Patient Education Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Explain the appropriate use of a medication. Does not explain the appropriate use of a medication. Explains the use of a medication, but the explanation is inaccurate or not appropriate for the medication. Explains the appropriate use of a medication. Explains the appropriate use of a medication and the importance of following the instructions in terms of quality patient outcomes. Identify specific factors that may affect the efficacy of a medication. Does not identify specific factors that may affect the efficacy of a medication. Lists factors that may affect a medication, but the list is incomplete or does not relate to the efficacy of the medication. Identifies specific factors that may affect the efficacy of a medication. Explains how specific factors may affect the efficacy of a medication. Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Does not describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Lists possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Describes possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Describes possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication and explains the actions a patient should take. Explain correct handling, storage, and disposal of a medication. Does not explain correct handling, storage, and disposal of a medication. Explains handling, storage, and disposal of a medication, but the explanation is inaccurate or incomplete. Explains correct handling, storage, and disposal of a medication. Explains correct handling, storage, and disposal of a medication and includes a brief rationale of why these instructions are important. Explain how a patient education tool promotes patient safety related to pharmacology. Does not explain how a patient education tool promotes patient safety related to pharmacology. Explains the use of a patient education tool but does not associate the tool with patient safety. Explains how a patient education tool promotes patient safety related to pharmacology. Explains how a patient education tool promotes patient safety related to pharmacology and how the tool benefits both patients and nurses. Explain how a patient education tool adheres to the principles and practices of cultural competence. Does not explain how a patient education tool adheres to the principles and practices of cultural competence. Explains how a patient education tool adheres to the principles and practices of cultural competence, but the explanation is missing key elements. Explains how a patient education tool adheres to the principles and practices of cultural competence. Explains how ...

1. Patient Education Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Explain the appropriate use of a medication.
Does not explain the appropriate use of a medication.
Explains the use of a medication, but the explanation is
inaccurate or not appropriate for the medication.
Explains the appropriate use of a medication.
Explains the appropriate use of a medication and the importance
of following the instructions in terms of quality patient
outcomes.
Identify specific factors that may affect the efficacy of a
medication.
Does not identify specific factors that may affect the efficacy of
a medication.
Lists factors that may affect a medication, but the list is
incomplete or does not relate to the efficacy of the medication.
Identifies specific factors that may affect the efficacy of a
medication.
Explains how specific factors may affect the efficacy of a
medication.
Describe possible chemical reactions, side effects, or other
negative reactions a patient may experience from a medication.
Does not describe possible chemical reactions, side effects, or
other negative reactions a patient may experience from a
medication.
Lists possible chemical reactions, side effects, or other negative
reactions a patient may experience from a medication.
Describes possible chemical reactions, side effects, or other
negative reactions a patient may experience from a medication.
Describes possible chemical reactions, side effects, or other

2. negative reactions a patient may experience from a medication
and explains the actions a patient should take.
Explain correct handling, storage, and disposal of a medication.
Does not explain correct handling, storage, and disposal of a
medication.
Explains handling, storage, and disposal of a medication, but
the explanation is inaccurate or incomplete.
Explains correct handling, storage, and disposal of a
medication.
Explains correct handling, storage, and disposal of a medication
and includes a brief rationale of why these instructions are
important.
Explain how a patient education tool promotes patient safety
related to pharmacology.
Does not explain how a patient education tool promotes patient
safety related to pharmacology.
Explains the use of a patient education tool but does not
associate the tool with patient safety.
Explains how a patient education tool promotes patient safety
related to pharmacology.
Explains how a patient education tool promotes patient safety
related to pharmacology and how the tool benefits both patients
and nurses.
Explain how a patient education tool adheres to the principles
and practices of cultural competence.
Does not explain how a patient education tool adheres to the
principles and practices of cultural competence.
Explains how a patient education tool adheres to the principles
and practices of cultural competence, but the explanation is
missing key elements.
Explains how a patient education tool adheres to the principles
and practices of cultural competence.
Explains how a patient education tool adheres to the principles
and practices of cultural competence, including differences of
gender and age, and describes how the tool could be modified
for other individual differences.

3. Write content clearly and logically with correct use of grammar,
punctuation, and mechanics.
Does not write content clearly, logically, or with correct use of
grammar, punctuation, and mechanics.
Writes with errors in clarity, logic, grammar, punctuation, or
mechanics.
Writes content clearly and logically with correct use of
grammar, punctuation, and mechanics.
Writes clearly and logically with correct use of spelling,
grammar, punctuation, and mechanics; uses relevant evidence to
support a central idea.
Correctly format paper, citations, and references using current
APA style.
Does not correctly format paper, citations, and references using
current APA style.
Uses current APA to format paper, citations, and references but
with numerous errors.
Correctly formats paper, citations, and references using current
APA style with few errors.
Correctly formats paper, citations, and references with no
errors.
Running head: TITLE OF YOUR PROPOSAL IN CAPS 1
TITLE OF YOUR PROPOSAL IN CAPS
3
Title of your proposalYour Name
Class
Professor
Date due

4. Con-Position Proposal
Please use this document as a template for your proposal by
filling in the sections with blue font.
SUBJECT:
Topic choice (1-4 words)
RESEARCH QUESTION:
Present your research question (1 sentence).
CLAIM:
Present your working thesis statement here. Try to include the
topic and all 3 con-points (1 sentence).
RESEARCH PROPOSAL:
Detail your thoughts on developing/proving your thesis and
finding applicable research. What challenges or complications
might you encounter from your audience or the research
process? How will you overcome such obstacles? (1-2
paragraphs)
3 SOURCE COLLECTION via a Synthesis Matrix
A Synthesis Matrix is basically a visual representation of our
collected resources. It shows the breakdown of topic to specific
evidence. Please fill in the table below with your 3 collected

