Academic Writing Expectations Checklist The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources: Sentence-Level Skills |_| Constructing complete and correct sentences Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons. |_| Using and spelling words correctly Note: See a list of commonly misused words and information on MS Word’s spell check. |_| Using punctuation appropriately Note: See the different types of punctuation and their uses. |_| Using grammar appropriately Note: See a Grammarly tutorial to catch further errors. Paragraph-Level Skills |_| Using paragraph breaks Note: See a description of paragraph basics. |_| Focusing each paragraph on one central idea (rather than multiple ideas) Note: See an explanation of how topic sentences work. Use of Evidence |_| Using resources appropriately Note: See examples of integrating evidence in a paper. |_| Citing and referencing resources accurately Note: See examples of citing and referencing resources in a paper. |_| Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source Note: See paraphrasing strategies. Formatting Written Assignments |_| Using appropriate APA formatting, including title page, margins, and font Note: See APA overview and APA template from the Writing Center. Comments: ©2014 Walden University 1 Academic Writing Expectations Checklist The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources: Sentence-Level Skills |_| Constructing complete and correct sentences Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons. |_| Using and spelling words correctly Note: See a list of commonly misused words and information on MS Word’s spell check. |_| Using punctuation appropriately Note: See the different types of punctuation and their uses. |_| Using grammar appropriately Note: See a Grammarly tutorial to catch further errors. Paragraph-Level Skills |_| Using paragraph breaks Note: See a description of paragraph basics. |_| Focusing each paragraph on one central idea (rather than multiple ideas) Note: See an explanation of how topic sentences work. Use of Evidence |_| Using resources appropriately Note: See examples of integrating evidence in a paper. |_| Citing and referencing resources accurately Note: See examples of citing and referencing resources in a paper. |_| Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source Note: See paraphrasing .

1. Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences
Note: See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on
MS Word’s spell check.
|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks
Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than
multiple ideas)
Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_| Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source

2. Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font
Note: See APA overview and APA template from the Writing
Center.
Comments:
©2014 Walden University 1
Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences
Note: See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on
MS Word’s spell check.
|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks

3. Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than
multiple ideas)
Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_| Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source
Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font
Note: See APA overview and APA template from the Writing
Center.
Comments:
©2014 Walden University 1
LE001: Legal Requirements and Ethics
Short Answer Submission Form
Your Name: First and last
Your E-Mail Address: Your email hereInstructions
Write your responses where it reads “Enter your response here.”
Write as much as needed to satisfy the requirements indicated.
Each item contains the Rubric which will be used to evaluate
your responses.

4. Short Answer 1
Define what is meant by the legal definition of “standard of
care.” (1–2 paragraphs) Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.1:
Define standard of care.
Definition of standard of care is missing.
Response inaccurately defines standard of care or includes
irrelevant information regarding the legal definition of standard
of care.
Response accurately defines standard of care in legal terms,
including relevant information regarding implication in the
course of negligence or litigation.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response includes an example of how standard of care was used
in the course of litigation and/or a court decision.
Short Answer 2
Describe the differences between negligence, criminal
negligence, comparative negligence, and contributory
negligence. (1–2 paragraphs) Your Response
Enter your response hereRubric

5. 0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.2:
Describe the differences between negligence, criminal
negligence, comparative negligence, and contributory
negligence.
Description of the differences between negligence, criminal
negligence, comparative negligence, and contributory
negligence is missing.
Response is incomplete or inaccurately describes the differences
between negligence, criminal negligence, comparative
negligence and contributory negligence or includes irrelevant
information.
Response accurately describes the differences between
negligence, criminal negligence, comparative negligence and
contributory negligence.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response provides an authentic and succinct example that
illustrates the differences between negligence, criminal
negligence, comparative negligence and contributory
negligence.Short Answer 3
Describe the immediate responsibility as a healthcare

