NURS_6052_Module01_Week01_Assignment

NURS_6052_Module01_Week01_Assignment Week 1 Assignment Evidence-Based Practice and the Quadruple Aim

NURS_6052_Module01_Week01_Assignment: Evidence-Based Practice and the Quadruple Aim SOLUTION

Relation between EBP and the Quadruple Aim

Evidence-based practice heavily relies on the use of available scientific evidence for decision making in the clinical setting. Ever since its formal introduction in the 1990s, evidence-based practices have continued to gain ground in management, the formation of public policies, education and nursing practice. As one of the most effective problem-solving approach in clinical settings, evidence-based practice integrates the best available evidence from well-designed scientific studies, the preferences, and values of patients and the expertise of clinicians to make decisions regarding patient care (Crabtree et al., 2016). Assignment: Evidence-Based Practice and the Quadruple Aim sample essay As a result, the main aim of evidence-based providers is to ensure that patients are provided with high quality and safe healthcare services. For high chances of success, EBP embraces an interprofessional model where shared decision making is greatly emphasized. Similarly, different actors at the state, federal and local levels are essential for the adoption and implementation of evidence-based practice. According to Crabtree et al., (2016), nurses have widely embraced a positive attitude towards evidence-based practice and its providers and the majority are ready to acquire the necessary skills and knowledge for its adoption into clinical practice.

The quadruple aim has four major goals mainly: improving patient experience, population health, the work-life of healthcare providers and reducing healthcare-associated costs (Sakallaris et al., 2016). The quadruple aim purposes to achieve the aforementioned goals through the redesigning of healthcare facilities. However, a major setback in achieving these goals in the wider health sector is improving population health while at the same time containing/reducing healthcare-related costs, which requires a high level of efficiency and effectiveness (Bodenheimer & Sinsky, 2014).  A highly productive health workforce is mandatory for an effective healthcare system. This is what promoted the translation of the triple aim to the quadruple aim through the addition of a fourth goal which is improving healthcare providers’ work-life. Assignment: Evidence-Based Practice and the Quadruple Aim sample essay

The Impact That EBP May Have On Factors Influencing These Quadruple Aim Elements.

The development and adoption of evidence-based practice is mainly to improve the quality of healthcare services that patients receive and places a lot of value inpatient care in clinical settings. Similarly, evidence-based practice has a direct impact on the work-life of healthcare providers since, to receive high quality and safe healthcare services, staff needs to be very productive. The purpose of every healthcare institution is to ensure that the life of patients, as well as that of healthcare staff providing healthcare services, is improved.

 Patient experience

All strategies used in evidence-based practice permit healthcare providers to translate the findings of research into clinical practice. By utilizing efficient searching skills of literature and formally applying the rules that guide evidence to evaluate the findings of research, nurses and other healthcare providers can efficiently apply existent scientific knowledge to clinical practice based on individual patient needs (Jacobs et al., 2018). As a result, this improves the quality of healthcare services that patients receive. In recent times, most healthcare institutions are embracing evidence-based practice to solve clinical issues that directly impact patient care and this is what has led to improved patient experiences Assignment: Evidence-Based Practice and the Quadruple Aim sample essay.

Population health

Evidence-based practices purpose to educate populations on the individual health determinants, the benefits, and limitations of specific treatments, cultural and healthcare practices.  Those integrating evidence-based practices in various population settings also purpose to ensure the equitable distribution of resources to achieve specific aims (Sakallaris et al., 2016). Populations can be classified based on its needs as identified by socioeconomic status, the support received from family and individual health status, and this promotes equity and efficiency in the allocation and distribution of resources for health promotion. All evidence-based processes involved in care have been specifically designed to address individual patient needs as opposed to shaping healthcare patterns based on subgroups.

