1 MSN5550 Health Promotion: Prevention of Disease Case Study Rubric Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total Ideas, Arguments, & Analysis 0-30 points 35-39 points 40-44 points 45-50 points /50 Ideas expressed lack an understanding of the case study. Comments are irrelevant, off-topic, and/or confusing to follow. Viewpoint, if given, is not supported with evidence or examples. Ideas expressed in case study show a minimal understanding of the topic. Comments are general in nature and/or occasionally may not be relevant. Rehashes or summarizes ideas with limited analysis, original thought, and/or supported viewpoints. Ideas expressed in case study are mostly substantive and relevant to topic; some original thought. Demonstrates logical thinking, reasoning, and/or analysis for most part. Viewpoint is supported with evidence and/or examples. Ideas expressed in case study include original thought, substantial depth, and are relevant to topic. Responses show strong logical thinking, reasoning, and analysis with evidence and examples. Construction of new meaning and insights are evident. Connection to Course Materials 0-13 points 14-15 points 16-17 points 18-20 points /20 No connections are made to readings or other course materials (lectures, media, resources, etc.), and/or if made, are not clearly stated and are largely personal opinions. Minimal direct connections are made to readings and/or other course materials (lectures, media, resources, etc.). Connections are largely inferred and somewhat unclear at times. Some direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated for the most part. Strong, direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated. Content and Pedagogical Knowledge 0-13 points 14-15 points 16-17 points 18-20 points /20 The case study response displays a lack of comprehension of the assignment. The case study responses are partially addressed. There are components of the assignment not addressed. The case study response demonstrates comprehension of assignment expectations, however, is missing responses to some of the case study questions. The case study response demonstrates comprehension of assignment expectations and includes the essential components of the assignment. 2 Case Study Rubric (continued) Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total Writing Quality 0-6 points 7 points 8 points 9-10 points /10 Responses to case study show a below average/poor writing style that lacks standard English, and/or is difficult for readers to follow. Contains frequent errors in grammar, punctuation, usage, and spelling. Responses to case study show an average and/or ...

1. 1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished
Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes

2. ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if

3. made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.

4. The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)

5. Criteria Unsatisfactory-Beginning Developing Accomplished
Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.

6. Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional
Design/Technology Services, SC&I, Rutgers, 3/2014
Source: Rubric by Denise Kreiger, Instructional
Design/Technology Services, SC&I, Rutgers, 3/2014
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 2
Instructions: Read the following case study and answer the
reflective questions. Please provide
rationales for your answers. Make sure to provide a citation for

7. your answers.
Deadline: Due by Sunday at 23:59 p.m.
CASE STUDY: An Older Immigrant Couple: Mr. and Mrs.
Arahan
Mr. and Mrs. Arahan, an older couple in their seventies, have
been living with their oldest daughter,
her husband of 15 years, and their two children, ages 12 and 14.
They all live in a middle-income
neighborhood in a suburb of a metropolitan city. Mr. and Mrs.
Arahan are both college educated and
worked full-time while they were in their native country. In
addition, Mr. Arahan, the only offspring
of wealthy parents, inherited a substantial amount of money and
real estate. Their daughter came to
the United States as a registered nurse and met her husband, a
drug company representative. The
older couple moved to the United States when their daughter
became a U.S. citizen and petitioned
them as immigrants. Since the couple was facing retirement,
they welcomed the opportunity to come
to the United States.
The Arahans found life in the United States different from that
in their home country, but their
adjustment was not as difficult because both were heal thy and
spoke English fluently. Most of their
time was spent taking care of their two grandchildren and the
house. As the grandchildren grew older,
the older couple found that they had more spare time. The
daughter and her husband advanced in
their careers and spent a great deal more time at their jobs.
There were few family dinners during

8. the week. On weekends, the daughter, her husband, and their
children socialized with their own
friends. The couple began to feel isolated and longed for a more
active life.
Mr. and Mrs. Arahan began to think that perhaps they should
return to the home country, where
they still had relatives and friends. However, political and
economic issues would have made it
difficult for them to live there. Besides, they had become
accustomed to the way of life in the United
States with all the modern conveniences and abundance of
goods that were difficult to obtain in their
country. However, they also became concerned that they might
not be able to tolerate the winter
months and that minor health problems might worsen as they
aged. They wondered who would take
care of them if they became very frail and where they would
live, knowing that their daughter had
only saved money for their grandchildren’s college education.
They expressed their sentiments to
their daughter, who became very concerned about how her
parents were feeling.
This older couple had been attending church on a regular basis,
but had never been active in other
church-related activities. The church bulletin announced the
establishment of parish nursing with
two retired registered nurses as volunteers. The couple attended
the first opening of the parish clinic.
Here, they met one of the registered nurses, who had a short
discussion with them about the services
offered. The registered nurse had spent a great deal of her
working years as a community health

9. nurse. She informed Mr. and Mrs. Arahan of her availability to
help them resolve any health-related
issues.
Reflective Questions
1. What strategies could be suggested for this older adult couple
to enhance their quality of life?
2. What community resources can they utilize?
3. What can the daughter and her family do to address the
feelings of isolation of the older couple?
4. What health promotion activities can ensure a healthy
lifestyle for them?
CASE STUDY: An Older Immigrant Couple: Mr. and Mrs.
ArahanReflective Questions