6. administrator in an organization when you receive a subpoena
duces tecum. (1–2 paragraphs)
Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.3:
Describe responsibilities related to receiving a subpoena duces
tecum.
Description of immediate responsibilities is missing.
Response inaccurately or incompletely describes the immediate
responsibilities of a healthcare administrator related to
receiving a subpoena.
Response offers little or no information related to appropriate
decisions regarding release of information.
Response accurately describes the immediate responsibilities of
a healthcare administrator related to receiving a subpoena.
Response offers information related to appropriate decisions
regarding release of information.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response provides an authentic and succinct example that
illustrates the responsibilities of a healthcare administrator

7. related to receiving a subpoena duces tecum.
Short Answer 4
Define the concepts of morals and ethics, and differentiate
between the two. Give an example of how the two can come into
conflict in a healthcare setting. (2–3 paragraphs)
Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.4: Define morals and ethics.
Definitions of morals and ethics are missing.
Response provides partial or incomplete definitions of morals
and ethics.
Response provides a partial explanation of the difference
between morals and ethics.
Response provides an unclear or incomplete example of how
morals and ethics can come into conflict in a healthcare setting.
Response provides accurate and thorough definitions of morals
and ethics.
Response explains the difference between morals and ethics.
Response includes a relevant example of how morals and ethics

8. can come into conflict in a healthcare setting.
Response demonstrates the same level of achievement as “2,”
plus the following:
Through more than one example, Response demonstrates a
nuanced understanding of the difference between morals and
ethics as they apply to healthcare settings.
Short Answer 5
Define “standards,” “principles,” and “rules,” and give an
example of each as they might be applied when making
treatment decisions about noncompliant patients. (2–3
paragraphs)Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.5: Define standards, principles, and rules.
Definitions and examples for standards, principles and rules are
missing.
Response provides partial or inaccurate definitions for
standards, principles and rules.
Response provides an incomplete or irrelevant example of how
each term might be applied when making decisions about
noncompliant patients.
Response provides accurate and thorough definitions of
standards, principles, and rules.

9. Response provides a relevant example of how each term might
be applied when making decisions about noncompliant patients.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response provides more than one example to demonstrate a
deep understanding of the relevance of standards, principles,
and rules in a healthcare setting.
Short Answer 6
An 83-year-old diabetic male, Mr. Jones, is brought in to the
emergency department because of respiratory distress by his
care-giving daughter, with whom he lives. In examining him,
the emergency department physician discovers that Mr. Jones
has gangrene on his right foot up to his ankle. Mr. Jones'
daughter reports that her father has been diagnosed with
Alzheimer's disease. A preliminary capacity assessment is
consistent with mild dementia but one of the nurses suggests
that Mr. Jones' confusion might be the result of his respiratory
distress, coupled with the disorienting atmosphere of the
emergency department. The clinical recommendation is to
perform a below-the-knee amputation. The patient refuses this
surgery, saying he has lived long enough and wants to die with
his body intact.
Does the father have autonomy to make this decision? Why or
why not? Discuss the principle of nonmaleficence as it relates
to actions of the providers. (1–2 pages) Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

10. 3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.6:
Define the principles of respect for autonomy and
nonmaleficence.
Definitions of the principles of respect for autonomy and
nonmaleficence are missing.
Response provides partial or inaccurate definitions of the
principles of respect for autonomy and nonmaleficence.
Response provides thorough and accurate definitions of the
principles of respect for autonomy and nonmaleficence.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response uses one or more examples to demonstrate an
understanding of how the principles of respect for autonomy
and nonmaleficence can conflict.
Learning Objective 1.7:
Explain the prioritization of respect for autonomy and
nonmaleficence.
Explanation of how to choose which principle to prioritize is
missing.
Response provides a partial or unclear explanation of which
principle to prioritize or fails to provide support for reasoning
about which principle to prioritize.
Response provides an irrelevant example of information the
hospital would use to determine whether to prioritize respect for
autonomy or nonmaleficence.
Response clearly explains which principle to prioritize when
patients refuse care
Response provides at least one relevant example of information
the hospital would use to determine whether to prioritize respect