Costs

            A major challenge for most healthcare facilities is directly related to the measure of per capita costs of healthcare as it needs all healthcare expenditures to be captured, measurement of actual costs and indexing the costs to the healthcare market. According to Sakallaris et al., (2016), the most common method used to measure actual costs is discounts and pricing. Therefore, for most healthcare institutions, it is a huge challenge to provide safe and quality healthcare services at lower healthcare costs. When an institution embraces the use of the latest technology to improve efficiency and most recent treatment methods as revealed through evidence-based practice, the quality of care, as well as the costs, automatically increases.

The work-life of healthcare providers

The key components of a conducive healthcare environment should support interprofessional collaboration. Interprofessional collaboration has been evidenced to improve patient health outcomes and the satisfaction of healthcare providers. It also reduces provider burnout and turnover rates, which promotes staff productivity (William et al., 2016). The three major components of such an environment include the structural and policy elements and actively engaging the workforce in shared decision making. Assignment: Evidence-Based Practice and the Quadruple Aim sample essay.

References

Bodenheimer, T., & Sinsky, C. (2014). From triple to quadruple aim: care of the patient requires care of the provider. The Annals of Family Medicine, 12(6), 573-576.

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving Patient Care Through Nursing Engagement in Evidence‐Based Practice. Worldviews on Evidence‐Based Nursing, 13(2), 172-175.

Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: moving from the triple aim to the quadruple aim. Nursing administration quarterly, 42(3), 231-245 Assignment: Evidence-Based Practice and the Quadruple Aim sample essay.

Sakallaris, B. R., Miller, W. L., Saper, R., Jo Kreitzer, M., & Jonas, W. (2016). Meeting the challenge of a more person-centered future for US healthcare. Global advances in health and medicine, 5(1), 51-60.

William Jackson Epperson Md, M. B. A., Facmpe, S. F. C., & Wilhoit, G. (2016). Provider burnout and patient engagement: the quadruple and quintuple aims. The Journal of medical practice management: MPM, 31(6), 359. Assignment: Evidence-Based Practice and the Quadruple Aim sample essay

To Prepare:

  • Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
  • Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
  • Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:
Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.
Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

  • Patient experience
  • Population health
  • Costs
  • Work life of healthcare providers

Assignment: Evidence-Based Practice and the Quadruple Aim
Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.
More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.
To Prepare:
Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.
To Complete:
Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.
Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:
Patient experience
Population health
Costs
Work life of healthcare providers

NURS-6052 Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1)

NURS-6052 Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1)

Week 1, Day 3 Post your initial Discussion post.
Begin to compose your Assignment.
Week 1, Days 4-5 Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 1, Day 6 Post two peer Discussion responses.
Week 1, Day 7 Wrap up Discussion.
Deadline to submit your Assignment.

Learning Objectives

Students will:
    • Evaluate healthcare organizations for evidence-based practices
    • Analyze the relationship between evidence-based practice and the Quadruple Aim in healthcare organizations

CLICK HERE TO ORDER NURS-6052 Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1)

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings – NURS-6052 Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1)

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01

Note: You will access this article from the Walden Library databases.

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126

Note: You will access this article from the Walden Library databases.

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

Note: You will access this article from the Walden Library databases.

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160

Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Required Media

Laureate Education (Producer). (2018). Introduction to Evidence-Based Practice and Research [Video file]. Baltimore, MD: Author.

 

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

      • Review the Resources and reflect on the definition and goal of EBP.
      • Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
      • Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond to at least two of your colleagues on two different days by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion


 
Name: NURS_6052_Module01_Week01_Assignment_Rubric
Grid View
List View
ExcellentGoodFairPoorWrite a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:
 
· Patient experience
· Population health
· Costs
· Work life of healthcare providers

77 (77%) – 85 (85%)The analysis clearly and accurately addresses in detail how evidence-based practice either supports or does not support the Quadruple Aim.
 
The analysis accurately and thoroughly explains in detail how the four measures of patient experience, population health, costs, and work-life of healthcare providers either supports or does not support the Quadruple Aim.
 
The analysis provides a complete, detailed, and specific synthesis of two outside resources reviewed on the four measures supporting or not supporting the Quadruple Aim. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the analysis provided with credible and detailed examples.68 (68%) – 76 (76%)The analysis accurately addresses how evidence-based practice either supports or does not support the Quadruple Aim.
 