5. resources (you should have at least one from this week’s
discussion board). Some sources may cover more than one pro-
point, while others just prove the one pro-point.
Source: Use an APA in-text citation
1st Con-Point:
Note point here
2nd Con-Point:
Note point here
3rd Con-Point:
Note point here
(Author, year) for first source
Detail Evidence
(Author, year) for second source
Detail Evidence
(Author, year) for third source
Detail Evidence
References
Cite references in APA format
ENGL147N-60265 Assignments Week 3 Assignment: Con-
Positi…!
Total Points: 75.0

6. Week 3 Assignment: Con-Posi-
tion Proposal
Due Monday by 1:59am Points 75
Submitting a file upload
Proposal Grading Rubric - 75 pts
Criteria Ratings Pts
5.0 pts
10.0 pts
20.0 pts
10.0 pts
10.0 pts
10.0 pts
5.0 pts
5.0 pts
Submit Assignment
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 5, 13
Lesson
Link (Word doc): Con-Position Proposal Template
Minimum of 3 new articles (academic or credible online
sources different from Weeks 1 & 2 articles)

7. Apply the following writing resources to your posts:
Link (library article): Counterpoint: Vaccines: Caution
Advised (This is a sample con article. This link will
take you to an overview of vaccines. Click on the title
under Related Items in this overview area to access the
article.)
Link (multimedia presentation): Citing References in Text
Link (website): APA Citation and Writing
Instructions
The goal of the proposal is to create a working thesis
statement and basic research plan that considers context,
audience, purpose, and presents potential sources. A proposal
is not an outline, as it does not structure the paper. Rather, a
proposal offers direction for research needs and gives your
professor an opportunity to provide feedback before the
drafting process.
Access the Con-Position Proposal Template and complete the
six required sections:
Subject
Research Question
Claim
Research Plan
Synthesis Matrix (Add the 3 con sources.)
Reference Page
For an example proposal, refer to pages 269-270 of our
textbook.
Writing Requirements (APA format)

8. Length: 1 to 1.5 pages (not including title page &
reference page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page & Reference Page
Reference page (3 articles)
Grading
This activity will be graded based on the Proposal Grading
Rubric.
Course Outcomes (CO): 1, 3, 4
Due Date: By 11:59 p.m. MT on Sunday
Length 5.0 pts
Meets length
requirement
0.0 pts
Does not meet length
requirement
Thesis/Claim 10.0 pts
The thesis
contains
the main
claim that
can be
argued.
8.0 pts
The thesis is
somewhat
vague in its

9. claim and
needs to be
defined
clearly.
6.0 pts
The
claim
cannot
be
argued.
0.0 pts
There is no
claim/thesis.
Proposal 20.0 pts
The
proposal
exhibits
clear
direction for
supporting
the thesis
through
research.
The
proposal
considers
the
challenges
in the
research
process and
proposes
appropriate

10. strategies to
overcome
the
challenges.
16.0 pts
The proposal
exhibits a
fairly clear
direction for
supporting
the thesis
through
research.
The proposal
considers
the
challenges
in the
research
process but
might not
provide
effective
approaches
to overcome
the
challenges.
12.0 pts
The
proposal
is unclear
in the
direction
for

11. supporting
the thesis
and does
not
consider
challenges
in the
research
process.
0.0 pts
No
effort
Source 1 10.0 pts
The
evidence
for each
source is
detailed
and
clearly
supports
the
points
noted.
8.0 pts
The evidence for
each source
could be
expanded
further, but the
connection to
the point is clear,
or the evidence

12. is detailed but
the connection
needs to be fine-
tuned.
6.0 pts
The
evidence
for each
source is
vague or
unclear
and/or
does not
support
points
noted.
0.0 pts
No
effort
Source 2 10.0 pts
The
evidence
for each
source is
detailed
and
clearly
supports
the
points
noted.
8.0 pts

13. The evidence for
each source
could be
expanded
further, but the
connection to
the point is clear,
or the evidence
is detailed but
the connection
needs to be fine-
tuned.
6.0 pts
The
evidence
for each
source is
vague or
unclear
and/or
does not
support
points
noted.
0.0 pts
No
effort
Source 3 10.0 pts
The
evidence
for each
source is
detailed

14. and
clearly
supports
the
points
noted.
8.0 pts
The evidence for
each source
could be
expanded
further, but the
connection to
the point is clear,
or the evidence
is detailed but
the connection
needs to be fine-
tuned.
6.0 pts
The
evidence
for each
source is
vague or
unclear
and/or
does not
support
points
noted.
0.0 pts
No

15. effort
Writing 5.0 pts
The writing
is free of
major
errors in
grammar,
spelling,
and
punctuation
that would
detract
from a clear
reading of
the text.
4.0 pts
The writing
contains
some major
errors in
grammar,
spelling,
and
punctuation,
but the
errors do
not detract
from a clear
reading of
the text.
3.0 pts
The writing
contains

16. several
major errors
in grammar,
spelling,
and
punctuation,
and these
errors do
detract from
a clear
reading of
the text.
0.0 pts
No
effort
APA Format 5.0 pts
All
sources
are
properly
cited.
4.0 pts
There are a
few minor
errors in the
citations.
3.0 pts
There are
some major
errors in the
citations.

17. 0.0 pts
No
effort
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