challenges.
---
**NURS FPX 9020 Assessment 2 – Project Design and Methodology**
In the second assessment, learners transition from problem identification to project design and planning. This phase emphasizes developing a robust methodological framework, including the intervention plan, data collection strategy, ethical considerations, and evaluation criteria.
Students outline how they will implement their intervention within the clinical setting, specifying measurable outcomes and tools for data analysis. For example, they might use pre- and post-surveys, patient feedback, or performance metrics to track improvement. Additionally, learners address ethical and institutional review requirements (IRB) to ensure the protection of participants and compliance with organizational standards. Assessment 2 demonstrates the learner’s ability to design a project that is methodologically sound, ethically grounded, and aligned with evidence-based principles.
---
**NURS FPX 9020 Assessment 3 – Implementation Plan and Stakeholder Engagement**
The third assessment focuses on the implementation plan—turning theory into action. Students identify the key stakeholders who will support and sustain the project, such as nurse managers, physicians, or quality improvement officers.
This assessment highlights communication strategies, leadership roles, and collaboration methods needed to ensure project success. Learners describe the steps for introducing the intervention, monitoring progress, and addressing potential barriers such as staff resistance or limited resources.
A well-developed implementation plan includes a timeline, resource allocation, and evaluation strategy to ensure the intervention achieves its intended impact. This assessment also emphasizes reflective practice—encouraging learners to consider how their leadership skills contribute to effective change management.
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