The analysis accurately explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim.
 
The analysis provides an accurate synthesis of at least one outside resource reviewed on the four measures supporting or not supporting the Quadruple Aim. The response integrates at least 1 outside resource and two or three course-specific resources that may support the analysis provided and may include some detailed examples.60 (60%) – 67 (67%)The analysis inaccurately or vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim.
 
The analysis inaccurately or vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim.
 
The analysis provides an inaccurate or vague analysis of the four measures supporting or not supporting the Quadruple Aim with a vague or inaccurate analysis of outside resources. The response minimally integrates resources that may support the analysis provided and may include vague or inaccurate examples.0 (0%) – 59 (59%)The analysis inaccurately and vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim or is missing.
 
The analysis inaccurately and vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim or is missing.
 
The analysis provides a vague and inaccurate analysis of the four measures supporting or not supporting the Quadruple Aim with a vague and inaccurate analysis of outside resources. The response fails to integrate any resources to support the analysis provided or is missing.Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
 
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
 
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
 
Purpose, introduction, and conclusion of the assignment is vague or off topic.0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
 
No purpose statement, introduction, or conclusion was provided.Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) – 4 (4%)Contains a few (one or two) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (three or four) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.5 (5%) – 5 (5%)Uses correct APA format with no errors.4 (4%) – 4 (4%)Contains a few (one or two) APA format errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (three or four) APA format errors.0 (0%) – 3 (3%)Contains many (five or more) APA format errors.Total Points: 100
Name: NURS_6052_Module01_Week01_Assignment_Rubric
 
Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)
Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01
Note: You will access this article from the Walden Library databases.
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126
Note: You will access this article from the Walden Library databases.
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171
Note: You will access this article from the Walden Library databases.
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2
Note: You will access this article from the Walden Library databases.
Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021
Note: You will access this article from the Walden Library databases.
Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160
Note: You will access this article from the Walden Library databases.
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Required Media
Laureate Education (Producer). (2018). Introduction to Evidence-Based Practice and Research [Video file]. Baltimore, MD: Author.

Name:NURS_6052_Module02_Week03_Assignment

Matrix Worksheet Template

Use this document to complete Part 2 of the Module 2 Assessment, Evidence-Based Project, Part 1: An Introduction to Clinical Inquiry and Part 2: Research Methodologies

Full citation of selected article

Article #1

Article #2

Article #3

Article #4

 

 

 

 

 

Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest)

 

 

 

 

Brief description of the aims of the research of each peer-reviewed article

 

 

 

 

Brief description of the research methodology used Be sure to identify if the methodology used was qualitative , quantitative , or a mixed-methods approach. Be specific.

 

 

 

 

A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

 

 

 

 

General Notes/Comments

 

 

 

 

Matrix Worksheet Template

Part 1: Identifying Research Methodologies



After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:


*The full citation of each peer-reviewed article in APA format.


*A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.


*A brief description of the aims of the research of each peer-reviewed article.


*A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.–

Levels of Achievement:Excellent 81 (81.00%) – 90 (90.00%)Good 72 (72.00%) – 80 (80.00%)Fair 63 (63.00%) – 71 (71.00%)Poor 0 (0.00%) – 62 (62.00%)

Written Expression and Formatting—Paragraph Development and Organization:


Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)Good 4 (4.00%) – 4 (4.00%)Fair 3.5 (3.50%) – 3.5 (3.50%)Poor 0 (0.00%) – 3 (3.00%)

Written Expression and Formatting—English Writing Standards:



Correct grammar, mechanics, and proper punctuation.–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)Good 4 (4.00%) – 4 (4.00%)Fair 3.5 (3.50%) – 3.5 (3.50%)Poor 0 (0.00%) – 3 (3.00%)

Name:NURS_6052_Module02_Week03_Assignment_Rubric

Library link – https://academicguides.waldenu.edu/library

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. NURS_6052_Module01_Week01_Assignment

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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