11. for autonomy or nonmaleficence.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response identifies other principles or philosophies that could
guide decisions about how to prioritize principles of respect for
autonomy and nonmaleficence.
Short Answer 7
Clinical ethics requires grasping ethical issues, such as
informed consent, truth-telling, confidentiality, end-of-life care,
treatment futility, pain relief, and patients’ rights to self-
determination. For each hypothetical situation described below,
identify the conflicting ethical principles involved, and select at
least one appropriate action to resolve conflicting ethical
principles in each case. (1–2 paragraphs each)
· An elderly patient suffers cardiac arrest and enters the
intensive care unit. Her son insists that “everything possible” be
done for her, and yet, she slips into a coma and is
nonresponsive for months. As a healthcare administrator who
oversees the organization, what steps would you recommend to
address the son’s concerns?
· You are a healthcare administrator in a community with many
devout Jehovah’s Witnesses. Many people in this faith refuse to
receive blood transfusions. A mother calls your office to say
that her 11-year-old son has been struck by a car, and asks for
your reassurance that he won’t receive a transfusion if she
brings him in. How will you respond?
· You are a healthcare administrator reviewing statistics on lab
tests ordered, and realize that a few physicians account for the
majority of orders of a certain very expensive lab test. You do a
bit of research, and realize that these physicians have
relationships with the manufacturers of this testing equipment.
What are your next steps? Your Response
Enter your response hereRubric
0

12. Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze medical ethical issues and legal
concepts.
Learning Objective 1.8:
Identify conflicting ethical principles.
Identification of conflicting ethical principles is missing.
One or more responses inaccurately identify a conflicting
ethical principle, or response does not address each scenario
individually.
Response accurately identifies at least one conflicting ethical
principle in each scenario.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response justifies the importance of each of the principles in
conflict.
Learning Objective 1.9:
Select actions to resolve conflicting ethical principles.
There is no response available.
Response selects inappropriate actions for one or more
scenarios.
Response selects appropriate actions to resolve the conflicting
ethical principles in each scenario.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response provides compelling justification and reasoning to
support the selected action in each scenario.
Short Answer 8Justify whether healthcare in the U.S. is a right

13. or a privilege. Apply ethical standards and state and federal
laws to support your position. (1–2 pages)Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2:Justify whether healthcare is a right or a
privilege.
Learning Objective 2.1: Justify whether healthcare is a right or
a privilege.
Justification of whether healthcare is a right or a privilege is
missing.
Response provides an unclear or unjustified explanation of
whether healthcare is a right or a privilege.
Response chooses incorrect or irrelevant citations or does not
provide citations.
Response provides a logical justification for whether healthcare
is a right or a privilege.
Response appropriately cites from academic resources to
support the justification.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response references a specific court case and/or Supreme Court
decision to support the justification.

14. Short Answer 9
A hospital finds that hypodermic needle-stick injuries have
increased over the last year and, when they conduct an audit,
they find evidence that there is wide variation in practice from
unit to unit. Some rooms have sharps boxes and others do not,
the sharps boxes are of different sizes, and there is variation in
how often they are emptied. Using the seven-step risk
assessment framework described by the Joint Commission
(available at http://www.beckersasc.com/asc-quality-infection-
control/7-steps-to-comply-with-joint-commission-risk-
assessment-requirement.html) outline each of the steps to
illustrate how a hospital might use a risk assessment framework
to manage the risk of needle-stick injuries. (2 pages)Your
Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Analyze challenges underpinning healthcare
organizations’ delivery of quality and management of risks.
Learning Objective 3.1:
Use the seven-step risk assessment framework described by the
Joint Commission.
Seven-step risk assessment framework is missing.
Response completes some of the seven steps incorrectly or fails
to complete all seven steps.
Response accurately completes each of the seven steps to
illustrate how the hospital in the scenario might use a risk
assessment framework.

