Define and Describe Your Foreground and Background InformationIn Unit 1 you identified a PICOT question. Using the same question, rewrite the question for your peers and define the difference between foreground and background information as it relates to your PICOT question. Also, provide a general overview on what evidence is available.The PICOT question is:the benefits of skin to skin contact and breastfeeding during the immediate postpartum period.Include at least 3 rferences

Unit 7 Assignment 2 - E-VisitsSubmit AssignmentDue Sunday by 11:59pm Points 40 Submitting a text entry box, a website url, a media recording, or a file uploadInstructionsResearch the typical patient and provider (physician or advanced practice provider) workflow for an ambulatory, in person, visit.Research the typical patient and provider (physician or advanced practice provider) workflow for an E-Visit, online.Create workflows to depict from both the patient and provider perspective the workflow for both an ambulatory visit and an E-Visit.Discuss in a 2-3 page paper your findings including the commonalities between the two visit types and the differences.Your workflows can be in Microsoft Word, Microsoft PowerPoint, Microsoft Visio, or Adobe Acrobat format. Your paper should be in Microsoft Word format.Cite all sources in APA format.Submit your workflows and paper for grading. Reminder: You must upload your completed documents using Browse My Computer. Then, hit the Submit button to successfully complete the assignment submission process. Do not copy and paste text into the text box. RubricUnit 7 Assignment 2- E-VisitsUnit 7 Assignment 2- E-VisitsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeAnalysis of KnowledgePRICE-P10.0 ptsLevel 5Connects and extends knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to one's own participation in civic life, politics, and government.9.0 ptsLevel 4Analyzes knowledge (facts, theories, etc.) from one's own academic study/field/discipline making relevant connections to civic engagement and to one's own participation in civic life, politics, and government.8.0 ptsLevel 3Begins to connect knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to one's own participation in civic life, politics, and government.7.0 ptsLevel 2Begins to identify knowledge (facts, theories, etc.) from one's own academic study/field/discipline that is relevant to civic engagement and to one's own participation in civic life, politics, and government.6.0 ptsLevel 1There Is some evidence that knowledge is identified (facts, theories, etc.) from one's own academic study/field/discipline that is somewhat relevant to civic engagement and to one's own participation in civic life, politics, and government.0.0 ptsLevel 0There is little to no evidence that knowledge is identified (facts, theories, etc.) from one's own academic study/field/discipline that is somewhat relevant to civic engagement and to one's own participation in civic life, politics, and government.10.0 ptsThis criterion is linked to a Learning OutcomeDefines Content10.0 ptsLevel 5Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.9.0 ptsLevel 4Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.8.0 ptsLevel 3Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.7.0 ptsLevel 2Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.6.0 ptsLevel 1Demonstrates the ability to explain contextual facts but does not provide a defined statement.0.0 ptsLevel 0There is no evidence of a defined statement.10.0 ptsThis criterion is linked to a Learning OutcomeRelationship to Research10.0 ptsLevel 5Evaluates materials for scholarly significance and relevance within and/or across the various disciplines, evaluating them according to their contributions and consequences.9.0 ptsLevel 4Examines materials for scholarly significance within and/or across the various disciplines to explore contributions in relation to important questions.8.0 ptsLevel 3Uses materials in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions.7.0 ptsLevel 2Engages materials with the intention and expectation of building topical and world knowledge.6.0 ptsLevel 1Approaches materials in the context of assignments with the intention and expectation of finding right answers and learning facts and concepts to display for credit.0.0 ptsLevel 0There is little to no evidence of engagement with outside materials used in a scholarly manner.10.0 ptsThis criterion is linked to a Learning OutcomeConclusion and Related Outcomes5.0 ptsLevel 5Conclusions (consequences and implications) are logical and reflect informed evaluation and the ability to place evidence and perspectives discussed in priority order.4.5 ptsLevel 4Conclusions are logically tied to and reflect student’s informed evaluation in priority order and are clearly identified.4.0 ptsLevel 3Conclusion is logically tied to a range of information and is identified clearly.3.5 ptsLevel 2Conclusion is logically tied to information (because information is chosen to fit the desired conclusion).3.0 ptsLevel 1Conclusion is inconsistently tied to some of the information discussed and oversimplified.0.0 ptsLevel 0Conclusion is either not present, unclear, or does not reflect the information presented.5.0 ptsThis criterion is linked to a Learning OutcomeWriting3.0 ptsLevel 5The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.2.7 ptsLevel 4The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling, and minor errors do not impair the flow of communication.2.4 ptsLevel 3The paper exhibits an acceptable command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.2.1 ptsLevel 2The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.1.8 ptsLevel 1The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.3.0 ptsThis criterion is linked to a Learning OutcomeAPAPRICE-I2.0 ptsLevel 5The required APA elements are all included with correct formatting, including in-text citations and references.1.8 ptsLevel 4The required APA elements are all included with minor formatting errors, including in-text citations and references.1.6 ptsLevel 3The required APA elements are all included with multiple formatting errors, including in-text citations and references.1.4 ptsLevel 2The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.1.2 ptsLevel 1Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.0.0 ptsLevel 0There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.2.0 ptsTotal Points: 40.0PreviousNext