15. Response demonstrates the same level of achievement as “2,”
plus the following:
Response includes a thorough reflection on the value of the
Joint Commission standards and their impact on providers and
patients.
Short Answer 10
You are an executive in a small rural healthcare facility.
Explain how each of the following scenarios will challenge your
ability to deliver quality care and manage risks; discuss specific
regulatory guidelines that may apply and explain your approach
to mitigating each.
• A shortage of three certified nursing assistants (CNAs) due
to influenza and one registered nurse (RN) scheduled leave for a
family wedding (2–3 paragraphs)
• Changing reimbursement rules have a negative impact on
revenue that will potentially eliminate the budget for planned
renovation to the patient rooms equipped with a winch to lift
patients over 200 lbs. (2–3 paragraphs)
Your Response
Enter your response hereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Analyze challenges underpinning healthcare
organizations’ delivery of quality and management of risks.
Learning Objective 3.2:

16. Explain how shortages of healthcare workers impact the ability
to deliver quality care and manage risks.
Explanation of how shortages of healthcare workers impact the
ability to deliver quality care and manage risks is missing.
Response provides an unclear or partial explanation of how
shortages of healthcare workers impact the ability to deliver
quality care and manage risks for each scenario presented.
Response includes an inappropriate explanation of how to
mitigate the impact of shortages of healthcare workers on the
delivery of quality care and the management of risk for each
scenario presented.
Response clearly explains how shortages of healthcare workers
impact the ability to deliver quality care and manage risks for
each scenario presented.
Response includes at least one appropriate explanation of how
to mitigate the impact of shortages of healthcare workers on the
delivery of quality care and the management of risk for each
scenario presented.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response provides more than one appropriate explanation of
how to mitigate the impact of shortages of healthcare workers
on the delivery of quality care and the management of risk for
each scenario presented.
Learning Objective 3.3:
Explain how revenue and resource constraints may limit the
ability to deliver quality care and manage risks.
Explanation of how changing reimbursement rules for
Medicareimpacts the ability to deliver quality care and manage
risks is missing.
Response provides an unclear or partial explanation of how

17. changing reimbursement rules for Medicare impacts the ability
to deliver quality care and manage risks for each scenario
presented.
Response makes an inappropriate explanation regarding how to
mitigate the impact of changing reimbursement rules for
Medicare on the delivery of quality care and the management of
risk for each scenario presented.
Response clearly explains how changing reimbursement rules
for Medicare impacts the ability to deliver quality care and
manage risks for each scenario presented.
Response makes at least one appropriate explanation regarding
how to mitigate the impact of changing reimbursement rules for
Medicare on the delivery of quality care and the management of
risk for each scenario presented.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response provides more than one appropriate explanation
regarding how to mitigate the potential impact of changing
reimbursement rules for Medicare on the delivery of quality
care and the management of risk for each scenario presented.
Short Answer 11
You are the CEO of a new hospital. Write a 1-page persuasive
executive summary to the board of trustees outlining your
proposal for a code of conduct and ethics to govern clinician
and doctor behavior. Include a statement with a code of conduct
for your staff for each of the following:
· Quality of care and patient rights
· Confidentiality of protected health information (PHI)
· Protection of information
· Legal and regulatory compliance Your Response
Enter your response hereRubric

18. 0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Create codes of conduct and ethics
statements to promote organizational integrity.
Learning Objective 4.1:
Develop proposals for a code of conduct and ethics to govern
behavior in healthcare settings.
Executive summary is missing.
Executive summary includes partial or inappropriate statements
regarding standards of conduct, quality of care and patient
rights, confidentiality of protected health information,
protection of information, and legal and regulatory compliance,
or addresses only some of these.
Executive summary includes concise and appropriate statements
regarding standards of conduct, quality of care and patient
rights, confidentiality of protected health information,
protection of information, and legal and regulatory compliance.
Executive summary demonstrates the same level of achievement
as “2,” plus the following:
Executive summary includes specific detail that incorporates
specific risks that may impact board members.
©2015 Walden University 10
Academic Writing Expectations Checklist

19. The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences
Note: See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on
MS Word’s spell check.
|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks
Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than
multiple ideas)
Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_| Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source
Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font

20. Note: See APA overview and APA template from the Writing
Center.
Comments:
©2014 Walden University 1